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[Validating instrument to assess science literacy and independent learning skills in high school ]]>
<![CDATA[Bebi Ramalia Alfi]]>;
<![CDATA[P. Paidi]]>;
<![CDATA[Anggi Tias Pratama]]>
<![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.v10i3.34770
<![CDATA[Inadequate science literacy and independent learning hinder students' ability to analyze scientific information. This study aimed to develop and validate a measurement instrument to assess science literacy and independent learning skills among high school students. The instrument was piloted with 20 twelfth-grade students at SMAN 03 Kota Yogyakarta to assess its reliability and validity. The validated instrument was administered to 20 eleventh-grade students at the same school to identify the profiles of these two skills and explore their relationship in the context of the nervous system. The validity analysis demonstrated that both the science literacy and independent learning instruments exhibited strong validity. Pearson correlation analysis revealed that 20 items in the independent learning questionnaire were strongly correlated with the total score. Rasch analysis of the science literacy test indicated low infit mean square values, appropriate p-values, and high point biserial values, suggesting well-functioning items. Cronbach's alpha reliability coefficients for both instruments were excellent. The profile analysis revealed a discrepancy, with many students showing high independent learning levels but low science literacy scores on the nervous system topic. This gap suggests that even students capable of independent learning may face challenges in grasping specific scientific concepts.]]>
<![CDATA[The effect of PjBl model on creative thinking ability and higher-order cognitive outcomes in high school ]]>
<![CDATA[Ricky Prananta Ginting]]>;
<![CDATA[Ervan Johan Wicaksana]]>;
<![CDATA[Desfaur Natalia]]>
<![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.v10i3.34820
<![CDATA[Creative thinking skills are demans on 21st century competencies, and this is an ability that students must have in the independent curriculum. Cognitive learning outcomes are a form of achievement of students’ knowledge after learning. This research aims to analyze the effect of the project-based learning model on the creative thinking ability and cognitive learning outcomes of students at Senior High School 11 Muaro Jambi. The research design used Pretest-Posttest Non-Equivalent Control Group Design. The research sample consisted of 58 students of class XI Phase F students taken by purposive sampling. Data obtained through observation and tests. Data analysis using One Way MANCOVA to verify hypothesis data. The results showed that the average creative thinking ability and cognitive learning outcomes in project-based learning were higher than problem-based learning. The results of the analysis concluded that the use of project-based learning model affects the creative thinking ability and cognitive learning outcomes of students. Therfore, the project-based learning model is recommended to be applied to support the implementation of the independent curriculum in high school as an effort to maximize learning.]]>
<![CDATA[Development of assessment instrument business proposal for students' systems thinking skills on business model canvas in bioentrepreneurship course ]]>
<![CDATA[Lulu Desia Mutiani Rahmayuni]]>;
<![CDATA[Siti Sriyati]]>;
<![CDATA[Diah Kusumawaty]]>
<![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.v10i3.34840
<![CDATA[Business Model Canvas (BMC) is a business model that must be mastered by students in the Bioentrepreneurship course as an initial provision for entering the entrepreneurial world, while in compiling Business Model Canvas (BMC) systematic thinking skills are needed. This study aims to provide an assessment instrument to measure students' system thinking skills in Business Model Canvas (BMC) material. The method used in this research is exploratory mixed method with exploratory sequential design stages. The participants involved were 40 students of Biology study program who contracted Bioentrepreneur course in one of the universities in Bandung City. The instrument was developed in the form of an assessment rubric with 29 indicators of systems thinking skills in Business Model Canvas. The quality of the instrument with validity based on expert judgment obtained a value of 89.3% with a very valid category, and the quality of the instrument with inter-rater reliability based on Cronbach's Alpha value obtained a value of 0.762 to 1.000 which is categorized as very good. Students' system thinking skills can emerge and be measured in the creation of a Business Model Canvas (BMC) in a business proposal by using the developed assessment instrument. So that the novelty in this study is that the assessment instrument of students' system thinking ability in making Business Model Canvas is declared valid and feasible for use in Bioentrepreneurship courses.]]>
<![CDATA[Potential of local wisdom as an effort to prevent damage to forest resources ]]>
<![CDATA[Kevin Aditia]]>;
<![CDATA[Endah Febri Setiya Rini]]>;
<![CDATA[Predy Siswanto]]>;
<![CDATA[Jiantika Rahmawati]]>;
<![CDATA[Laili Hidayani]]>;
<![CDATA[Ziyana Walidah Razak]]>;
<![CDATA[Febri Tia Aldila]]>
<![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.v10i3.34883
