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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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The utilization of mangrove forests in ESD-oriented science learning to improve environmental literacy and science literacy: A meta-analysis Triyanti Marfiana; Fenny Roshayanti; Intan Indiati; Siti Patonah
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.v11i2.40528

Abstract

The lack of utilization of the local environment in science learning causes low environmental and science literacy among students. In fact, integrating the surrounding environment, such as mangrove forests in Education for Sustainable Development (ESD) based learning is very important to foster scientific awareness and understanding from an early age. The aim of this research is to determine the use of mangrove forests in ESD-oriented science learning to improve environmental literacy and scientific literacy. This research is meta-analysis research with PRISMA methods. Data collection in research was carried out using documentation techniques through article search efforts using the Google Scholar search engine. The data sources in the research were 10 research journals from national journals with general criteria both in terms of educational level and research methods used. The data obtained was analyzed using quantitative data analysis with percentage results and qualitative data analysis in the form of descriptions of the studies studied. The results of the research show that utilizing mangrove forests in ESD-oriented science learning can increase environmental literacy and scientific literacy. Mangrove forests can be used as a learning resource for students at various levels of education starting from elementary/MI, middle/MTs, and high school. The use of mangrove forests in ESD-oriented science learning is able to answer learning problems experienced by teachers in integrating the local environment such as mangrove forests as a resource in science learning. By visiting the mangrove forest, students can make direct observations to learn about local ecosystems and research about biodiversity to increase environmental literacy and scientific literacy.
Development of interactive learning media based on socio-scientific issues using Smart Apps Creator in the role of viruses for tenth graders Dewi Diharjo; Umi Fatmawati; Baskoro Adi Prayitno
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.v11i2.40565

Abstract

The role of virus is an essential material that is not discussed completely in the lesson because of the limited information presented in the reference book. The role of viruses is important to learn because it can increase knowledge and know the role of viruses in life. This research aims to (1) develop interactive learning media based on Socio-Scientific Issues (SSI) using Smart App Creator in role viruses’ material for class x senior high school students, (2) test the validity and practicality of interactive learning media based on Socio-Scientific Issues (SSI) using Smart App Creator for class x senior high school students. The research design used Research and Development (R&D), approach ADDIE development model. The research population used was 10th grade at SMA Negeri 1 Surakarta academic year 2024/2025. Validation data were collected from biology learning media expert, biology content expert, as well as feedback from practitioner and students. The results of the validity of the developed media were 93% (very valid) from media experts and 95% (very valid) from material experts. While the practicality response of the developed media was 82% from biology teachers, 89% from student responses in limited testing and 81% from student responses in field testing and it is concluded to very practical category. Overall, the interactive learning media has been developed is declared valid and practical to be used as a biology learning media in role of the viruses for class x senior high school.
Reconceptualizing professional growth: Biology teachers’ evaluation of a professional development program Jleian Mard M. Loseñara
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.v11i2.40575

Abstract

Teacher professional development (TPD) programs enhance teachers' skills and competence. Since teachers are the primary beneficiaries, their perceptions are crucial in assessing TPD effectiveness and relevance, providing insights to improve future program design and evaluation. This study focused on Biology teachers, who were non-education graduates, and their evaluation of a need-based TPD program. Using a mixed-methods approach, the study explored their experiences and learning outcomes from their participation in the TPD. The quantitative findings revealed that the teachers rated the TPD program as highly effective. Furthermore, the qualitative data indicated that teachers perceived the TPD as highly beneficial, particularly in enhancing their ability to integrate technology and updated content into their lessons. This aligns with King’s framework, which emphasizes the importance of context-responsive and reflective PD for sustained professional growth. Teachers suggested that revising the program flow to include breaks, addressing technology-related concerns like mobile-friendly and free technologies, and expanding the training's coverage to include additional Biology content and more Biology teachers could improve the TPD. The program's effectiveness was further evidenced through teaching artifacts, such as instructional materials, lesson plans, and recorded teaching videos, which reflected the teachers' application of their learning.
The effect of AI-assisted problem-oriented project-based learning on students’ critical thinking and communication skills Laila Badriyatul Habibah; I. Ibrohim; Herawati Susilo
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.v11i2.40667

