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INDONESIA
Jurnal Pendidikan Biologi Indonesia
Published by Universitas Muhammadiyah Malang
ISSN : 24423750     EISSN : 25276204     DOI : -
Core Subject : Agriculture,
Agriculture, Biological Sciences & Forestry
JPBI (Jurnal Pendidikan Biologi Indonesia), ISSN 2442-3750 (print); ISSN 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. Additionally, this journal also covers the issues on environmental education. This journal collaborates with Asosiasi Lesson Study Indonesia (ALSI)/Indonesian Association of Lesson Study.
Arjuna Subject : -
Articles 791 Documents
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Environmental education to build school members’ character Hana Naqiyya Nada; Rhina Uchyani Fajarningsih; Okid Parama Astirin
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i1.14283

Abstract

Environmental education provides opportunities to instill character education for adolescents in globalization era. However, positive effects of environmental education on character building are rarely studied. This study aimed at analyzing the effect of environmental education on character building of school members. This study used descriptive qualitative method with purposive sampling technique. SJHS 1 Wajak and SJHS 1 Gondanglegi, Malang-East Java were selected as research locations as they were Adiwiyata schools. The data were collected through observation, interview, and documentation techniques. The results showed that environmental education had affected student character building. Various activities and existing regulations affect student characters, such as honest, self-confidence, responsibility, discipline, caring for fellow human beings, caring about nature, courage, religion, and creativity. Habituation and modeling are strategies used in constructing characters. Therefore, environmental education is recommended to be implemented in various schools as an effort to improve the character of school members.
Learning Bryophyta: Improving students’ scientific literacy through problem-based learning Vitri Anugrah Nainggolan; Risya Pramana Situmorang; Susanti Pudji Hastuti
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i1.15220

Abstract

Regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. Nevertheless, scientific literacy of Indonesian students has been recognized in low level. This study aimed to describe students’ scientific literacy in Bryophyta topic using problem-based learning. This Classroom Action Research (CAR) used the Kemis & Mc.Taggart research design. This study involved 30 students of X graders in Kristen Satya Wacana Senior High School. Students' scientific literacy was measured using a test which comprised of 15 MCQs and 5 essay questions. The data obtained was analyzed using N-gain score. The results indicated that students' scientific literacy was improved from cycle 1 (45.20) to cycle 2 (65.59) as they learnt about Bryophyta. The use of PBL in learning Bryophyta accommodates students' activities to promote their scientific literacy. Scientific activities in PBL strongly support the development of students' scientific literacy.
Filipino prospective teachers’ experiences in teaching in K12 science curriculum: A cross-sectional research Ace Mark R. Antipolo; Danilo V. Jr Rogayan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i1.15468

Abstract

The K12 science curriculum in the Philippines uses spiral progression which is a concept of learning approach where students revisit the same topics throughout their school career that increases complexity and reinforcement of previous learning. This cross-sectional study determined the experiences of Filipino prospective science teachers (PSTs) specializing in biology and physical science in teaching in the K12 science curriculum with emphasis of their challenges. The respondents of this study were 30 PSTs in five teacher education institutions (TEIs) in Central Luzon, Philippines. Results revealed that the PSTs rarely experience teaching challenges in the K12 science curriculum in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and in personal growth and professional development. No significant differences were noted in the challenges of PSTs when grouped according to profile variables. A positive significant moderate to high correlations were noted between and among the challenges variables. The study suggests that the administration continuously spearhead in-house seminars and equip prospective teachers with innovative teaching strategies. TEIs may also consider curriculum review to align the course syllabi in the teacher education curriculum to the Department of Education curriculum. Schools may further evaluate the policies, standards, and guidelines of the teacher education curriculum to make the science education degree programs relevant.
LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils Aureen Kate A. Barantes; Joseline R. Tamoria
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i1.15510

Abstract

Science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. Although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. This study aimed to determine the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching Science and their roles in promoting students' basic science process skills (BSPS). This action research employed a descriptive research design. Thirty Grade IV pupils in a special education-gifted talented (SPED-GT) elementary school in Zambales, Philippines, were selected using convenience sampling. A parallel test was used to determine the level of BSPS before and after the application of LARO lessons. Results revealed that before the utilization of LARO lessons, it was found out that some of the pupils had advance knowledge and they were under the average level of basic science process skills. Throughout the use of educational games, there is an improvement in pupils' performance on their oral participation as recorded in their daily recitation logs. It only shows that the pupils are eagerly motivated. After the use of LARO, pupils improved from average to outstanding level of performance of their BSPS in the post-test. It was revealed by the result of the t-test that LARO lessons were effective in enhancing the basic science process skills of pupils. The researchers recommend the use of LARO lessons as a technique to improve the pupil's BSPS.
Analysis of students’ creative thinking on plant microtechnical laboratory practices: Analysis of students’ creative thinking skills on Plant Microtechnique laboratory practices E. Ermayanti; Yenny Anwar; Didi Jaya Santri
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.12321

Abstract

Empowerment of creative thinking skills is important in every lecture activity, including practicum. This study aimed to analyze students' creative thinking skills in Plant Microtechnique practicum. This research used descriptive method in which the participants were the seventh semester biology education students (n=20) of State University of South Sumatera, Indonesia. The student has taken Plant Microtechnique Course in the previous semester. The instrument used was essay test developed based on creative thinking indicator. The data were processed by calculating the percentage for each indicator and categorized into three levels (i.e., low, medium, and high). The findings revealed that students’ creative thinking skills in Plant Microtechnique laboratory practices were medium for fluency indicator, and low for flexibility, originality, and elaboration indicators. Therefore, it is necessary to revise learning strategies that support the empowerment of students' creative thinking in Microtechnique Laboratory practices.
Cladogram misreading of undergraduate students in understanding evolutionary Sa'diatul Fuadiyah; Topik Hidayat; Didik Priyandoko
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.12360

