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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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Project-based learning e-book with Indonesian local wisdom supporting SDGs to facilitate students’ bioentrepreneurship skills Alfina Damayanti; Yuni Sri Rahayu; Pramita Yakub
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36546

Abstract

The 21st-century competency demands, namely creativity, critical thinking and problem solving, communication, and collaboration. The learning outcomes of the independent curriculum in Indonesia emphasize the importance of students adopting attitudes that support the Sustainable Development Goals (SDGs). Therefore, this research is necessary to produce a valid e-book for facilitating students' bioentrepreneurship skills by incorporating Bojonegoro's local wisdom and supporting SDG 15. The method used in developing the e-book was the 4D model (define, design, develop, and disseminate). Validation which covered content feasibility, presentation feasibility, and language feasibility was carried out by two expert lecturers in the fields of content and instructional media and one biology teacher. Reliability testing was conducted to ensure that the data is trustworthy and consistent. Data analysis was obtained quantitatively and descriptively. The result reveal that content and presentation feasibility are the same, with a score of 3.76 in the very valid category, and the reliability categories are very high at 95% and 93%, respectively. In addition, the language feasibility shows a score of 4, indicating a very valid category with 100% reliability. This result demonstrates that the developed e-book is highly valid for facilitating students' bioentrepreneurship skills.
Diagnostic assessment to identify learning styles and critical thinking in independent learning Enita Sari; Evi Suryawati; Imam Mahadi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36557

Abstract

Diagnostic assessment is a crucial step in the differentiated learning process as an implementation of the Merdeka curriculum. This study aimed to develop a diagnostic assessment instrument that can identify students' learning styles and critical thinking skills, especially in the Cell and Bioprocess material, in the context of implementing the Independent Curriculum. This study uses the Research and Development (R&D) method with the Borg and Gall development model. The subjects of the study were 35 grade X students of SMA Negeri 8 Pekanbaru who were selected randomly. Data analysis was carried out using the Rasch model with Winstep. The results of the study showed that the critical thinking diagnostic instrument had high validity and good reliability, while the learning style instrument had low reliability and needed further improvement. Several learning style assessment items were considered invalid and had to be adjusted or discarded. This diagnostic assessment instrument is expected to help teachers develop more effective learning strategies that are in accordance with the individual needs of students, so that it can improve the quality of learning, especially in understanding the Cell and Bioprocess material.
Virtual tour based in augmented reality as a biology learning media Aishiyah Saputri Laswi; B. Bungawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36578

Abstract

This study aims to see the validity and practicality of augmented reality-based virtual tour biology learning media. Media was developed specifically for the introduction of cell organelles. This research applies Research and Development research and uses the Interactive Multimedia System Design and Development method as the system development method. The steps for developing IMSDD are system requirements, design considerations, implementation and evaluation. The research was conducted at MAN Palopo with research subjects of eleventh class of math and science with 24 students in total. Data collection techniques include observation, interviews and questionnaires using interview guide instruments, observation sheets and questionnaire sheets. Data analysis techniques are carried out qualitatively and quantitatively. The research results (1) The validity of media after going through the validation test stage by the two experts, namely 96.16% is in the valid category, (2) The results of the practicality test by students obtained results of 87.83% in the very practical category, while the results of the practicality test by the teacher obtained a result of 96% in the very practical category. The presence of augmented reality-based virtual tour media in the introduction of cell organelle material is able to facilitate students in recognizing each microscopic cell organelle so that it appears real. The use of Augmented Reality based virtual tours in learning allows students to learn independently outside the classroom and can increase the learning experience to be more interactive and interesting for students.
Pre-service biology teachers’ knowledge of the 21st-century skills and its associated instructional models: The Indonesian context Ummi Nur Afinni Dwi Jayanti; Miza Nina Adlini; Yassir Ni’ma Rangga Wiryawan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36582

