cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota malang,
Jawa timur
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
 72   73   74   75   76 
Development of ARCS-based biology e-module to enhance students’ learning motivation and scientific argumentation skills Yulia Lestari; Heffi Alberida; H. Helendra; Azwir Anhar
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.v11i2.40869

Abstract

This in biology courses at the high school level, complex material often requires in-depth understanding and the ability to present arguments logically. This study aims to produce teaching materials in the form of ARCS-based biology e-module that are valid, practical, and effective for Phase E students in odd semesters in biology subjects, especially in ecosystem material. This development research is based on the unavailability of innovative teaching materials that can improve students' motivation and argumentation skills at Islamic Senior High School (MAN) 1 of Padang Panjang. The development procedure uses the ADDIE model which consists of five stages, i.e. analysis, design, development, implementation, and evaluation. The instruments used were validity questionnaires, practicality questionnaires, motivation questionnaires and test sheets. The data analysis technique used the t-test to testing the research hypothesis. The results of the study show that the teaching materials developed have met the aspects of validity, practicality, and effectiveness. The results of the validity test show that the ARCS-based biology e-module has very valid criteria. The e-module has also met the practicality aspect as seen from the teacher's response with the very practical criteria, and by students with the very practical criteria. The results of the t-test show that there is a significant difference between the average value of students' motivation and argumentation skills before and after using the product. Based on this, the ARCS-based biology e-module that has been developed is considered effective in improving the motivation and argumentation skills of class X students.
Development of an ESQ integrated e-book on biodiversity to increase student’s motivation and character Zulgusma Aulia Putri; Z. Zulyusri; S. Syamsurizal; V. Vauzia; Fitri Arsih
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.v11i2.40893

Abstract

Education plays an important role in developing students' potential, including character building. However, biology learning so far has focused more on the cognitive aspect, while emotional intelligence (EQ) and spirituality (SQ) have received less attention. The learning media used is also not interesting and has not integrated ESQ values. This study aims to develop an ESQ-integrated biology e-book on biodiversity material for Phase F students that is valid, practical, and effective. The type of research used is Research and Development (R&D) with the ADDIE model (Analyse, Design, Develop, Implement, and Evaluate). The research instruments included teacher interviews, validity questionnaires, practicality, as well as motivation and character questionnaires for students. The e-book was validated by expert lecturers and biology teachers, and tested for practicality and effectiveness at State Islamic Senior High School 2 Tanah Datar. The validation results showed that the e-book was very valid (93.14%) and very practical (95.15%). The increase in motivation and character in the experimental class was significant, with N-gain scores of 79.26% and 77.45%, respectively. So, this e-book is worth using as a biology learning media that not only improves understanding, but also the character and motivation of students.
Integration of religious values in biology learning and its implications for students' environmental awareness F. Fitriana; Hafnati Rahmatan; E. Evendi; S. Saminan; M. Mentari
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.v11i2.40900

Abstract

Environmental degradation necessitates educational strategies that not only enhance cognitive understanding but also cultivate students’ spiritual and moral character. This study examines the effect of incorporating religious values into biology instruction on students’ environmental awareness. Employing a descriptive qualitative approach, data were gathered from 123 high school students across four schools in Aceh Province: SMAN 2 Indrajaya, SMAN 2 Seunuddon, SMAN 2 Samalanga, and SMAN 1 Lhokseumawe. The instruments included validated questionnaires and in-depth interviews with randomly selected participants for data triangulation. Findings indicate that integrating religious values—such as faith-based reflections on air pollution, waste-related flooding, and deforestation—positively influences students’ sense of environmental responsibility, care for nature, and consistency in eco-friendly behavior. Interview results further reveal that students feel a stronger obligation to protect the environment when scientific concepts are connected with religious teachings. However, the study also notes that some students still require ongoing habituation and the presence of positive role models to translate values into consistent action. These findings suggest that incorporating religious values into biology instruction provides a promising foundation for promoting environmental awareness and character development. The study recommends continued integration of this approach in both pedagogy and policy to support character-based environmental education.
Integrating local environmental issues into a problem-based learning e-book to improve students’ science competencies Aisyah Zahrotul Islam; Fida Rachmadiarti; Sifak Indana
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.v11i2.40907

