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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 671 Documents
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Development of metacognitive skills on the implementation of EAQD-PC models-learning journals in biology learning N. Nurmi; Herawati Susilo; I. Ibrohim; S. Suhadi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.33603

Abstract

Metacognitive skills are important because they help people develop an understanding of effective strategies. This skill also helps improve one's critical thinking and creative thinking so as to be able to overcome problems in everyday life. The purpose of this research is to train students' metacognitive skills through biology learning using the EAQD-PC learning model (acronym of exploring, analyzing, questioning, defining-peer coaching) which is integrated learning journals (LJ). This research was conducted at the University of Muhammadiyah Bone, South Sulawesi, Indonesia. Using a quantitative research design, 43 students were taught by EAQD-PC-LJ. Metacognitive skills were tested with an essay test three times. Previous essay tests were validated by expert raters and tested on previous batches of students to measure empirical validity and reliability. All tests are valid and reliable. The results of the treatment showed an improvement in students' metacognitive skills through three tests. The findings of this study prove that EAQD-PC-LJ is effectively used to improve students' metacognitive skills through the learning process. Learning journals have an important role as a tool to train students' mastery of concepts and knowledge.
Bioinformatics approach to enhance the undergraduate biology students’ understanding of plant terpenoid Risanti Dhaniaputri; Hadi Suwono; Betty Lukiati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.33884

Abstract

Plant metabolite compounds have been applied on plant cellular metabolism, produces organic and inorganic compounds, primary and secondary bioactive molecules, such as glucose, amino acids, fat acids, alkaloids, flavonoids, and terpenoids. Undergraduate biology students learn about the plant terpenoid assisted by bioinformatics to store, manage, and interpret the molecular information about these compounds. This research aims to observe the students’ understanding of terpenoid through implementing bioinformatics approach. Besides, to investigate how practice the bioinformatics technology in learning terpenoid may impact students' comprehension of plant metabolism domain and their acquisition of bioinformatics inquiry skills. Bioinformatics is a computational database that relies on digital repositories of molecular biology informations. Data analysis was in the form of quantitative and qualitative descriptive using module learning resources based on terpenoid research and assisted by bioinformatics. The results indicate that students’ comprehension of learning and understanding terpenoid has improved, identification and analysis processes of article reviews showed that students were able to discuss and interpret research finding in silico bioinformatics using molecular docking procedures. Assessment of bioinformatics skills showed that all undergraduate biology students could follow the direct instructions well, answer the questions, practice the dry-lab experimental, and formulate the conclusion correctly.
Flipped classroom based on Khan Academy as a student’s problem-solving abilities and cognitive learning outcomes booster Anggi Liztya Qomara; Bea Hana Siswati; Bevo Wahono
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.33942

Abstract

The 21st century learning demanded students to master the 4C competencies: critical thinking and problem-solving, communication, collaboration, and creativity and innovation, with problem-solving skills significantly influencing students' cognitive learning outcomes. This study utilized the Flipped Classroom instructional model, assisted by the Khan Academy application, as a key factor in educational change. This research aimed to determine the effects related to the implementation of the Flipped Classroom instructional model with the assistance of the Khan Academy application on students' problem-solving abilities and cognitive learning outcomes. The research design employed was quasi-experimental with data collection through observation, interviews, tests, and documentation. The results obtained through Independent Sample t-Test in measuring problem-solving abilities indicated that the Sig. value (2-tailed) was 0.028 for the first indicator (understanding the problem); 0.028 for the second indicator (planning the solution); 0.000 for the third indicator (implementing the solution plan); and 0.001 for the last indicator (checking back). This meant that the results were < 0.05 for each indicator. Another result, namely the Analysis of Covariance (ANCOVA) for cognitive learning outcomes was 0.000. This result showed that the Sig. value was < 0.05. Both results indicated that there was an influence of implementing the Flipped Classroom instructional model with the assistance of the Khan Academy application on student’s problem-solving abilities and cognitive learning outcomes of class X students at SMAN 1 Kutorejo regarding the topic of viruses and their roles.
Integration of project-based learning to improve scientific process skills and conceptual understanding in the learning process of invertebrate zoology A. Abas; Mohamad Amin; I. Ibrohim; Sri Endah Indriwati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.34305

