Jurnal Pendidikan Biologi Indonesia
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.
Articles
671 Documents
<![CDATA[Profile, challenge, and opportunity of environmental literacy research in Indonesia: A systematic literature review ]]>
<![CDATA[I Made Surya Hermawan]]>;
<![CDATA[I Made Diarta]]>;
<![CDATA[Putu Ayu Paramita Dharmayanti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i2.33953
<![CDATA[Systematic overview of environmental literacy research in Indonesia is a crucial aspect for determining effective strategies for strengthening environmental literacy, unfortunately, this is not widely available, especially regarding research published in Indonesia. This research aims to reveal the profile, challenges, and opportunities for strengthening environmental literacy in Indonesia. SLR was used in this research by analyzing 36 articles that met the requirements collected from journals registered by Sinta in 10 years. The articles were then analyzed using a content analysis observation sheet. This research showed fluctuations and stagnation in the number of publications. Variations in design, subjects, instruments, and data analysis techniques are also revealed. Important research results also provide interesting findings in environmental literacy profiles, types of schools, and educational curricula. Based on this, researchers in Indonesia have the challenge of increasing the number of environmental literacy research published in Indonesia. This challenge becomes an opportunity to conduct qualitative and mixed-method research involving students at various education levels. Triangulation data analysis is also important. Furthermore, implementing the Adiwiyata curriculum and innovative learning using local wisdom has the potential to strengthen students' environmental literacy. This research provides an overview for other researchers to formulate effective strategies to improve environmental literacy.]]>
<![CDATA[Developing of Canva-based learning media to increase student creativity and learning outcomes ]]>
<![CDATA[Pamulasih Gurning]]>;
<![CDATA[Elsje Theodora Maasawet]]>;
<![CDATA[Yusak Hudiyono]]>;
<![CDATA[Lambang Subagiyo]]>;
<![CDATA[H. Herliani]]>;
<![CDATA[A. Akhmad]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.33815
<![CDATA[The availability of teaching materials at school are still not enough to motivate students to learn because of lack interest, so integration of technology is needed stimulate their motivation. This research aims to develop teaching materials that can be used by teachers and students both within the school and outside the school by developing one of the Canva applications as a media for innovation in a fun learning process. The type of research used is research and development (R&D). The samples in this study were biology teachers and students of State Senior High School 1 of Long Ikis and State Senior High School 2 of Long Ikis. The data analysis technique used to measure the level of creative thinking ability through tests as well as the feasibility, practicality and effectiveness of learning media. The instruments used in this research have been tested for validity and reliability. The results of expert validation of the resulting teaching materials were very good with an average score from 3 validators of 91.15% in the (very valid) category. The teacher's assessment of the practicality of teaching materials showed a result of 91.66% (very practical), while the assessment from students received a score of 93.12% (very practical). The effectiveness of the resulting teaching materials is able to provide an increase in cognitive learning outcomes with a gain score index of 0.74 (high) and learning motivation of 0.75 (high). The results of the effectiveness test using the paired sample t-test show that there is an influence of using Canva media-based teaching materials in improving the biology learning outcomes of students at State Senior High School 1 and 2 of Long Ikis on plant tissue material.]]>
<![CDATA[Ill-structured on respiratory system: How does the contextual problem improve students’ problem-solving skills by developing electronic worksheet? ]]>
<![CDATA[Martiana Dayani Tambunan]]>;
<![CDATA[Z. Zulfiani]]>;
<![CDATA[Eny Supriyati Rosyidatun]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.33817
<![CDATA[This research aims to develop an electronic student worksheet based on respiratory problem to improve problem-solving skills on the respiratory system concept. This research and development (R&D) using 4D model proposed by Thiagarajan consist of define, design, develop, and disseminate. E-worksheets were validated by three experts, i.e. the material experts, media experts, and biology teacher as a practitioner. The result of the research showed that the e-worksheet developed had an average validity percentage of 81.85% with a very good category. While the e-worksheet readability was 96.67% (very good). Furthermore, either the teacher or students shows that the field trial test of the e-worksheet had good criteria due to their responses of 94.58% and 88.39%, respectively. The research results shows that there is an increase on students’ problem-solving skills based on the N-gain score of 0.47 and classified as medium category. Based on these results, it can be concluded that e-worksheet is very suitable for use in learning activities and can improve student’s problem-solving skills.]]>