<![CDATA[Deforestation is a problem that often occurs in forest resources and has an impact on human life. This study aims to analyze the potential of local wisdom of indigenous peoples in efforts to prevent deforestation. Forest resources that have an important role in supporting the lives of living things are threatened by the very high rate of deforestation. Government efforts to reduce the rate of deforestation are still less than optimal, as evidenced by the very dynamic rate of deforestation. Therefore, efforts need to be made to reduce the rate of deforestation by involving indigenous peoples through their local wisdom. The method used in this study uses a qualitative research with a library research method to contain the research results. The results of the analysis show that deforestation is influenced by the ease of obtaining concession permits to utilize forest resources without management. Local wisdom of indigenous peoples has great potential in reducing the rate of deforestation based on perspectives, rules, and sustainable use of forest resources.]]>
<![CDATA[Correlational between: Biological literacy and metacognitive abilities with critical thinking in junior high school students ]]>
<![CDATA[N. Najmah]]>;
<![CDATA[R. Rusdi]]>;
<![CDATA[Rizhal Hendi Ristanto]]>
<![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.v10i3.35137
<![CDATA[Facing the 21st century which is an educational challenge requires schools to be able to produce students who have biological literacy skills, metacognitive skills and critical thinking skills. The study aims to analyze the relationship between biological literacy skills and critical thinking, analyze the relationship between metacognitive abilities and critical thinking, and analyze the relationship between biological literacy skills and critical thinking. metacognitive abilities with critical thinking. The research was conducted at Public Junior High School 3 Parungpanjang, Bogor. The research sample consisted of 150 class VII students consisting of 8 classes. Critical thinking skills are measured using a critical thinking instrument in the form of essay questions from 6 aspects of critical thinking. Biological literacy is measured using multiple choice questions with 4 levels of biological literacy dimensions. Metacognitive ability is measured using an essay question metacognitive ability instrument developed from 3 metacognitive aspects. The test results show that the average student's biological literacy ability is in the medium category, the student's metacognitive ability is sufficient and the student's critical thinking ability is high. There is a significant relationship between biological literacy and critical thinking but there is no relationship between metacognitive ability and critical thinking, and there is a mutual relationship between biological literacy, metacognitive ability and critical thinking with a correlation value of 0.444 (medium correlation).]]>
<![CDATA[Ethnobotany of Dayak medicinal plants in Kayu Ara village, Landak regency as a learning resource ]]>
<![CDATA[Dede Sunarya]]>;
<![CDATA[Hanum Mukti Rahayu]]>;
<![CDATA[Ari Sunandar]]>
<![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.v10i3.35214
<![CDATA[The lack of scientific documentation on the ethnobotany of Dayak medicinal plants makes this knowledge vulnerable to disappearing. Ethnobotany as a learning resource is one very effective step to make students more familiar with and love the knowledge of their ancestors. The purpose of this study was to determine the kinds of drugs and plants used by the community in Kayu Ara village and also the potential of ethnobotany of Dayak medicinal plants as a learning resource. This research uses a qualitative method where researchers divide 2 stages of research from collecting medicinal plant data by interview and observation. Interviews were conducted using snowball sampling technique. Further data collection is in the form of questionnaire results of potential biology learning resources. The results of the study found 21 types of medicinal plants which are divided into 16 families. The most widely used part is the leaves 45% and the least part of the fruit is only 3%. Potential learning resources obtained Clarity of Potential 88.89%, Suitability with Purpose 100%, Clarity of Target 91.67%, Clarity of Information Revealed 88.89%, Clarity of Exploration Guidelines 100%, Clarity of Expected Gain 100%. These results indicate that the ethnobotany of Dayak medicinal plants in kayu ara village, jelimpo sub-district, landak district is very effective in being used as a biology learning resource, especially in class X on biodiversity subject matter.]]>
<![CDATA[Ethnobotanical study of local wisdom on the Jembul Jepara tradition as a reference book ]]>
<![CDATA[Syafira Ulfi Arifa]]>;
<![CDATA[Serafica Btari Christiyani Kusumaningrum]]>;
<![CDATA[Ericka Darmawan]]>
<![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.v10i3.35215
<![CDATA[The diversity of cultures in Indonesia, one of which is the Jembul Tradition, can be implemented through ethnobotanical studies that can support community knowledge. The purpose of this study is to find out the ethnobotanical profile in the Jembul Tradition and analyze the feasibility of reference books based on experts. The research method uses mixed research, namely descriptive research including ethnographic research and R&D (Research and Development) development research with the 4D development method. Data collection was carried out by interviews, observations, and documentation. The feasibility of reference books is carried out by validation from material experts and the media and then tested for public readability. The results of the study were obtained from 35 types of plants which were grouped into 22 orders. The developed reference books have been validated by material and media experts with an average of 84% with a very feasible category. The percentage of readability by the public was obtained on average 93.8% with a high category. It can be concluded that the book developed is worthy of being used as a source of knowledge for the general public.]]>