Abstract

Further analysis of the effectiveness of integrating project-based learning (PjBL) in Invertebrate Zoology courses to improve students' science process skills and conceptual understanding needs to be carried out. This research was aimed to analyze the integration of PjBL in the Invertebrate Zoology course on scientific process skills and conceptual understanding of student. As for seeing the effect of each indicator from each predictor, a qualitative descriptive analysis was carried out. Respondents in this study were students of the Biology Education Study Program FTTE Universitas Bengkulu. A sample of 30 respondents was taken by random sampling technique. The research instrument is a questionnaire for scientific process skills and tests for understanding concepts. The hypothesis is tested using Analysis of Variance (ANOVA). The integration of PjBL has a significant influence on the scientific skills process of 0.038 with an F value of 4.524 and also has a significant influence on concept understanding at 0.018 with an F value of 0.018. It was concluded that there was an effect of the integration of PjBL on scientific process skills and conceptual understanding of Invertebrate Zoology, with a significance level of 0.05, so that it can be taken into consideration in developing learning in the Invertebrate Zoology course.
Students’ learning difficulties based on cognitive level of excretory system material Syarif Rizalia; Sesar Nopriansyah; Muhammad Saefi; Widi Cahya Adi; Eka Damayanti; S. Sukmawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32212

Abstract

The biology material on the excretory system has a high level of learning difficulty, including the complexity of the material and the high level of abstraction, which can affect students' learning process and outcomes. Therefore, it is necessary to analyze the internal and external sources causing learning difficulties by conducting research that aims to interpret: 1) the level of students' learning difficulties based on the cognitive level of the excretory system material, 2) the factors causing students' learning difficulties based on the cognitive level of the excretory system material. This research is a qualitative study using an ex post facto method conducted at SMA Negeri 2 Konawe Selatan. The subjects of this research are 56 Grade XI students who experience learning difficulties, and the biology teacher. The data collection techniques used are: 1) tests, which were analyzed descriptively statistically; 2) interviews, which were analyzed through four stages: collection, reduction, display, and conclusion, followed by testing the validity of the data through triangulation. The results of this research show that: 1) Students' learning difficulties viewed from the cognitive levels of each learning indicator on the excretory system material are generally categorized as slightly difficult with a percentage of 58.93%; 2) The factors causing students' learning difficulties are students' interest in learning, students' habits during the learning process, evaluation techniques, as well as family, school, and community environmental aspects.
Project for recycle bubble wrap, used plastic and patchwork into sitting pillows: Environmental education efforts Siti Roudlotul Hikamah; Riza Rullah; Devi Nurkholisoh; Tubagus Sholihin; H. Hariyanto
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32219

Abstract

Waste, a byproduct of human activity, can cause environmental pollution if released without proper processing. It can accumulate in piles, disturbing natural beauty and emitting unpleasant odors. The aim of this research is to from the students to care about the environment by learning with the Bubble Wrap Recycling Project, Used Plastic and Patchwork. The method of this project is a structured experiment. Common waste includes bubble wrap, plastic, and rags from the convection industry. A student project in an environmental science course involved recycling these materials into sitting pillows. Three variants were tested: 10% bubble wrap, 10% plastic waste, 80% patchwork, 15% bubble wrap, 15% plastic waste, 70% rags, and 20% bubble wrap, 20% plastic waste, 60% rags. The pillow's comfort was measured using a Linkert scale of 1-5. The results showed that the pillow measures 40cm. Recycling is a way to promote environmental care and awareness. Cooperation from educational agents, such as supervisors, leaders, and lecturers, is needed to increase students' environmental awareness. This includes examples of good environmental actions in daily routines, such as disposing of waste and implementing 3R practices.
The popular scientific book-based coastal gastropod’s diversity as local potential: Practicality and effectiveness on student’s critical thinking ability Hery Fajeriadi; Muhammad Zaini; D. Dharmono; Bimo Aji Nugroho; F. Fahmi; Antung Fitriani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32255