Abstract

In the Society 5.0 era, a significant challenge for education is integrating science and technology to strengthen human resources by enhancing students’ science competencies. This study aims to develop a PBL e-book that integrates local environmental issues in Bojonegoro, East Java, and to describe its design, validity, and effectiveness in improving 10th-grade students’ science competencies. The e-book was developed using the ADDIE model, validated by experts before being applied in learning, and its effectiveness was measured using pre-test and post-test assessments. The study’s results showed that the e-book was highly valid with a score of 3.78, and effective as evidenced by the significant improvement in students’ science competencies between the pre-test and post-test results. This e-book not only supports contextual learning but also strengthens students’ abilities in scientific reasoning, problem-solving, and applying science concepts to real-life problems, reflecting the shift from science literacy to science competencies emphasized in the PISA 2025 science framework. This e-book serves as an innovative educational resource in this Society 5.0 era and supports the development of science competencies by integrating local environmental issues into biology learning.
Ethnobotanical knowledge in Javanese Rituals as contextual resources for biology education M. Mualimin; Rahmania Pamungkas; Nilahazra Khoirunnisa; Anggitya Nareswari; Kuntum Febriyantiningrum
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.v11i2.40943

Abstract

Indonesia’s rich plant biodiversity and cultural heritage are closely reflected in traditional life cycle ceremonies—such as birth, marriage, and death—which often involve specific plant species. Ethnobotany, the study of human-plant interactions, serves as a bridge between traditional knowledge and modern science. This descriptive qualitative study, based on a literature review, identifies various plant species used in Javanese rituals. Birth ceremonies involve 14 species, while marriage rituals utilize between 24 and 47 species, predominantly from the Zingiberaceae family. Death rituals incorporate at least 24 species, with variations across regions. These findings reveal that ethnobotanical practices are not only expressions of cultural identity but also possess educational significance. In the context of secondary biology education, this knowledge offers a valuable foundation for developing contextual and culturally relevant learning materials, particularly for teaching biodiversity, plant taxonomy, and ecology. Integrating local wisdom into science instruction can enhance student engagement, promote meaningful learning, and strengthen both plant and cultural literacy. This study underscores the potential of ethnobotany in supporting character-based and contextual learning aligned with current curriculum goals.
Science literacy levels of plant metabolism learning for biology education students Risanti Dhaniaputri; Erni Angraini
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.v11i2.40947

Abstract

Scientific literacy is a person's ability to think and behave scientifically, apply scientific knowledge, and make decisions in solving problems in everyday life. Biology students are expected to be able to develop scientific literacy. One of them is in the material of plant metabolism. Understanding the concept of plant metabolism will help students in implementing the concept of biological science in everyday life. This is because biology is a branch of natural science that has the potential and makes a major contribution to solving global problems, such as food, health, social, energy, economic, environmental, and technology. This study aims to see the level of science literacy of biology students on plant metabolism material, which is one of the basic materials for modern biology learning and research in the 21st century. This type of research is descriptive quantitative with a survey method, with respondents of undergraduate students of the Ahmad Dahlan University Biology Education Study Program. The test instruments used were the Scientific Inquiry Literacy Test (SILT) and the Multidimensional Scientific Literacy Test (MSLT). Science Literacy (SL) questions have seven indicators. The question material used in the test instrument is knowledge of photosynthesis, cellular respiration, phytochemical biosynthesis pathways, and implementation of plant metabolism concepts in the fields of health and pharmacology. The findings result showed a significant increase in the seven levels of scientific literacy indicators, where the average post-test score was always higher than the pre-test. Most students were included in the conceptual group. The conclusion of the study was that the fairly high scientific literacy scores at the seven levels indicate that students have understood and internalized the concepts and contents of plant metabolism materials, are able to read, interpret, and analyze data, and know the role and application of plant metabolism processes in the development of the world of health and pharmacology, so it can be said that during the learning process there has been an increase in the science literacy of biology students.
Development of STEM ethnoscience electronic module on environmental preservation material to improve students' science process skills Siti Alisah; S. Sajidan; M. Muzzazinah
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.v11i2.40955