Abstract

Integrating the 21st-century skills into Indonesia’s education system is crucial for equipping students to face future challenges. This study investigates the knowledge of pre-service biology teachers in Indonesia regarding the 21st -century skills and their understanding of instructional models that support skill development. Conducted from March to September 2024, the research employed a cross-sectional survey design with a total sampling technique, involving 78 students from a Biology Education program at a public Islamic university in North Sumatra, all of whom had completed a course on biology learning strategies. Data were gathered using questionnaires and analyzed quantitatively to determine key trends. The findings indicate that although most students recognize the significance of the 21st-century skills in biology education, their understanding is limited. Only a small number could identify all essential skills, with creative thinking being the most recognized. Students were well-acquainted with project-based learning as a model for developing these skills but had limited knowledge of the structure and application of other instructional models, such as discovery and inquiry learning. These findings emphasize the need for curriculum improvement to deepen students’ comprehension of various instructional models and the integration of diverse information sources, enabling more effective integration of the 21st -century skills into biology education.
Development and validation of a concept inventory test in photosynthesis for junior high school students Jessan D. Moradas; Feldene B. Socubas; Vhan Marie R. Bacasmas; Sheila Gyll L. Arquilita; Sylvester T. Cortes
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36634

Abstract

Photosynthesis is a foundational biological topic which often presents learning difficulties because of its complex processes and common misconceptions. Hence, valid and reliable diagnostic tool is needed to identify misconceptions and eventually guide development of instructional interventions. This study aimed to develop a valid and reliable concept inventory test to assess junior high school students' understanding of photosynthesis. It was developed to identify common misconceptions and provide valuable insights into students' cognitive processes. This 20-item concept inventory test crafted with the aid of a table of specifications was based on Revised Bloom’s taxonomy of cognitive domain and administered to 355 junior high school students. In validation, results displayed high content validity with a mean of 4.85 and an average Aiken’s validity coefficient of 0.96. It also falls in the category moderately difficult with the test difficulty of 0.49, and test discrimination of 0.45. In item classification, 18 items were retained (16 accepted, 2 needs revisions) and while reliability test was employed through Cronbach’s alpha (α=0.70) indicating sufficient measure of good and internal consistency. Distractor analysis was also performed to determine possible source of misconception per item. The concept inventory test is found to be a good classroom test with some items to be improved and offers educators a valuable resource for diagnosing student misconceptions and enhancing their teaching practices.
Concept inventory test on cellular respiration for senior high school students: An assessment of reliability and validity John Daryl C. Bace; Shaina D. Guiral; Nichelle Karla C. Galicia; Mark Jay Reyes; Sylvester Cortes
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36635

Abstract

Given the complexity of cellular respiration, there is a significant need for effective assessment tools that can accurately gauge students’ understanding, identify misconceptions, and provide educators with actionable insights to improve instruction. Concept Inventory Test (CIT) has emerged as a valuable instrument in science education for this purpose. The aim of this study is to develop a Concept Inventory Test on cellular respiration and assess its reliability and validity. This study employed a mixed-method sequential exploratory approach for each assessment. The study was conducted in a private school in Cebu, targeting the senior high school students. The results of the study showed that the developed Concept Inventory Test’s reliability and validity are made apparent by the process used to gather supporting data, as well as by the findings and observations. Furthermore, this Concept Inventory Test serves a significant instrument for classroom assessment, promotes additional research on students’ critical comprehension, and shows how these diagnostic inventories link to the students’ competencies. However, a greater number of respondents should be taken to account to observe the consistency of the Concept Inventory Test results.
Validity of problem-based learning biodiversity e-book integrating Ruwat Petirtaan Jolotundo's local wisdom for science literacy Yusnita Ivaningtias; Sifak Indana; Novita Kartika Indah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36690

Abstract

The problems faced in school textbooks and student worksheets are common problems globally and there are no daily problems that are in accordance with the surrounding environment and current problems so that they do not train students' scientific literacy skills. This research focuses on validity and readability of developing an integrated e-book that incorporates Jolotundo temple local wisdom into Biodiversity material to enhance high school students' Science Literacy skills. The study addresses the challenge of limited teaching materials due to the shortage of teachers capable of preparing suitable content for 21st-century learning, which emphasizes Science Literacy. The Research and Development (R&D) method was employed using the ADDIE framework, encompassing analysis, design, development, implementation, and evaluation stages. Data was collected through validation by two biology lecturers, material experts, and media experts, as well as a readability test. The e-book received high validation scores: 3.65 for presentation, 3.66 for content appropriateness, and 3.72 for language appropriateness. The readability test indicated a level 10, aligning with the cognitive level of grade X high school students, and was categorized as very positive and appropriate. In conclusion, the integrated e-book is highly feasible and valid for enhancing science literacy skills in grade X high school students, making it an effective tool for 21st-century learning.
Environmental literacy profile in Bantul, Special Region of Yogyakarta Wardatul Uyun; S. Suhartini
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36733