<![CDATA[Plant diversity in Montel Muria Kudus Waterfall area for college student e-module development ]]>
<![CDATA[Venty Zuslia]]>;
<![CDATA[Agung Wijaya 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.v10i3.35242
<![CDATA[Many college students have difficulty in understanding the diversity and morphology of plants at the species level. The research aims to analyze the potential of species-level plant diversity in Montel Muria Kudus Waterfall, develop e-modules integrating local potential, and preserve the local potential of Montel Muria Kudus Waterfall. The research and development study design with the 4D model was implemented in this study to produce the e-module. E-module was tested on 30 Tadris Biology college students who assigned with random sampling technique. Data were collected with expert validations and trial. In Montel Muria Kudus Waterfall, various plant species groups were found, including ferns, epiphytes, shrubs, herbs, and trees. Instructional media expert validation obtained score of 95% which in the “very valid” category. Moreover, material experts scored of 91.66%, means in the “very valid” category. Practical feasibility analysis obtained score of 95.83%, represents the “very practical” category. The results of the college students’ N-Gain value of 56.7338, represents the category of “moderately effective” in improving science literacy. This research findings show that the e-module produced can potentially be widely implemented in biology instruction for improving college students’ science literacy skill as well as preserving local potential.]]>
<![CDATA[The effect of PBL integrated RMS on biological literacy and critical thinking ability of high school students ]]>
<![CDATA[Khairotun Nihlah]]>;
<![CDATA[Rizhal Hendi Ristanto]]>;
<![CDATA[Tri Handayani Kurniati]]>
<![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.v10i3.35515
<![CDATA[This study aimed to determine the effect of Problem-Based Learning (PBL) integrated Reading, Mind Mapping, and Sharing (RMS) on biological literacy and critical thinking skills in biotechnology material. This type of research is Quasi-Experimental with pre-test-post-test experiments and a control group design. The researcher conducted the research because most of the students who became respondents considered biotechnology material less attractive, so students' understanding and activeness could have been more optimal in the learning process. The research samples were 72 students of class X MIPA at SMA Negeri 2 Kota Serang, Banten. The research sample was divided into two groups: the experimental group that applied the PBL integrated RMS model and the control group that applied the PBL model. The research instruments used were biological literacy ability tests and critical thinking ability tests. Biological literacy skills were measured using biological literacy-based multiple-choice test instruments, while critical thinking skills were measured using essay test instruments. The hypothesis test used was MANOVA statistical analysis. The results of statistical tests showed a significant effect of PBL integrated with RMS on biological literacy and critical thinking skills on biotechnology material with a significance value of 0.000 < α. Students with an integrated RMS learning model are more effective than those with a PBL learning model, which is indicated by the post-test value being higher than the pre-test value. This research contributes to the field of biology education by showing that the PBL learning model integrated with RMS can be an effective alternative learning model to improve students' biological literacy and critical thinking skills. The findings of this study are expected to be useful for biology teachers]]>
<![CDATA[Analysis of the ability of prospective biology teachers to develop teaching modules on the kampus mengajar program ]]>
<![CDATA[Eko Sri Wahyuni]]>;
<![CDATA[Mas Akhbar Faturrahman]]>
<![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.v10i3.35565
<![CDATA[Kampus Mengajar is a program intended for university students in Indonesia to establish partnerships with schools and prepare themselves as future professional educators. Student participation in the Kampus Mengajar program requires mastery of pedagogical competencies, one of which is the development of teaching modules as a learning design that will be implemented. The purpose of this study was to describe the ability of Biology Education students of FKIP UNTAN to develop teaching modules, specifically, students who participated in the Kampus Mengajar Batch 6 (KM6). This research is descriptive qualitative research conducted by observing the completeness of the components of the 14 teaching modules developed. Based on the analysis conducted, it is known that the average percentage of general information is 98.81% with a very good category, the main components are 97.62% with a very good category, and the appendices are 78.57% with a good category. Overall, the average of all components is 92.44%, so it can be concluded that the ability of Biology Education students at FKIP UNTAN to develop teaching modules can be categorized as very good. The results obtained show that there are still flaws in the 14 teaching modules analyzed. Students need to develop their pedagogical professionalism so that their knowledge and skills in developing teaching modules increase.]]>