Abstract

The urgent need for teachers and students for innovative learning media that integrates local context (ethnoscience), and technology (STEM) to improve students' science process skills is the main basis for the development of this electronic module. This study aims to produce an interactive STEM ethnoscience science electronic module. The development of this electronic module is based on the ADDIE from Branch, R. M. The feasibility test of the STEM ethnoscience science electronic module uses validity and readability tests. The validity test of the electronic module was carried out by experts in the field of Science Education and the readability test by student respondents using a questionnaire. The results of the needs analysis were used to design the STEM ethnoscience science electronic module. This electronic module is compiled STEM syntax with 4 stages of learning, namely let's imagine, let's practice, let's read and let's evaluate. The results of the study showed that this STEM ethnoscience science electronic module was feasible, with an average content validity value of 0.94 and a percentage of readability of the electronic module of 91%. Electronic module is recommended as an innovative digital teaching material option to support science education integrated with culture and technology, while enriching STEM education practices.
Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning Muhammad Zahrudin Afnan; Rinie Pratiwi Puspitawati; I. Isnawati
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.v11i2.40959

Abstract

Traditional approaches to understanding intelligence often overlook the diverse cognitive capacities students possess, limiting inclusivity and educational effectiveness. Howard Gardner's Theory of Multiple Intelligences (MI) offers a comprehensive framework for reconceptualizing how learners process information and develop cognitively. This study explores cognitive transformation through MI theory, analyzing its role in cognitive processes and educational outcomes. Using PRISMA methodology, 1,402 peer-reviewed articles from the Scopus database (2010–2025) were reviewed, employing a descriptive qualitative approach. Findings highlight the distinct roles of Gardner's eight intelligences —linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—in cognitive development. Key indicators of transformation include abstract-to-concrete reasoning, concrete-to-abstract conceptualization, and the generation of novel ideas. For instance, naturalistic intelligence fosters ecological understanding in biology, while bodily-kinesthetic intelligence enhances comprehension of physical sciences through experimentation. MI-based pedagogy promotes inclusivity, engagement, and creative problem-solving, underscoring its potential to address cognitive diversity. Future research should focus on empirical testing of MI strategies, developing assessment tools, and leveraging technologies for personalized learning.
Effects of visual, auditory, and kinesthetic learning styles on biology achievement in a Kerinci-based religious school Novinovrita. M; M. Eval Setiawan
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.v11i2.40979

Abstract

The Society 5.0 era demands inclusive and effective education, yet diverse student needs remain unmet due to limited personalised approaches. The visual, auditory, and kinesthetic (VAK) model offers a promising solution to improve engagement and achievement, especially in biology learning at MAN 1 Kerinci, Jambi, Indonesia. This study aimed to examine the effect of VAK (Visual, Auditory, and Kinesthetic) learning styles on students’ learning achievement in biology subjects in Madrasah Aliyah Negeri 1 Kerinci. Using a quantitative approach with a correlational design, 60 students in class VIII were selected as samples through a purposive sampling technique. Research instruments in the form of learning style questionnaires and student learning achievement data were analysed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc tests. The results showed that learning styles had a significant influence on student learning achievement (p < 0.05), with the auditory learning style producing the highest average achievement compared to the Visual and Kinesthetic learning styles. These findings support the importance of customising learning strategies based on students' learning styles to improve learning outcomes. Recommendations from this study emphasise the need for varied, adaptive, and inclusive learning approaches to optimise students' academic potential.
Population dynamics and human–Primate interactions at a cultural heritage forest site: Implications for conservation education Siti Rukayah; Sri Riani; Nadhilla Haura Wahyudiana; Esa Rinjani Cantika Putri; Rosyid Ridlo Al-Hakim; Erie Kolya Nasution; Fajarani Fitriasih; Mahmmoud Hussein Abdul Rahman
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41038

