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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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Worldwide trends of ICT integration in ecology higher education: A bibliometric analysis of Scopus Muhammad Darwis; L. Lufri; I Made Arnawa; N. Nasirsah; Eka Nurwani Ritonga
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.v11i3.42020

Abstract

The integration of information and communication technology (ICT) in ecology teaching and learning in higher education is increasingly important to support pedagogical innovation and achieve the Sustainable Development Goals. This study addresses the gap in existing literature, as no comprehensive bibliometric mapping has been conducted to date on ICT integration in ecology learning, despite the growing attention in environmental and digital education. This study maps global trends in ICT integration in ecology learning through a bibliometric analysis of published articles indexed in Scopus. Data was obtained using a structured query filtered by English-language journal articles, final publication stage, and all open access statuses. The search process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process. Unlike previous thematic or case-based reviews, this study applies bibliometric techniques to identify knowledge networks, key research clusters, and emerging directions. The analysis used the analyze results menu in Scopus subscriptions, VOSviewer, and Biblioshiny (Bibliometrix-R) to identify general publication characteristics, knowledge maps, and topic trends. The results show Spain, China, and Australia as the leading countries, with ecology, teaching, and learning as dominant keywords. New research themes—particularly digital inclusion and ICT for sustainability—are identified as emerging drivers in the field. These findings emphasize the importance of international collaboration, the application of cutting-edge technology, and pedagogical innovation to achieve the SDGs through learning. Practically, the study provides valuable insights for lecturers, curriculum developers, and policymakers to design ICT-based ecology education that is innovative, inclusive, and aligned with sustainability goals.
Tracking global research on knowledge, attitudes, skills and community participation in ecotourism and conservation: A systematic literature review base on Scopus database Wahyu Prihanta; Yus Mochamad Cholily; Abdulkadir Rahardjanto
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.v11i3.42027

Abstract

This study presents a systematic literature review (SLR) of global research trends on knowledge, attitudes, skills, and community participation in ecotourism and conservation, using data from the Scopus database. The review spans publications from 1994 to 2024 and is guided by six research questions focusing on publication trends, subject areas, thematic patterns, keyword relevance, conceptual structure, and emerging research directions. The methodology involved a structured search using specific inclusion criteria via Scopus and Scopus AI, resulting in 50 final articles. Data were analyzed using the “Analyze Search Results” feature in Scopus and visualized using VOS viewer to map co-occurrence patterns and concept networks. The findings highlight a significant growth in research since 2015, with dominant themes such as stakeholder engagement, sustainable ecotourism management, and community-based development. Emerging themes include mangrove ecotourism, natural resource integration, and post-COVID-19 tourism dynamics. The study identifies that environmental knowledge and positive attitudes significantly enhance community participation and conservation outcomes. This review contributes a comprehensive framework for understanding the interplay between ecotourism and community empowerment. It offers practical insights for policymakers and practitioners and outlines future research directions, including participatory governance, local capacity building, and the integration of indigenous knowledge in sustainable tourism strategies.
Hands-on laboratory activities: Enhancing conceptual understanding and developing practical skills of students Marinel Agravante-Destacamento
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.v11i3.42071

Abstract

This research assessed the effectiveness of developed hands-on laboratory activities on the academic performance and skill development focusing on cell transport mechanisms. A concurrent mixed-methods, quasi-experimental research design was employed, comparing an experimental group that used hands-on activities with a control group that used a conventional teaching setup. Participants were Grade 11 STEM students from a science high school in Cebu. The primary quantitative instrument was a validated 20-item multiple-choice pretest and posttest (Cronbach’s α = 0.718). Quantitative data were analyzed using dependent- and independent-samples t-tests. Qualitative data were gathered via individual interviews with selected students and subjected to thematic analysis. Pretest results showed that both the control (41.00%) and experimental (38.00%) groups initially did not meet expectations. Posttest results revealed a marked difference: the experimental group achieved an overall mean score of 91.00% (outstanding), while the control group remained below the satisfactory threshold (64.50%). A comparison of mean gains demonstrated a statistically significant difference in favor of the experimental group (t=6.25, p=.001), with a mean increase of 10.63 compared to the control group's 4.73. Furthermore, the hands-on approach was the only method that produced statistically significant knowledge gains across all tested competencies, including endocytosis/exocytosis (p=.001). Qualitative themes supported these results, highlighting the positive impact of the activities on the development of practical skills, collaboration, and long-term memory through visualization and active recall. The hands-on laboratory activities, is highly effective at fostering conceptual mastery and developing essential practical skills. It is strongly recommended for integration into the senior high school biology curriculum, serving as a basis for developing localized, context-specific teaching materials that promote active, experiential learning.
Determinants of students’ character and environmental concept mastery in biology learning Arifah Novia Arifin; Asham Bin Jamaluddin; H. Hardianto; Abd. Muis; Noviansyah Kusmahardhika
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.v11i3.42135