Abstract

Environmental issues are occurring more frequently, both due to natural causes and human activities. If left unchecked, human activities can worsen environmental conditions. Bantul Regency in the Special Region of Yogyakarta, Indonesia, is one of the regions grappling with this issue, primarily due to waste management and industrial activities. Environmental issues are related to environmental literacy. The lack of education, awareness, and knowledge in society can degrade environmental quality. Environmental literacy plays an important role in enhancing knowledge as well as changing the attitudes and behaviors of society towards the environment. Therefore, it is important to instill environmental literacy in individuals to improve our attitudes towards the environment. This study aims to provide an overview of students's environmental literacy in Bantul Regency. The research uses a survey method conducted in Bantul Regency from September to November 2023. The population of this study includes all 10th-grade students from public high schools in Bantul Regency. The sample consists of 300 10th-grade students from public high schools in the sub-districts of Bantul, Banguntapan, Sewon, Jetis, Piyungan, Imogiri, Pajangan, Srandakan, Sedayu, and Dlingo. The study's results show that the environmental literacy profile of 10th-grade students in Bantul Regency falls into the "average" category, with a percentage score of 65.96%. The highest score in the competency domain is found in Bantul City (81.90%) and falls into the "good" category, while the lowest score is in Dlingo Sub-district (60.93%), categorized as "average" The highest score in the affective domain is in Dlingo Sub-district (70.25%), categorized as "average" while the lowest score is in Jetis Sub-district (66.67%), also categorized as "average." The highest score in the behavior domain is found in Imogiri Sub-district (64.91%), categorized as "average" while the lowest score is in Srandakan Sub-district (55.30%), categorized as "low."
The development of video learning media on cell division subtopic for ninth grade students F. Fitriyani; Ruqiah Ganda Putri Panjaitan; T. Titin; Zhu Caiping
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36851

Abstract

The cell division process that occurs within the body cannot be directly observed, making the cell division material difficult to learn. Difficulties in studying cell division material can be aided by using learning media that can visualize the material effectively. The objective of this research is to develop science learning videos on the subtopic of cell division for Grade IX and to assess their suitability as learning media. This research adopts a Research and Development (R&D) methodology with five stages including potential and problems, data collection, product design, design validation, and design revision. The subjects in this research are validators from the field of biology expertise. The instrument used for data collection is the validation sheet. The data analysis techniques employed include qualitative data analysis and quantitative data analysis. The results of this research obtained CVR and CVI values of 1.00 with a valid category, indicating that the developed science learning videos on the subtopic of cell division are suitable for use in learning. Therefore, this learning media can be a recommendation in the learning process on subtopic cell division.
Exploration of biological concept understanding through augmented reality: A constructivism theory approach Muhammad Zahrudin Afnan; Rinie Pratiwi Puspitawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36896

Abstract

Augmented reality (AR) technology combines real-world environments with digital elements, creating interactive experiences that enhance student learning. AR has significant educational potential, allowing students to visualize and interact with abstract concepts across various subjects, including economics, biology, and physics. This qualitative study explores the potential of Augmented Reality (AR) in enhancing the understanding of biological concepts through the lens of constructivism theory. The research aims to investigate how AR technology can be leveraged to create immersive and interactive learning experiences in biology education. By examining the perspectives of educators, students, and AR developers, this study seeks to provide insights into the effectiveness of AR in constructing knowledge and promoting deeper comprehension of complex biological processes. This research uses a qualitative approach with a literature study method and descriptive analysis to explore the understanding of biological concepts through Augmented Reality (AR) from the perspective of constructivism theory.Augmented Reality (AR) is revolutionizing educational paradigms by creating immersive learning environments that blend physical and digital elements, This technology supports the constructivist learning theory by allowing students to actively construct knowledge through direct interaction with virtual biological models, fostering deeper comprehension of complex biological systems and processes.While AR presents significant educational potential, its implementation in biology education faces several challenges that require careful consideration and strategic solutions. AR can help students understand complex concepts in a more exciting and fun way. In the context of constructivism theory, AR supports active, collaborative, and experience-based learning, which is very important in biology education.

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