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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 786 Documents
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Development of student worksheets material on biodiversity of Tidung tribe medicinal plants in SMA Negeri 3 Nunukan Agus Annisah; Atok Miftachul Hudha; S. Sukarsono; Abdulkadir Rahardjanto; Eko Susetyarini
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39530

Abstract

Local wisdom in the use of medicinal plants is still not understood by students' potential. This study aims to develop student worksheets (LKPD) on biodiversity of medicinal plants of the tidung tribe for class X students at SMA Negeri 3 Nunukan Regency. The research method used is Research and Development (R&D) with the ADDIE model which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The population included 93 students, with a sample of 25 students. This research involved two types of tests, namely feasibility test and practicality test. The feasibility test was conducted by material experts, media experts, linguists, and practitioners, while the practicality test was conducted by teachers and students. The results showed that the feasibility test obtained the following percentages: material experts 93.5% (very feasible), media experts 84.75% (feasible), linguists 96.5% (very feasible), and practitioners 97.91% (very feasible). Based on the results of the analysis, it can be concluded that the LKPD based on the local wisdom of the tidung tribe on medicinal plant biodiversity material is declared very feasible and very practical to be used in learning. The integration of local wisdom in this LKPD is proven to be effective in increasing interest in learning, understanding the concept of biodiversity, and students' awareness of the preservation of local culture. This research is expected to be a reference in the development of local wisdom-based learning tools for other subjects.
Development of digital comics SIPROMAN to improve students' critical thinking and creative thinking skills Shania Putri Apriani; S. Supriyatin; R. Rusdi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39563

Abstract

This study investigates the effectiveness of siproman digital comics as a learning medium to enhance critical and creative thinking skills in biology, specifically on the human reproductive system. Recognizing the importance of these skills in the 21st century and their current low levels among students, this research employed Educational Design Research (EDR) adapted from the Hannafin & Peck model. Data collection involved questionnaires, student needs analysis, and teacher interviews. Siproman comics were created using Autodesk-SketchBook and underwent feasibility testing by media and material experts, achieving average scores of 85% and 87%, indicating high feasibility. Product trials were conducted with teachers, small (12 students) and large (35 students) groups. A control group pre-test-post-test design, using instruments measuring eight critical thinking and six creative thinking skills, assessed effectiveness. Mancova testing revealed a significant difference (p<0.001) between groups across all criteria (Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root). These findings demonstrate that siproman digital comics are effective in improving students' critical and creative thinking skills.
Traditional Surabaya food integrated into the discovery learning e-module: Improving critical thinking and motivation Rindria Rachma Dewi; W. Wisanti; Y. Yuliani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39583

Abstract

The development of the 21st century in the Industrial Revolution 4.0 demands quality human resources with communication, collaboration, critical thinking, and creativity skills in supporting the implementation of the Merdeka Curriculum. This study aimed to analyze the effectiveness of e-module discovery learning integrated with Surabaya traditional food in improving students' critical thinking skills and learning motivation. The research participants were 34 students of class X SMA Negeri 3 Surabaya. Somebody assessed the effectiveness of the e-module based on improving critical thinking skills through pretest and post-test results and learning motivation using the ARCS motivation instrument. Critical thinking and motivation data was analyzed using quantitative descriptive methods, including averages, N-Gain, and T-tests. The results showed a significant increase in each indicator of students' critical thinking skills with a value ≥ 3.27 (very good category) and aspects of ARCS motivation with a value ≥ 3.13 (strong to very strong category). The T-test confirmed that the discovery learning e-module effectively improved critical thinking skills and learning motivation. Integrating local wisdom in learning is an innovative approach that supports the implementation
Uncovering misconceptions of apparent deviations from Mendel's Laws in 12th grade biology textbooks in Pontianak Annisafira Nanda Rosa; Wolly Candramila; Eko Sri Wahyuni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39596

