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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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Implementation of the process-oriented guided inquiry learning model to improve learning ownership, communication skills, and cognitive learning outcome Rifdah Aristawidya; Herawati Susilo
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.v11i3.41621

Abstract

Entering the 21st century, education increasingly emphasizes not only academic achievement but also the development of soft skills, particularly learning ownership and communication skills as essential competencies for facing global challenges. This study aims to enhance students' learning ownership, communication skills, and cognitive learning outcomes through the implementation of the Process-Oriented Guided Inquiry Learning (POGIL) model. This study utilized a classroom action research (CAR) approach, which was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research participants included 26 students from grade XI Science 3 at one of senior high school in Malang Regency. Data were collected through observations, learning ownership questionnaires, communication skills tests, and cognitive learning outcome tests, which were then analyzed using descriptive quantitative and qualitative methods. The findings indicate that continuous implementation across the CAR cycles led to steady improvement in students’ learning ownership, communication skills, and cognitive learning outcomes. The percentage of students meeting the success indicators for these three aspects increased in the first cycle compared to the initial data, with a more significant improvement observed in the second cycle. POGIL encourages active student engagement in learning and fosters a deeper understanding of concepts. Thus, the implementation of POGIL is effective in promoting a more active and meaningful learning process, particularly in biology education.
Integrating PjBL to foster edupreneurship: A biology innovation module for senior high school Risti Wiludjeng Muljasari; Nur Kuswanti; Y. Yuliani
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.v11i3.41652

Abstract

Science curricula often fail to bridge theoretical knowledge with entrepreneurial skills. This research aimed to develop and assess a Project-Based Learning (PjBL)-integrated teaching module designed to foster edupreneurship in biology technology innovation among Senior High School students. This study employed a systematic Research and Development (R&D) approach using the ADDIE model. This article specifically details the analysis, design, and development phases. The module's validation results, assessed by two expert lecturers, indicated it was "Very Valid" across all aspects. The practicality assessment, conducted with two Biology teachers, categorized the module as "Very Practical" overall. A readability test using the Fry Readability Score yielded an average reading grade level of 10-11, which is highly appropriate for the target 10th-grade Senior High School students. These findings collectively underscore the module's high quality, contextual relevance, and readiness for implementation, demonstrating its significant potential to enhance both scientific literacy and an entrepreneurial mindset among Senior High School students.
STEM-based e-module on excretory system to enhance high school students’ critical thinking and independence Eko Sucipto; Kartika Ratna Pertiwi
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.v11i2.41674

Abstract

Enrichment programs are important for maximizing capabilities and improving mastery skills 21st century, however, their implementation does not maximize the material system excretion. STEM (Science, Technology, Engineering, Mathematics)-based electronic module (e-module) have become a choice for increasing mastery skills in the 21st century and quality enrichment programs. This research aims to develop a STEM-based e-module for an enrichment program on excretory system material that is valid, practical, and effective to improve critical thinking skills and learning independence. This study was designed as a research and development using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This research uses a simple random sampling technique with subjects originating from 5 classes XI IPA of SMAN 1 Wonosari in Gunungkidul Regency, Yogyakarta Province, which have exceeded the minimal achievement criteria on excretory system material. The research instruments included validation sheets for media and material experts, student and teacher response questionnaires, test instruments for critical thinking skills, and assessment questionnaires for independent study. The technique of the data analysis used descriptive analysis and the MANOVA test. The results of validation by material experts obtained a score of 3.79, while by media experts obtained a score of 3.81, indicating the validity category is "very good". Practicality reached the "very good" category based on teacher and student responses. The product has also significant effectiveness value. This is proven by all the assumption tests being fulfilled and the MANOVA test showing a significance value p < 0.05 (p=.000). It can be interpreted that the developed STEM-based e-module for enrichment programs on excretory system material is valid, practical, and effective to improve students' critical thinking skills and learning independence.
Feasibility of a PBL module integrating West Kalimantan’s biodiversity for organism classification in junior high schools Kurnia Ningsih; Mas Akhbar Faturrahman; A. Afandi; T. Titin
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.v11i3.41687