<![CDATA[Analysis of e-worksheet based on SDG-13 in climate change material ]]>
<![CDATA[Nurul Fadilah]]>;
<![CDATA[Anggi Tias Pratama]]>;
<![CDATA[Agung Subiantoro]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34065
<![CDATA[E-worksheets are needed to support learning of SDG-13 material on climate change material, but analysis related to this has not attracted much attention from researchers. The purpose of this study was to determine the needs of students related to digital-based teaching materials that they want to apply in the classroom in biology learning, especially on climate change material to show the phenomenon of global warming with the application of the Merdeka Curriculum. The use of digital-based media is still very suboptimal in utilization, especially in the material of climate change in biology subjects. This quantitative research was conducted using questionnaire techniques, namely giving questionnaires to X-grade students in two schools, namely SMAN in Yogyakarta and SMAN in South Sulawesi Regency, and descriptive techniques were used for analysis tools. The results of student respondents show that 100% want to use electronic worksheets as a learning medium on climate change material. The implication of this research is expected to increase the potential use of digital-based teaching materials and realize the 21st-century era that relies on technology. ]]>
<![CDATA[Rasch model of teacher readiness instrument for implementing science learning based on Balinese local wisdom ]]>
<![CDATA[Ida Bagus Ari Arjaya]]>;
<![CDATA[Anak Agung Inten Paraniti]]>;
<![CDATA[Ni Putu Suarniti Noviantari]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34087
<![CDATA[Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.]]>
<![CDATA[Developing school laboratory activities design by utilizing android-based digital applications in savanna ecosystem of Ranca Upas ]]>
<![CDATA[Alfyn Abdan Nurahman]]>;
<![CDATA[Solikhah Isti Fadilah]]>;
<![CDATA[Raditha Putri Cahyani]]>;
<![CDATA[Nabilla Hadistia]]>;
<![CDATA[Nurul Faizah Siregar]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34203
<![CDATA[Smartphone utilizing in learning was widely implemented in the digital technology era. This research aims to utilize Android-based digital applications to develop laboratory activity designs in the savanna ecosystem of the Ranca Upas, Ciwidey, West Java. The descriptive method was used to analyze the quality of existing laboratory activity design and develop alternative laboratory activity design to support student practicum. The reconstruction explanation was carried out following the stages analyze, create, try, and reconstruct (ANBUCOR). The initial stage involved analyzing laboratory activity design from the aspects of curriculum, competence, practicality, and knowledge construction. The pilot test showed that the Android digital application provided clear and systematic guidance for students in laboratory activities, with features for measuring abiotic factors, species identification, and observation notes. Based on the feasibility analysis according to the Vee diagram. Laboratory activity design is classified as feasible but requires adjusting the objects identified in the procedure and leading questions with focus questions. Final reconstruction was conducted based on the test team's feedback and Vee diagram analysis. The results showed that the application made the practical learning more interactive and improved students' understanding of the savanna ecosystem. The revised laboratory activity design serves as an effective reference for teachers and students in out-of-class laboratory activities.]]>
<![CDATA[PjBL and PjBL-STEM: Which model best enhances students’ creative thinking? ]]>
<![CDATA[Andinawati Dwita Karina]]>;
<![CDATA[Dwi Oetomo]]>;
<![CDATA[Meti Indrowati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34217
<![CDATA[In this century, humans are required to be able to adapt to the development of the times and are required to be able to answering and solving all problems that arise. One of the abilities that must be developed to face these challenges, namely the ability in the field of creativity. The research’s purpose is (1) to determine the differences in students' creative thinking abilities using the PjBL learning model and the PjBL-STEM learning model on class X environmental change material, (2) to determine students' responses to the PjBL-STEM learning model. This research used a posttest only control group design. The population used is class X1-X10 SMA Al Islam 1 Surakarta for the 2023/2024 academic year, a total of 384 students. The sampling technique used cluster random sampling, class X7 with 38 students as the control class using the project-based learning (PjBL) learning model and class X3 with 40 students as an experimental class using an integrated STEM with project-based learning (PjBL) learning model. Data collection was carried out using documentation, tests regarding creative thinking abilities, and student response questionnaires. The data analysis technique was carried out using a one-way t test. The research instruments are teaching modules, LKPD, creative thinking skills questions, and student response questionnaires. The instrument validation technique is carried out using validity tests and reliability tests. The results of the research show that (1) there is a significant difference in students' creative thinking abilities on environmental change material using the PjBL-STEM learning model, (2) students' responses to the PjBL-STEM learning model are included in the positive category.]]>