Abstract

Developing learning tools based on local potential is necessary because it directly relates to students' daily lives. One of them is a Popular Science Book (PSB), which highlights the potential of gastropods in coastal areas as a subject for observing biodiversity. The implementation of assessments and the value of students' critical thinking abilities still need to be improved. This research aimed to implement the PSB based on its practicality and effectiveness in improving students' critical thinking abilities. The research method used formative evaluation, focused on testing the practicality and efficacy of valid development products. Practicality was analysed based on student response tests through the percentage of responses and the implementation of the learning plan (LP) through categorization. Furthermore, effectiveness was analysed based on student learning outcomes through the percentage of completeness and achievement of critical thinking ability indicators through the N-gain test. The research results prove that the PSB developed was practical and effective. Apperception and interpretation were two of the three stages of implementation of the LP that received the highest average, where students could provide theoretical ideas based on appreciation of environmental issues. This was also supported by the student's critical thinking ability tests, where the interpretation aspect obtained the highest N-gain. The development of local potential-based PSB shows positive impacts, especially ease of use, interest in learning, motivation, apperception, and interpretation. However, it is still necessary to study in more depth the causal factors and solutions for the differences in results between the implementation of the LP at the conclusion stage and the indicators of critical thinking in the inference aspect.
Framework problem solving based augmented reality media to empower scientific explanation skill Lilya Vany Wisma Widiana; Baskoro Adi Prayitno; Bowo Sugiharto
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32387

Abstract

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.
Implementing ARVi media to enhance students high order cognitive skills Risda Putri Indriani; Tri Handayani Kurniati; Rizhal Hendi Ristanto
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32446

Abstract

High-order cognitive skills (HOCS) are required to solve problems and make decisions. ARVi or augmented reality virus is a learning medium used to enhance HOCS. Aims of this research is to find out the effect of implementing ARVi media on enhancing high-level cognitive skills of students. The research is a quasi-experiment with a pretest-posttest control group design. The research was conducted in MAN 1 Kota Bogor class 10 using the Merdeka curriculum. The research instrument is a multiple-choice test that has been validated to measure high-level cognitive skills. The result of the t-test shows t-value (3.14) > t-table (1.98), indicating that there is a significant difference between the posttest scores of the control group and the experimental group. This means that the use of ARVi media has an effect on high-level cognitive skills. The improvement in high-level cognitive skills was continuous in C5 (evaluation) at 78%, C6 (creation) at 72%, and C4 (analysis) at 70%. These results are not independent of the support provided by the various content offered by ARVi media, such as augmented reality, literacy, and high-level questionnaires. Current education can benefit from technologies like ARVi media that help increase the high-level cognitive skills of students.
Hypothetical learning trajectory in microbiology course through argumentation-based inquiry learning Evi Roviati; Ria Yulia Gloria; Rizki Sukma Wijaya
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32462

Abstract

The application of effective teaching methods needs to be implemented to improve the quality of microbiology education which can empower important competencies in the current era. This study aims to analyze the application and trajectory of argumentation-based inquiry learning through the application of microbiology lectures. This research uses research design methods consisting of preliminary design steps, teaching experiments and retrospective analysis. The source of the data comes from student learning activities in argumentation-based inquiry learning implemented in microbiology courses. The results showed that the learning trajectory of Hypothetical Learning Trajectory (HLT) in microbiology lectures with an argumentation-based inquiry model was in accordance with the stages of student research ranging from determining research themes, compiling proposals, designing and implementing data collection, analyzing data, discussing research results, writing research reports to conducting scientific publications in journals. Students who carry out microbiology lectures using argumentation-based inquiry learning through the implementation of different research in the field of microbiology experience a similar learning trajectory so that a specific and distinctive set of Hypothetical Learning Trajectory (HLT) can be formulated.

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