Abstract

Textbooks are essential learning resources for both teachers and students, but they often contain misconceptions that can affect students' understanding of key concepts, particularly in biology. Misconceptions can arise from inaccurate or incomplete information, and they may lead to incorrect conceptual understanding. The clarity and accuracy of concepts presented in textbooks are crucial to preventing misconceptions and ensuring that students grasp complex biological topics. This study aims to identify and describe the types of misconceptions found in four twelfth-grade biology textbooks on the topic of apparent deviations from Mendel's laws. The four books were selected as the most widely used textbooks based on a direct survey conducted with 27 12th-grade biology teachers in Pontianak City during the first semester of the 2021/2022 academic year. This study reveals that three of the four analyzed books (B, C, and D) contain misconceptions, while Book A presents accurate information. Ten potential misconceptions found include misidentification (5), oversimplification (2), and obsolete terms (2) and undergeneralization (1), particularly in the explanation of epistasis and polygenic inheritance. Accurate and clear presentation in textbooks is essential to reduce misconceptions and improve students' understanding of complex biological concepts, as shown by the accurate content in Book A.
Biology teachers’ preferences and key factors in adopting learning technology Ahmad Kamal Sudrajat; Agung Wijaya Subiantoro; M. Ikhsan Al Ghazi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39636

Abstract

Technology development has changed students' characteristics and learning needs. As facilitators of student learning, teachers should be able to use learning technology effectively in their classrooms. This study aimed to examine teacher preferences in using learning technology and explore key factors for using learning technology. This study used a survey design conducted on biology teachers in Yogyakarta, Indonesia. A total of 47 biology teachers participated in this study. The survey was conducted to gather information regarding demographic data, the frequency of technology usage, and teachers' preferences in utilizing technology. The preferences for technology use encompass two main aspects: teachers' experiences with technology and their future expectations. The results indicate that teachers are more interested in using learning technology on conceptual materials. Teachers suggest the development of application-based biology learning media on cell phones or laptops. The main factor for teachers to use technology is that they have sufficient basic knowledge of the learning technology they will use. Teaching experience and frequency of using technology do not affect the teacher’s factor in choosing technology. The government and universities can use the results of this study as a basis for further development of learning technology. Shifts in learning patterns and technological advances need to get attention from the government so that teacher training programs, especially those related to learning technology, can be carried out appropriately and effectively.
Development of contextual e-magazine on circulatory system material for eleventh graders Yogi Nabilla Fitra; Abdul Razak; Z. Zulyusri; Elsa Yuniarti
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39742

Abstract

Electronic teaching materials have an important role in improving the quality of learning, making learning more interactive, and making the learning process more flexible and productive. The development of the increasingly sophisticated era, technology, information, and communication have also developed and have an impact on learning media, initially educators used print media as a tool in the learning process, then educators combined technological developments with learning media, so that electronic learning media were created, one of which was electronic teaching materials in the form of e-magazines. This study aims to produce contextual e-magazine learning media for circulatory system material for class XI high school students that are valid and practical. The method in this study is to use the Plomp model development method. The development stage of this model begins with the initial investigation stage (preliminary research), the development or prototyping phase, and the assessment phase. The instruments used in this study were validity and practicality assessment sheets. Based on the results and discussions conducted, it was concluded that the contextual e-magazine based on circulatory system material for grade XI high school students developed in this study has achieved a validation value of 97.27% with very valid criteria and a practicality value of 96.64% with very practical criteria so that it is suitable for use as a biology teaching material for grade XI high school students.
Learning the concept of genes, DNA, and chromosome through developed virtual laboratory website Zydrick L. Avelino
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39774

Abstract

The study focused on the development of a website that can be used in various fields of science in Junior High School. Particularly, topics that were utilized as part of the re-search report include chromosomes, DNA, and genes for grade 9 learners. This exploratory case study explored learners’ engagement and performance on a developed virtual laboratory website. The results revealed predictors of the implementation that can be associated with the performance of the learners. The data gathered from the responses of learners in the instruments were analyzed through content analysis, correlation, and linear regression. This study can relatively be significant for the teachers of Balanga City to help deliver scientific concepts using simple laboratory experiments combined with the activities within the website. This study is leaning towards a broader range of applications in the schools’ division in the Philippines. The wider implementation may extend help to teachers in the far-flung areas of the country.
STEM-based flipped classroom: Improve students’ critical thinking skills and biological literacy in animalia material Sekar Darmastuti; Hanum Isfaeni; Ratna Komala
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39804