<![CDATA[Development and validation of a conceptual test for the human circulatory system ]]>
<![CDATA[Emerson Gaylan]]>;
<![CDATA[Suzette Elladora]]>;
<![CDATA[John Kenneth Taneo]]>;
<![CDATA[Collenn Callanga]]>;
<![CDATA[Manilyn Piloton-Narca]]>;
<![CDATA[Jonavie Becbec]]>;
<![CDATA[Joje Mar P Sanchez]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34327
<![CDATA[Current biology assessments often lack a strong emphasis on conceptual understanding, which may limit students' ability to apply knowledge in real-world contexts. This study aimed to develop and validate a concept test to assess high school student's understanding of the human circulatory system. The test was carefully designed using the revised Bloom's Taxonomy and aligned with the K-12 curriculum. Initial content validation by biology education experts ensured accuracy and relevance, leading to refinements in the test items. Item quality was enhanced through dichotomous Rasch analysis following preliminary testing with 100 students. After a second administration to a new group of 100 students, further analysis confirmed the test's reliability and validity. A final round of testing with an additional 100 students yielded a Cronbach's alpha of 0.79, confirming internal consistency. The study concluded that the developed concept test is valid and reliable for assessing students' understanding of the circulatory system, providing teachers with a tool to refine instructional methods. Future recommendations involve expanding and updating test items to ensure relevance, integrating technology-enhanced questions to improve the assessment of student comprehension, and evaluating reliability across diverse contexts.]]>
<![CDATA[Waste to energy: A STEM-ESD approach to improve student awareness and action in converting waste into eco-friendly energy ]]>
<![CDATA[Rini Solihat]]>;
<![CDATA[Baharudin Yusuf Haqiqi]]>;
<![CDATA[Ari Widodo]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34330
<![CDATA[Waste management is a significant issue in Indonesia, and awareness and actions across all sectors, including school students, play a critical role. This study investigates the impact of educational interventions on students' awareness and actions regarding waste management and its potential as a source of environmentally friendly energy. The research used a quasi-experimental design, specifically a non-equivalent control group, involving a sample of 44 tenth-grade students in Bandung who were studying environmental change. Participants were selected through purposive sampling, and data were gathered via a questionnaire. Results indicate that the intervention significantly improved students' awareness of utilizing waste as an eco-friendly energy source (p = 0.009 < α = 0.05), although it did not significantly influence their actions to apply this knowledge (p = 0.201 > α = 0.05). This study provides an initial perspective on the potential of STEM-ESD project-based learning to enhance students' awareness and practical engagement in sustainable waste management practices.]]>
<![CDATA[Analysis of biology midterm exam items using a comparison of the classical theory test and the Rasch model ]]>
<![CDATA[Tanti Priyani]]>;
<![CDATA[Bowo Sugiharto]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34345
<![CDATA[In biology learning, test instruments are essential for assessing students' understanding of complex concepts. A test instrument is a crucial factor in learning evaluation; however, its implementation remains minimal. This descriptive quantitative study aims to analyze the quality of test items using the classical approach in terms of validity, reliability, difficulty index, discrimination power, distractor effectiveness, and the Rasch model analysis. The data consists of 30 multiple-choice questions from a biology midterm exam administered to 40 students. Classical test data analysis uses Microsoft Excel, while Rasch model analysis uses Winsteps software. The validity test results from both approaches show 14 valid questions and 16 invalid ones. The reliability scores are 0.619 (adequate) for the classical approach's Cronbach's Alpha, 0.85 (good) for the Rasch model, and 0.65 (weak) for personal reliability. The classical test theory and the Rasch model categorize item difficulty into four levels. The classical approach produces five categories for item discrimination, while the Rasch model identifies three groups based on the item separation index (H=3.45) and two groups based on respondent ability (H=1.96). Distractor effectiveness shows 93.3% functional distractors in the classical test and 80% in the Rasch model. The Rasch model offers greater precision in measuring student ability and detecting bias. Both models should be integrated for comprehensive item analysis. Future tests should focus on improving invalid items and the quality of distractors.]]>