Abstract

This study explores the joint influence of sociocultural understanding, science literacy, psychomotor skills, and learning approach on the development of students’ character along with their conceptual understanding of environmental change. Using a quantitative explanatory design, this study utilized Structural Equation Modeling (SEM) to analyze data from a total of 837 high school students in South Sulawesi, Indonesia. The findings of this study show that sociocultural understanding significantly influences students’ character development. However, it does not appear to influence conceptual understanding. Meanwhile, science literacy has a dominant influence on both sociocultural understanding and character development. Learning approach significantly influences character development but negatively impacts conceptual understanding. These findings underscore the importance of integrative education, which incorporates cultural responsiveness, science literacy, and experiential learning to holistically enhance ethical values, cognitive skills, and practical competence. This study provides new insights into sustainable teaching strategies, highlighting their role in guiding individuals to be responsible for environmental change and scientifically literate.
A new approach to environmental education: The Ejoy-ME model in mangrove ecosystems Riza Sativani Hayati; Destri Ratna Ma’rifah; Julia Astutik; I. Irmawanty
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.v11i3.42243

Abstract

This study aimed to assess the effectiveness of Experiential and Joyful Learning Marine Edutourism (EJoy-ME) model to improving high school students’ environmental literacy, particularly their skills in analyzing environmental issues. The EJoy-ME model merges hands-on experiential learning and enjoyable learning experiences in real marine and mangrove ecosystem settings, with the goal of enhancing environmental awareness and encouraging pro-environmental behaviors. A quasi-experimental design was implemented with 85 tenth-grade students from Sekolah Indonesia Kuala Lumpur (SIKL) who participated at two marine ecotourism sites: Kuala Selangor Nature Park (KSNP) and Mangrove Point Klang River. The findings show that students taught using the EJoy-ME model had significantly greater improvements in environmental literacy in the “moderate” to “quite effective” range rather than the control group who was taught with a Problem-Based Learning (PBL) model. Student feedback further underscored the model’s effectiveness, as learners reported very positive experiences in terms of joyful learning, experiential engagement, and environmental education quality. This approach effectively engaged students to form a deeper emotional connection toward environmental issues. This study contributes to the field of environmental education by showcasing the potential of an ecotourism-based experiential learning model to foster environmental literacy.
Does grade level or gender matter? Assessing secondary school students’ scientific literacy in the knowledge dimension Soraya Firdausi; Hamdan Dwi Rizqi; Firdha Yusmar; Rizka Elan Fadilah; Sri Rejeki Dwi Astuti
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.v11i3.42248

Abstract

Scientific literacy is recognized as a critical and essential 21st-century competency, particularly in response to global challenges that demand individuals to think critically, solve problems, and make evidence-based decisions. This study investigates the scientific literacy of secondary school students, focusing on the knowledge dimension, which includes understanding scientific concepts, processes, and the applications of science in everyday life. Additionally, the study investigates potential differences in scientific literacy based on gender and grade level. The research involved 150 secondary school students in Situbondo, selected through random sampling. The instrument used was a scientific literacy test comprising 33 items that were validated and tested for reliability before implementation. Due to non-normal data distribution, the Mann-Whitney U and Kruskal-Wallis tests were used for gender-based and grade-based analysis. The results indicated the students' scientific literacy in the knowledge dimension was high. Moreover, the analysis showed no significant differences in knowledge-based scientific literacy scores across gender and grade levels. These findings are expected to provide a comprehensive understanding of students' scientific literacy and to inform the development of more effective and contextually relevant science learning strategies.
Perceptions of meaningful biology practical works in Pontianak students’ high schools Wolly Candramila; Asriah Nurdini Mardiyyaningsih; Eria Fitriani; Khusnun Nisa Muftifah
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.v11i3.42326

Abstract

Laboratories play a crucial role in biology education, yet inadequate facilities often hinder their optimal use. This study examines gaps in laboratory standards and analyzes student-teacher perceptions to identify improvements for practical implementation and learning outcomes. Using a descriptive qualitative survey, perceptions of laboratory use and biology practice were assessed in one public and one private high school in Pontianak, randomly selected. A 22-item closed-ended questionnaire focused on emotional experiences, procedural understanding, and comprehension of practical functions. Data were analyzed qualitatively through percentage frequencies to reveal perception patterns and challenges. Results showed significant differences between SHS A and SHS B. SHS A exhibited consistently positive perceptions across all indicators, likely due to better facilities, funding, teacher training, and supportive interactions. Conversely, SHS B displayed the less positive perceptions, particularly in emotional experiences and procedural understanding, influenced by resource limitations, insufficient guidance, and financial constraints. These findings underscore the need for adequate resources, clear instructions, and effective teacher-student engagement to enhance the quality of biology practice.
How can the development of e-modules PBL improve students critical thinking skills and independent in biology learning? Norlince Bahi; Suyitno Aloysius
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.v11i3.42399