Abstract

Students are required to develop essential 21st-century skills, such as critical thinking and biological literacy, to effectively navigate challenges in the globalization era. It is known that the results of PISA 2022 and several studies show that these skills in students are still very low. However, traditional learning models often fail to cultivate these competencies, necessitating the implementation of innovative instructional approaches. This study investigates the impact of the STEM-based flipped classroom model on enhancing students' critical thinking skills and biological literacy. A quasi-experimental research design was employed, involving 120 students from grade VII of junior high school. The experimental group received instruction through the STEM-based flipped classroom approach, while the control group followed a traditional learning model. Learning activities were carried out for eight lesson hours where one lesson hour lasted 40 minutes.  Students' critical thinking skills were assessed using 11 reasoned multiple-choice questions, and biological literacy was measured through 7 reasoned multiple-choice questions. Data analysis was conducted using Multivariate Analysis of Variance (MANOVA). The results of Pillai's Trace, Wilk’s Lambda, Hotelling’s Trace, and Roy’s Largest Root tests indicated a significant effect (p < 0.001, α = 0.05), confirming that the STEM-based flipped classroom model substantially enhances students' critical thinking and biological literacy. These findings suggest that incorporating STEM-based flipped classroom strategies can effectively improve students’ critical thinking and biological literacy, supporting more engaging and meaningful learning experiences. Educators and policymakers should consider adopting this model to better equip students with the competencies needed in the 21st century.
Science learning module based on local potential of Grenden village on digestive system material to improve problem solving ability of junior high school students Sri Wahyuni; Jensi Arista; Ulin Nuha; Julia Astutik
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39862

Abstract

Problem-solving ability is a fundamental skill that students must develop in science education. However, many students continue to face challenges in mastering this competence. This study aims to develop a valid, practical, and effective science learning module to enhance students' problem-solving skills. The research adopts a Research and Development (R&D) approach using the ADDIE development model. The study was conducted at SMP Sultan Agung Puger during the odd semester of the 2024/2025 academic year, involving 22 students as research participants. The findings indicate that the developed science learning module meets the criteria for validity, practicality, and effectiveness. The validity assessment yielded an average score of 82.12%, indicating a high level of validity. The practicality evaluation of the module’s implementation in science learning resulted in an average score of 85.13%, demonstrating strong practical applicability. The module’s effectiveness, assessed through pre-test and post-test analyses, showed an N-gain score of 0.63, classified as a medium improvement. Additionally, student responses to the module's implementation received an average score of 87.72, categorized as very good. In conclusion, the Science Learning Module Based on the Local Potential of Grenden Village meets the criteria of validity, practicality, and effectiveness in enhancing students’ problem-solving skills. These findings suggest that integrating localized content into science education can improve student engagement and learning outcomes.
Troso e-module based on SSI to enhance students' reasoning thinking dimensions and environmental literacy Al Manunal Akhnah; Agung Wijaya Subiantoro
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.39892

Abstract

Low levels of students’ critical reasoning and environmental literacy can negatively influence their attitudes toward environmental issues in their surroundings. This study aimed to develop and evaluate the effectiveness of a Socio-Scientific Issue (SSI)-based electronic module on the topic of environmental change to enhance critical reasoning and environmental literacy among phase E senior high school (SMA/MA) students. The study employed a research and development design using the ADDIE model, comprising analysis, design, development, implementation, and evaluation phases. Feasibility testing by material and media experts yielded average scores of 3.36 and 3.55, respectively, indicating high validity. Practicality tests conducted by teachers and students produced scores of 3.78 and 3.57, while a readability test resulted in an average score of 3.59. These findings suggest that the e-module is highly feasible and user-friendly. Effectiveness testing revealed significant improvements in students' reasoning and environmental literacy following the module’s implementation. Thus, the SSI-based e-module is an effective instructional tool for promoting higher-order thinking and environmental awareness among students, particularly in addressing real-world issues through contextual and inquiry-based learning.

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