Abstract

Education 4.0 has emerged as a response to the Industrial Revolution 4.0, focusing on integrating technology into learning to support digital transformation and enhancing 21st-century skills, such as critical thinking, creative thinking, communication, and collaboration. While technology provides convenience, it also challenges students to develop these essential skills. An innovative model, such as Problem-Oriented Project-Based Learning (POPBL), is required to improve these skills, as it has been proven effective in enhancing 21st-century skills. The incorporation of artificial intelligence is expected to increase the effectiveness of POPBL. This study aims to evaluate the impact of the POPBL-AI model on students' critical thinking and communication skills. It employs a quasi-experimental design with a non-randomized pre-post-test control group format. Three groups participated in the study: the POPBL-AI, POPBL, and PBL classes. Data were collected through essay tests and questionnaires, both of which have been validated and are reliable. Data were analyzed using Analysis of Covariance (ANCOVA), alongside homogeneity and normality tests as prerequisites. The results showed a significant positive effect of the POPBL-AI model on both skills (p = 0.000; p = 0.001). These findings suggest that the POPBL-AI model can be effectively implemented in biology learning to enhance students' 21st-century skills.
The influence of community ecological intelligence on mangrove forest preservation A. Achyani; Suharno Zen; Agus Sujarwanta; Agus Sutanto
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.v11i2.40749

Abstract

Mangrove forests play a crucial ecological role in coastal protection, biodiversity maintenance, and carbon sequestration. However, their sustainability is increasingly threatened by human activities and environmental degradation. This study aims to investigate the impact of community ecological intelligence (CEI) on the long-term survival of mangrove forests in Labuhan Maringgai District, East Lampung Regency, Lampung Province. The research sample consisted of 174 participants from Sriminosari Village. The study employed a 2x4 factorial design, focusing on the relationship between four levels of CEI and two types of practices related to mangrove conservation. Data was collected using a 20-item questionnaire, rated on a 1-5 scale, to assess participants' knowledge, attitudes, and behaviors towards mangrove conservation. The data were analyzed using Analysis of Variance (ANOVA) followed by Tukey post-hoc tests, and prerequisite tests were conducted to ensure the reliability of the results. The findings revealed that CEI significantly influenced mangrove conservation efforts, with higher CEI levels associated with better conservation outcomes. However, the type of practice did not significantly affect the results, and there was no significant interaction between CEI and practice. This study concludes that CEI
The effect of augmented reality-assisted discovery learning model on digital literacy and cognitive knowledge about fungi Putri Amanda Revalestina; Hadi Suwono
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.v11i2.40755

Abstract

The 21st century represents a time of worldwide interconnectedness that demands every individual to have digital knowledge and literacy. Science learning activities are important to help students learn and understand science and students' digital literacy. Learning that actively involves students will encourage students to find ideas. This study aims to investigate how the implementation of the discovery learning model, supported by digital tools, influences digital literacy and understanding of fungi content. The participants involved in this research consisted of two sets of 10th-grade students from SMAN 1 Kepanjen in Malang regency, East Java, which included a control group (X 8) and an experimental group (X 3). The approach for gathering data employed a pretest-posttest design for non-equivalent control groups. questionnaires, and learning reflection essays. Data analysis research used SPSS.25 assistance, including validity tests, reliability tests, prerequisite tests (Shapiro-Wilk normality and homogeneity), and hypothesis tests. According to the outcomes from data evaluation conducted through ANCOVA shows a sig level of <p = 0.005, this indicates that the null hypothesis H0 is dismissed while the alternative hypothesis H1 is accepted, suggesting that the Augmented Reality-assisted discovery learning model has an effect in fungi material on digital literacy and cognitive knowledge. The outcomes of the reflection essay by students show that learning can add new knowledge, improve understanding, motivate students, and actively seek new information in learning.
Improving learning ownership, digital literacy, and cognitive learning outcomes of Manokwari high school students via Kuartet biologi Suzan Sendy Hehamahwa; Herawati Susilo; Sofia Ery Rahayu
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.v11i2.40766