Abstract

The integration of local biodiversity into teaching materials based on innovative learning models remains limited, despite its potential to offer a context-rich and meaningful approach to Natural Sciences learning. To address this gap, this research incorporates the biodiversity of West Kalimantan into a problem-based learning (PBL) module on organism classification—a topic considered difficult for junior high school students. Accordingly, this research aims to evaluate the feasibility of the developed module through content validity and interrater reliability, using a Research and Development method consisting of five stages: potential and problems, data collection, product design, design validation, and design revision. The instruments utilized were an interview guideline, an instrument validation sheet, and a product design validation sheet. Six validators then validated the module. Content validity was analyzed using Aiken’s validity index, while interrater reliability was analyzed using the Intraclass Correlation Coefficient (ICC) test. The content validation results showed an average validity index of 0.98, categorized as valid. Interrater reliability using the ICC test yielded a value of 0.751, categorized as good. Therefore, the developed module is feasible for Natural Sciences learning and strengthens the implementation of PBL by contextualizing scientific concepts through the unique biodiversity and authentic issues of West Kalimantan.
Developing a virtual reality game-based learning media on the immune system for high school students Baiq Hana Susanti; Muhamad Reihan Amar; Ridhwan Dery Iradat
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.v11i3.41711

Abstract

The existing literature confirms the cognitive benefits of virtual reality (VR) yet also emphasizes these practical challenges, particularly the demand for applications that are rigorously validated while balancing conceptual understanding, student engagement, and user comfort. This study aims to develop and validate an immersive virtual reality learning resource on the immune system as an effective educational tool. The media was designed on an Android-based game platform and developed using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Validation was carried out by two media specialists and two subject matter experts, while a small-scale trial involved 19 grade XI students and one biology teacher at SMA 1 Cengkareng. The media validation score reached 97.5%, and the material validation result was 86.3%. Despite minor concerns regarding motion sickness and comfort, both teacher and student responses were positive, scoring 86.79% and 87.16%, respectively. These findings indicate that the developed media is feasible and appropriate to be utilised as an educational aid in biology learning.
Navigating climate change education (CCE): A framework for implementation in Indonesia Maisuna Kundariati; I. Ibrohim; Fatchur Rohman; Safwatun Nida; Rifka Fachrunnisa; Sarah Abdul Razak
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.v11i3.41767

Abstract

Vulnerable individuals feel the massive impact of climate change. Climate research emerged decades ago, causing severe damage to Earth. This issue leads the educational setting to tackle the causes, risks, and impacts on human civilization. The growing interest in Climate Change Education (CCE) and the obstacles associated with tackling this issue provide an opportunity to perform a systematic review to better understand the actions that can contribute to global climate change education. A semi-systematic literature review identified 28 international journal articles published between 2017-2024. These publications, retrieved online from the Scopus database, created a foundation for searching for CCE objectives and contextual focuses. This study also reviewed Indonesian curriculum documents to determine the appropriate place for implementing climate change education. Through this study, we found that CCE became the primary focus of discourse around the world with the desired learning objectives. Based on a review of the Indonesian curriculum, the CCE can be integrated into science, biology, physics, chemistry, and geography. Nevertheless, it has become necessary for educational policy makers to create a CCE map that includes the subject, topics, and audience.
Development of biology module based on discovery learning and ethnoscience to improve students’ science literacy K. Khairunisa; V. Violita; Fitri Arsih; Moralita Chatri; Azwir Anhar; Rozalia Fransisca
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.v11i3.41861

Abstract

Indonesian students' low scientific literacy, caused by limited culturally contextual learning and materials, highlights the need for improvement. This study aims to develop a valid, practical, and effective biology learning module based on discovery learning integrated with ethnoscience, as an effort to improve students' science literacy skills. The type of research used is research and development (R&D) using the Plomp model. The research subjects are 10th-grade students at SMA Negeri 2 Bukik Barisan. The instruments used were validity sheets, practicality sheet, and science literacy test questions. Validation of science literacy questions using ANATES Ver. 4.0 with a validity score of 0.74 (high category) and reliability of 0.85 (high category). The research data were analysed using validity tests, practicality tests, t-tests, and N-Gain Score tests. The results of the study indicate that the developed product, which is a biology learning module based on discovery learning integrated with ethnoscience, meets the criteria of being highly valid, highly practical, and effective in improving students' science literacy skills from the aspects of context, content, and scientific process. The results of this study can be used as a reference for teachers in integrating ethnoscience into 21st-century learning to develop students who have scientific literacy and are grounded in local wisdom.
Group investigation integrated with socio-scientific issues: An experimental study on critical thinking and subjective well-being Melysa Septiana; Ndzani Latifatur Rofi&#039;ah; Erna Wijayanti
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.v11i3.41871

