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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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Naturalist intelligence and personality: An understanding students’ responsible environmental behavior Nina Wirdianti; Ratna Komala; Mieke Miarsyah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 2 (2019): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i2.7193

Abstract

Notwithstanding that many efforts to overcome environmental problems have been carried out by several parties, yet the issues still occur. Improving students’ responsible environmental behavior (REB) can be an alternative to solve environmental problems. This study aimed to analyze the relation between the both variables (i.e. naturalist intelligence and personality) and students’ REB at SJHS 51 of Bandung. The research was carried out using quantitative descriptive method through a correlational approach. Naturalist intelligence, personality, and REB data were collected using questionnaires. The research data were analyzed using multiple linear regression at α = 0.05. The research results showed that there was a relation between: (1) naturalist intelligence and REB;. (2) personality and REB; and (3) the both predictor variables and REB. Therefore, empowering the both competencies (naturalist intelligence and personality) is the essential step to improve students’ REB. 
Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya Gideon Mwanda; Ronnie Midigo
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7215

Abstract

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher’s questionnaire. The data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. Moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in Kenya.
Ethnobotanical study of medicinal plants utilized by the Baduy tribe used as a learning resource Rida Oktorida Khastini; Indria Wahyuni Wahyuni; Irma Saraswati; A. Alimuddin; Prasart Nuangchalerm
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 2 (2019): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i2.7219

Abstract

The existence of contextual learning resources has been known to be able to improve the meaningful learning, particularly biology learning. This research provides the information about the medicinal plant utilized by the Baduy tribe as well as its endeavour in developing the results obtained as a contextual-based module. This research and development was designed using Thiagarajans’ model, which was limited in three phases (define, design, and development). The data was collected using interview guideline, validation sheets, and students' response questionnaires. The research findings inform that there were 67 species utilized by the Baduy tribe as the medicinal plants. These species belong to Spermatophyte and divided into 31 families. Furthermore, the validation results showed that the media developed was valid; in which the best component of module, based on students' response, was its presentation (the mean value was 89.5%). It can be concluded that the media developed is feasible to use as a learning resource.
Building pro-environmental behavior among school community of Adiwiyata green school Nurwidodo Nurwidodo; Mimien Henie Irawati Al Muhdhar; Fatchur Rohman; Dwi Iriani; Herlina Herlina; Muhammad Mifta Fausan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7233

Abstract

Efforts to build pro-environment behavior have been strengthened by the Ministry of Environment and Forestry through Adiwiyata green school program. This current study aimed at describing the patterns of building pro-environmental behavior among school community of Adiwiyata green school in Malang City. This study was conducted by means of descriptive design. The data were collected using in-depth interview, directed observation, and documentation as well as triangulation. The data were analyzed descriptively by means of content analysis. Hereafter, this study has shown that SMAN 7 Malang was and is running a program of pro-environmental behavior building offered to all school community, to enhance the knowledge, to fossilize the behavior, and to implement pro-environmental behavior, with the concrete support from the school management and teachers. The program was run sustainably and supported by education authorities along with pro-environmental communities. To sum up, the patterns of building pro-environmental behavior involved all the school community, to cover such aspects as knowledge enhancement, behavior fossilizing, and pro-environmental behavior reinforcement through a sustainable collaboration with pro-environmental communities. Therefore, it is suggested that Adiwiyata green school keep intensifying its commitment and be consistent in building sustainable pro-environmental behavior to amplify a long-term memory of its school community.
Validity of guided inquiry-based modules on digestive system to improve argumentation skill Puji Hendarto; M. Maridi; Baskoro Adi Prayitno
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7255

Abstract

Students tend to be passive in learning activities if the media is less supportive. Module development as a learning medium can overcome the passivity of students. The purpose of this research was to determine the validity and feasibility of the guided inquiry-based module on Human Digestive System materials to improve students' argumentation skill. This research is Research and Development. The research was conducted at class VIII of State Junior High School 3 of Surakarta. The module comprised of into three parts, namely the introduction, content, and closing. The contents section consisted of three sub-materials, namely: 1) food substances; 2) food digestion organs and processes; and 3) food digestive system disorders. The module feasibility was tested through the assessments of media, subject matter, learning experts and linguists. The results of experts’ evaluation toward the module showed that the module was feasible with the percentages were 88.28% (media design), 90.125% (material), 91.15% (learning aspect), and 94.8% (language). Therefore, the module is feasible to be used as a learning medium to improve students' argumentation skill.
Using critical analysis to develop metacognitive ability and critical thinking skills in biology Marheny Lukitasari; Rusdi Hasan; Wasilatul Murtafiah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7262

Abstract

Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.
Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills Irwan Irwan; Maridi Maridi; Sri Dwiastuti
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7287

Abstract

The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F = 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.
The activeness, critical, and creative thinking skills of students in the Lesson Study-based inquiry and cooperative learning Rusdi Hasan; Marheny Lukitasari; Sri Utami; Anizar Anizar
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7328

Abstract

The implementation of innovative learning and lesson study (LS) are potential to improve student thinking skills and activeness differently and mostly implemented separately. This study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with LS-based learning practice. This was a descriptive quantitative study that was conducted at Islamic Senior High School 1 of Bengkulu.  The sample was two classes consisted of 33 and 32 students each that conducted LS-inquiry and LS-cooperative learning. The essay test delivered to measure critical and creative thinking skills and observation sheet to measure student activeness. The data were analyzed by t-test to compare critical and creative thinking skills as well as the student activeness between the LS-inquiry and LS-cooperative classes. The result showed that LS-inquiry learning improved the student critical and creative thinking skills that significantly higher than LS-cooperative learning. The student activeness improved gradually as LS cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. It showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas LS in student activeness improvement otherwise.
Science literacy skills through the experience of project activities with assisted local potential based learning materials Diana Hernawati; Mohamad Amin; Mimien Henie Irawati Al Muhdhar; Sri Endah Indriwati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7372

Abstract

Scientific skills literacy is one of the skills that students need to have to support the learning process. This study aims to explain the literacy skills of the students through project experience with the help of local potential-based teaching materials. This research is a quantitative study and it used quasi-experimental design, pre-and posttest design. ANCOVA analysis was used as the data analysis technique at a significant level of 5% (p < 0.5). Analysis prerequisite tests included the Kolmogorov-Smirnov test for normality test and homogeneity of variance with Levene's-Test. All data testing was done using the SPSS version 23.0 for Windows. The results of the study show that the experience of project activities has a significant effect on the scientific literacy skills in three competencies. These competencies are to explain scientific phenomena, evaluate and design scientific investigations and interpret scientific evidence and data. Competence in evaluating and designing scientific investigations has the greatest significance compared to the other two competencies.
Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework Nia Nurdiani; Nuryani Y. Rustaman; Wawan Setiawan; Didik Priyandoko
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i1.7375

Abstract

The study was aimed at determining the effectiveness of learning using TPACK (Technological Pedagogical and Content Knowledge) framework in helping the change of reasoning patterns and modes of Biology prospective teachers so that it facilitates in encompassing the Embryology as one of abstract concepts. The subjects used were 49 students of Biology teachers who were having a contract in Embryology course in Biology Education Study Program, in a private educational institute in Bandung. The research design used was quasi-experimental with time-series design type.  The measurement of the level of reasoning ability, patterns, and modes of the students were done through the Test of Logical Thinking (ToLT) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). The results showed that the Embryology learning with TPACK framework could directly change the from concrete and transitional reasoners categories to formal reasoners. The learning with TPACK framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode.

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