Abstract

The 21st century learning is an educational approach aimed at preparing students with relevant skills, literacy and knowledge in the digital era. The purpose of this study was to improve learning ownership, digital literacy, and students' cognitive learning outcomes through the application of the Kuartet Biologi application in learning. The method applied in this study was a quasi-experiment with a pretest-posttest non-equivalent control group design. The research sample consisted of 160 students of class XI Biology of Senior High School 2 Manokwari. Learning ownership was measured using self-assessment sheet. Students' digital literacy was measured through observation and self-assessment. Pretest and posttest were used to measure students' cognitive learning outcomes. Learning ownership and digital literacy, and students' cognitive learning outcomes were analysed using ANCOVA test. The findings showed that the use of Kuartet Biologi application affects learning ownership, digital literacy, and cognitive learning outcomes.
Structural correlation of creative thinking skills, problem-solving, and entrepreneurial self-efficacy in biology education students: PLS SEM analysis Ika Wardani; Murni Sapta Sari; S. Sulisetijono; Abdul Gofur; Zainuddin bin Hassan; M. Arsyad
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.v11i2.40800

Abstract

Entrepreneurship project-based learning model on the problem-solving skills of Biology Education study. This study aims to describe the structural correlation construction of creative thinking skills, problem-solving skills, and entrepreneurial self-efficacy among biology education students in East Java. The population in this study was undergraduate (S1) Biology Education students from universities in East Java, Indonesia. The research sample comprises 405 students from these institutions who have undergone learning related to plant materials for at least one semester. The instruments used in this research were test instruments and questionnaires. The essay test for assessing creative thinking skills draws upon six indicators adapted from Greenstein. essay test instrument used for collecting data on problem-solving skills was developed based on six indicators adapted from Mourtos et al. The data collection instrument for entrepreneurial self-efficacy relied on a questionnaire developed by Gedeon & Valliere. Data analysis technique employed was Structural Equation Modeling (SEM) with the SmartPLS application. The results of the study indicate a significant correlation of creative thinking, problem-solving skills, and entrepreneurial self-efficacy in biology education students in East Java. There is a significant effect of creative thinking skills on entrepreneurial self-efficacy, creative thinking skills on problem-solving skills, and problem-solving skills on entrepreneurial self-efficacy.
The urgency of developing and validation of sustainability competence instruments for prospective teachers in Indonesia Abdulkadir Rahardjanto; H. Husamah; Tutut Indria Permana; Nurdiyah Lestari
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.v11i2.40825

Abstract

The urgency of developing and validating sustainability competence instruments for prospective teachers in Indonesia stems from the pivotal role teachers play in embedding sustainable development principles into education. This study aims to analyze this urgency, synthesize key themes, and visualize conceptual relationships using data collected via Scopus AI. Employing a systematic review methodology with advanced keyword searches and thematic qualitative analysis, the study identifies major themes such as assessment tools, teacher education, and education for sustainable development. Findings reveal significant gaps in culturally relevant, validated instruments tailored for Indonesian prospective teachers, alongside challenges including limited technological infrastructure and the need for ongoing professional development. The study concludes that developing robust competence instruments is vital to strengthen teacher training programs in alignment with Sustainable Development Goals (SDGs). The implications highlight the necessity of integrating digital skills, experiential learning, and community engagement to better prepare future educators for sustainability education. This review lays a foundation for future empirical research and policy initiatives aimed at enhancing sustainability competence assessment within Indonesia’s teacher education system.
Developing “REPROKOPIKREATIF” model to enhance collaborative skills and creative thinking of junior high school students in natural science-biology learning Sri Wahyuni; Iin Hindun; N. Nurwidodo
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.v11i2.40842

Abstract

The 21st-century competencies—particularly creative thinking and collaborative skills—among junior high school students in Indonesia was underdevelopment. Science-Biology learning is still dominated by conventional, teacher-centered methods that limit student engagement and higher-order thinking. Although the Kurikulum Merdeka promotes the use of Project-Based Learning (PjBL), many teachers lack sufficient training and face challenges in aligning learning objectives with real-world contexts. These obstacles result in students showing fair to below-average levels in collaboration and creativity. To address this gap, this study aims to develop and validate the “REPROKOPIKREATIF” model to enhance collaborative skills and creative thinking in Natural Science-Biology education through a structured PjBL approach. Grounded in the ADDIE framework, the model focuses on improving the planning stage of PjBL by offering systematic procedures for formulating essential questions and designing project plans. It integrates concept maps, group heterogeneity, and scaffolding strategies as practical tools for teachers and learners. The implementation results demonstrate high model validity, improved teacher performance, and increased student engagement. Quantitative data from pretest and posttest comparisons show significant gains in students’ creative dimensions—fluency, originality, elaboration—and collaborative aspects like respect and responsibility. The REPROKOPIKREATIF model provides a validated, practical solution to strengthen key competencies in line with Kurikulum Merdeka.

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