Abstract

Critical thinking and Subjective Well-Being (SWB) are important competencies in preparing students to face the demands of the Society 5.0 era. However, preliminary findings indicate that high school students' critical thinking and SWB skills are still relatively low. This study aims to analyze the effect of the Group Investigation (GI) integrated with Socio-Scientific Issues (SSI) on students' critical thinking and SWB. This study uses a quantitative approach with a Quasi-Experimental method with a Non-Equivalent Control Group Design. The sampling technique used purposive sampling, with class X1 as the experimental group and class X2 as the control group. The instruments used were a critical thinking test and a SWB questionnaire, and the data were analyzed using a significance test. The results showed a significant effect of the GI model integrated with SSI on students' critical thinking, with a significance value of 0.000 ≤ 0.05, and on students' SWB, with a significance value of 0.000 ≤ 0.05. These findings indicate that the SSI-based GI model is effective in improving critical thinking and SWB of grade X students. Recommendations provided include providing clear guidance, facilitating student product development, ensuring the accuracy of information sources during investigations, and conducting continuous evaluations so that learning objectives are achieved optimally.
Transform your class! Bridging the concepts of indigenous knowledge and biotechnology education Intan Nurnilam Sari; Siti Zubaidah; Susriyati Mahanal; Hadi Suwono
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.v11i3.41877

Abstract

Biotechnology education in many contexts remains dominated by Western-oriented scientific paradigms, leading students to engage with abstract laboratory-based concepts while overlooking the rich local knowledge that forms the cultural and scientific foundations of their communities. This study explores the transformative learning experiences of high school students through the integration of Indigenous Knowledge into biotechnology education in Indonesia. The urgency of this research lies in the need to decolonize science education and make it more relevant to cultural contexts often marginalized in formal curricula. Using an ethnographic case study approach, data were collected through classroom observations, student reflections, interviews with students and community elders, and analysis of student projects focusing on the utilization of traditional nira sap in Lamongan. The participants were 36 tenth-grade students from SMAN 1 Paciran, East Java. Findings show that transformative learning occurred through students’ dynamic interactions with cultural “other(s)” in history, in memory, and with intimacy. These interactions led students to challenge their taken for granted assumptions about science, culture, and identity. This article contributes to the discourse on transformative education by illuminating how local cultural knowledge can serve as a catalyst for personal and epistemological transformation in science education.
By-Clime: Development of PBL-SSI-based e-module on climate change to enhance SA and ITS of upper secondary students Ayu Dayang Lestari; Hadi Suwono; Sitoresmi Prabaningtyas
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.v11i3.41934

Abstract

Climate change presents complex challenges for science education, demanding innovative digital resources that connect scientific understanding with real-world environmental problems. This study aimed to develop and validate By-Clime, an e-module based on the Problem-Based Learning and Socioscientific Issues (PBL-SSI) framework, designed to facilitate students’ learning on climate change topics while promoting sustainability-oriented thinking. The e-module integrates content on climate phenomena, impacts, and mitigation strategies through contextual problem scenarios, enabling students to connect scientific concepts with authentic socio-environmental contexts and apply cross-disciplinary reasoning. The development process followed the Lee and Owens instructional design model, which includes stages of analysis, design, development, implementation, and evaluation. The results showed that media experts rated the module at 89.5%, categorized as highly valid in feasibility, visual design, and integration. Material experts provided perfect scores of 100% for content relevance, feasibility, and language clarity. Practitioner evaluation also yielded a high validity score of 98.1%, particularly in presentation, material support, and completeness. These findings confirm that By-Clime is a feasible, relevant, and pedagogically sound learning resource for climate change education, fostering students’ sustainability awareness (SA) and interdisciplinary thinking skills (ITS).

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