Abstract

The student's ability to understand evolutionary studies is determined by representing a phylogenetic tree or cladogram. This study aims to determine the tree thinking ability, especially the students' reading ability in interpreting the cladogram. This descriptive study involved 29 students as subjects. Students are selected by purposive random sampling, only students who have attended and studied evolution courses. The data collection instrument used tests and interview guidelines. The test questions consist of 20 multiple choice questions with five answer choices. The difficulty level of the questions used includes understanding, applying, analyzing, and evaluating. The phylogenetic tree interpretation refers to four indicators, including the most recent common ancestor (MRCA), monophyletic group, branch proximity, contemporary descendant, and counting the branch or nodes position. The data obtained were analyzed using Microsoft Excel 2013 and Anates-V4, then presented in percentage form. The results showed that many students misinterpreted the cladogram. Furthermore, errors in cladogram interpretation occurred in monophyletic group indicators (38%), most common ancestor (59%), branch proximity (41%), contemporary ancestry (39%), and branch position calculations (53%). These results indicate that misreading of analysis in cladogram interpretation is moderate to high, so it is necessary to formulate the most appropriate way to teach phylogenetic studies in evolution.
The learning continuum of anatomical and physiological aspects based on the difficulty levels Hanida Listiani; Ba Subali
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.13675

Abstract

Determining the level of difficulty and student development is important in the learning continuum, especially the anatomical and physiological aspects. This study aimed to collect teachers' opinions about the learning continuum of anatomical and physiological aspects based on its difficulty level. This survey research was conducted in the cities of Bantul and Yogyakarta using a questionnaire. The selection of respondents through convenience sampling, totaling 111 teachers consisting of 68 junior high school science teachers and 43 junior high school biology teachers. The data were analyzed using descriptive statistics to determine the mode of teachers’ opinions. The results of this study indicate that the learning continuum in grade X of senior high school based on difficulty level in anatomical and physiological aspects, especially multicellular and unicellular concept has not yet been formed, with the difficulty at level 4. Therefore it is necessary to the provision of subject matter is sorted from easy to difficult and adjusted to the level of development of students at each level.
HOTS assessment in circulatory system learning: Validity, reliability, and item quality Yosi Laila Rahmi; Isnaini Nur Habibah; Z. Zulyusri; Rahmawati Darussyamsu
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.15513

Abstract

Biology learning, based on the curriculum-2013, requires students to be skilled at analyzing, evaluating, and creating to achieve Higher-Order Thinking Skills (HOTS). Thus, HOTS assessment instrument is crucial to be made. This study aimed to produce HOTS assessment instrument focused on circulatory system materials for XI graders. This research was conducted by using Research and Development (R&D) method with 4-D model. The subjects of this study were: two biology lecturers from Faculty of Mathematics and Science of Universitas Negeri Padang, two biology teachers, and 33 XI graders of Public Senior High School 1 Nan Sabaris. The data were collected using questionnaires which were validated by experts and analyzed using ANATES 4.09. The validity results reached as high as 87.54% (very valid) in which the empirical validity value was 88%. Meanwhile, the instrument was stated as very reliable (0.78), has a moderate difficulty, good differentiating power, and excellent option quality. Thus, as the recommendation, this instrument can be used to foster students’ HOTS.
Student’s scientific literacy on environmental pollution material based on SETS learning approach combined with Vee Diagram Rini Rita T. Marpaung; Berti Yolida; Faradilla Riana Putri
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.15718

Abstract

The student’s scientific literacy is vital in improving students’ awareness of several issues. This study was intended to describe the effect of the SETS learning approach combined with Vee Diagram on students’ scientific literacy especially on Environmental Pollution Material. This study used a nonequivalent pretest-posttest control group design. The survey involved 60 students who were selected using cluster random sampling technique. The quantitative data, in terms of pretest, posttest, and N-gain scores were analyzed using Independent-sample t-test at the 5% significance level. The results showed that, based in the N-gain scores, the experiment class was classified in moderate category and the control class belonged to low category. This means that the SETS learning approach combined with Vee Diagram influence student’s scientific literacy on Environmental Pollution Material. Therefore, this combination is recommended to be implemented in class to enhance students' scientific literacy skills.
The implementation of mini-research project to train undergraduate students’ scientific writing and communication skills Agus Haryono; Chaidir Adam
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.15838

Abstract

Scientific writing and communication skills of undergraduate students in the Biology Education Program of University of Palangka Raya need to be improved. The purpose of this research was to implement mini-research in animal ecology field practice to train undergraduate students’ scientific writing and communication skills. This descriptive quantitative research used action-research method with two cycles in which each cycle consisted of four stages i.e (1) plan; (2) take action; (3) collect and analyze evidences, and (4) reflect. The data gained were analyzed descriptively and quantitatively. The results showed that the gain score of students’ scientific writing skills based on mini-research assessment was 0.6 (moderate category). Moreover, students' communication skills showed an improvement from cycle 1 to cycle 2 which was assessed during the presentation session. All the findings in this study indicate that the implementation of the mini-research project in the field practice of the animal ecology course helps students to develop scientific writing and communication skills.

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