Abstract

Long-tailed macaques represent a compelling model for ethnoprimatological research in human-influenced and culturally significant ecosystems. This study evaluated population dynamics, social structure, and behavior of Macaca fascicularis inhabiting a 0.8-hectare secondary forest enclave surrounding a religious heritage site in Central Java, Indonesia. Three two-week census periods conducted from 2021 to 2023 documented temporal fluctuations in troop size (96–125 individuals), subgroup formation, and behavioral responses associated with provisioning, resource availability, and human presence. These demographic and behavioral patterns highlight the adaptive strategies that enable macaques to persist in fragmented cultural landscapes, while also revealing pressures linked to crowding, reliance on anthropogenic foods, and occasional conflict with visitors and surrounding communities. Beyond their ecological relevance, the findings provide evidence-based insights that can be integrated into environmental and conservation education. The documented interactions between macaques, caretakers, and visitors offer concrete examples for developing educational materials, improving visitor guidelines, and promoting awareness of responsible wildlife behavior at sacred forest sites. This study establishes a baseline for long-term monitoring and demonstrates how ecological data from cultural heritage forests can support conservation learning and sustainable human–wildlife coexistence.

Page 74 of 79 | Total Record : 786

 72   73   74   75   76 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): MARCH Vol. 11 No. 3 (2025): NOVEMBER Vol. 11 No. 2 (2025): JULY Vol. 11 No. 1 (2025): MARCH Vol. 10 No. 3 (2024): NOVEMBER Vol. 10 No. 2 (2024): JULY Vol. 10 No. 1 (2024): MARCH Vol. 9 No. 3 (2023): NOVEMBER Vol. 9 No. 2 (2023): JULY Vol. 9 No. 1 (2023): MARCH Vol. 8 No. 3 (2022): NOVEMBER Vol. 8 No. 2 (2022): JULY Vol. 8 No. 1 (2022): MARCH Vol. 7 No. 3 (2021): NOVEMBER Vol. 7 No. 2 (2021): JULY Vol. 7 No. 1 (2021): MARCH Vol. 6 No. 3 (2020): NOVEMBER Vol. 6 No. 2 (2020): JULY Vol 6, No 1 (2020): MARCH Vol. 6 No. 1 (2020): MARCH Vol 5, No 3 (2019): November Vol. 5 No. 3 (2019): NOVEMBER Vol 5, No 2 (2019): JULY Vol. 5 No. 2 (2019): JULY Vol 5, No 1 (2019): MARCH Vol. 5 No. 1 (2019): MARCH Vol 4, No 3 (2018): NOVEMBER Vol. 4 No. 3 (2018): NOVEMBER Vol 4, No 2 (2018): JULY Vol. 4 No. 2 (2018): JULY Vol. 4 No. 1 (2018): MARCH Vol 4, No 1 (2018): MARCH Vol 3, No 3 (2017): NOVEMBER Vol. 3 No. 3 (2017): NOVEMBER Vol 3, No 2 (2017): JULY Vol. 3 No. 2 (2017): JULY Vol. 3 No. 1 (2017): MARCH Vol 3, No 1 (2017): MARCH Vol. 2 No. 3 (2016): NOVEMBER Vol 2, No 3 (2016): NOVEMBER Vol 2, No 2 (2016): JULY Vol. 2 No. 2 (2016): JULY Vol 2, No 1 (2016): MARCH Vol. 2 No. 1 (2016): MARCH Vol. 1 No. 3 (2015): NOVEMBER Vol 1, No 3 (2015): NOVEMBER Vol 1, No 3 (2015) Vol. 1 No. 2 (2015): JULY Vol 1, No 2 (2015): JULY Vol. 1 No. 1 (2015): MARCH Vol 1, No 1 (2015): MARCH More Issue