Abstract

Students' critical thinking skills and independent learning in Indonesia are still at a low level. Teaching materials are needed that encourage students to learn independently and improve their critical thinking skills, one of which is a Problem-Based Learning (PBL) e-module. The purpose of this study is to develop a PBL e-module to enhance the critical thinking skills and independent learning abilities of Phase E students. This is a development study using the ADDIE design. The research subjects were media and teaching material experts, subject matter experts, teachers, and Phase E students at Senior High School 1 Depok. Critical thinking skill data were collected using tests (essay questions), while data on feasibility, practicality, and independent learning were collected using non-tests (questionnaires). The research data were analyzed using descriptive quantitative analysis and one-way manova. The results showed that the PBL e-module was feasible and practical as a teaching material. The effectiveness test results showed that the PBL e-module model was effective in simultaneously improving critical thinking skills and learning independence. Based on these results, the PBL e-module can be used as teaching material by teachers to accustom students to practicing essential skills of thinking and learning independence.
Practicality of biology learning devices based on socioscientific issues integrated with the Sasirangan verse digital application Siti Ramdiah; Ria Mayasari; A. Abidinsyah; Dini Arini
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.v11i3.42512

Abstract

Rapid environmental degradation and the growing complexity of socioscientific problems demand science education that connects scientific literacy with ethical, cultural, and local contexts. However, classroom practices often remain content-centered, lacking contextual materials that link science concepts with students’ lived experiences. This gap limits students’ ability to reason uucritically and make informed decisions on real-world issues. To address this challenge, this study evaluates the practicality of a Socioscientific Issues (SSI)-based biology learning package integrated with the Sasirangan Verse digital application—a platform designed to embed local cultural wisdom from South Kalimantan into science learning. A quantitative design was employed, involving 30 high school biology teachers who assessed practicality using a four-point Likert scale across four dimensions: relevance, effectiveness, engagement, and curriculum alignment. Complementary data were collected from 231 students whose cognitive achievements (C2–C6) were analyzed using a one-way ANOVA. Results showed that all items scored above 3.0, with an overall mean of 3.53 (PSM = 88.25%), categorized as highly practical. The effectiveness dimension obtained the highest mean, followed by engagement, relevance, and standard alignment. The instrument exhibited strong reliability (Cronbach’s α = 0.886). A one-sample t-test against the benchmark value of 3.0 was significant (p < 0.001), and the experimental group significantly outperformed the control group (F(1,229) = 17.184, p < 0.001, η² = 0.07), indicating a medium effect size on students’ cognitive outcomes. These findings suggest that the SSI-based learning device integrated with Sasirangan Verse is both practical for teachers and effective in enhancing students’ cognitive performance when implemented as a continuous, contextually grounded learning sequence. The study underscores the importance of supporting implementation through curriculum alignment, Bloom-based rubrics, and short professional development programs to foster wider adoption in secondary biology education.
Conditional critical thinking gains: ATI study of homo complexus in PBL–SSI biology education Ida Ayu Purnama Bestari; Anantawikrama Tungga Atmadja; I Nyoman Tika; I Wayan Suastra
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.v11i3.42549

Abstract

This quasi-experimental study investigated the effectiveness of a Homo Complexus (HC)-framed Problem-Based Learning and Socio-Scientific Issues (PBL–SSI–HC) model in fostering critical thinking (CT) among biology education students (N=78). Comparing PBL–SSI–HC (n=38) with conventional PBL–SSI (n=40), a validated and reliable CT instrument was used for pretest and posttest. ANCOVA results revealed a significant Group × Pre_CT interaction (F (1, 74) = 7.73, p = .007, ηp² = 0.095), indicating that the model's effect on CT was conditional on initial CT levels. Simple slopes analysis showed that the PBL–SSI–HC model significantly benefited students with higher initial CT (adjusted mean difference = 0.079, p = .006, Hedges’ g = 0.19 at +1 SD Pre_CT), while advantages for lower and average baseline students were negligible. This aptitude–treatment interaction (ATI) suggests that the epistemic complexity of the Homo Complexus framework is most effective for learners with stronger prerequisite CT strategies. Instructional implications highlight the need for targeted scaffolding, such as explicit modeling of CT moves and structured argumentation, to extend these benefits across all CT ability levels and align with national educational goals.

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