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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 791 Documents
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The influence of P5 sustainable lifestyle of TOGA cultivation on the dimensions and faith Siti Hanifah; Siti Roudlotul Hikamah; Imam Bukhori Muslim
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.v11i3.42664

Abstract

This research aims to determine the influence of the Pancasila Student Profile Strengthening Project (P5) on sustainable lifestyle cultivation of Family Medicinal Plants (TOGA) on the dimensions of Faith, Piety to God Almighty, and Noble Character. The research approach is quantitative, the research type is quasi-experimental, the design is a one-group pre-test post-test design, and the sample was obtained through purposive sampling. This research will be conducted once a week from January to April 2025. The population in this study consisted of students from Junior High School 1 Panti, with a sample of 31 students from class VII B. The instrument used is an observation sheet adapted from the 2024 Ministry of Education and Culture P5 development guide. Data analysis was conducted using percentages and statistics with the assistance of SPSS v25. The results of the percentage test showed a pre-test score of 36.03% (below expectations) and a post-test score of 90.52% (exceeding expectations). Since the data from this study is not normally distributed, although homogeneous, the effect was therefore tested using the Wilcoxon test. The results of the Wilcoxon analysis yielded a value of 0.000 (sig < 0.05), indicating a significant effect. These results indicate that P5 activities cultivating medicinal plants can enhance the dimensions of Faith, Piety to God Almighty, and Noble Character, as well as a sense of responsibility for protecting the surrounding environment. These results indicate that cultivating TOGA is highly suitable as an alternative for empowering students' character in learning.
Exploring teachers’ views and roles on the integration of artificial intelligence in modern education Jeffry M. Saro; Janet T. Banguis; Maria Liza T. Escarda; Zenmar L. Gendive-Latore; Analiza M. Sodio; Cherry Pinky P. Mulato
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.41032

Abstract

Background: The rapid advancement of Artificial Intelligence (AI) is transforming modern education, influencing instructional design, assessment practices, and administrative tasks. However, teachers’ readiness and lived experiences in integrating AI remain insufficiently explored, particularly within the Division of Agusan del Sur. Objectives: This study aimed to explore teachers’ perceptions, evolving roles, and challenges in integrating AI into classroom instruction and educational practice. Methods: A qualitative phenomenological research design was employed. Using purposive sampling, fifteen teachers participated in individual interviews and focus group discussions. Data were analyzed through thematic analysis using hand coding to identify recurring patterns and essential meanings from participants lived experiences. Results: Four major themes emerged regarding teachers’ perceptions: understanding of AI in education, concerns about AI integration, positive impacts on teaching and learning, and future outlook on AI. Teachers recognized AI’s potential for personalized learning and task automation but expressed concerns about job displacement, ethical issues, and data privacy risks. Additional findings revealed evolving roles as instructional designers, digital mentors, and lifelong learners. Key challenges included limited professional training, technological constraints, curriculum misalignment, and resistance to change. Conclusion: Strengthening professional development, clarifying pedagogical roles, and establishing supportive policies are essential to ensure meaningful and sustainable AI integration in education.
Teachers’ perceptions of waste banks and their role in enhancing environmental quality within an ESD framework Enggar Utari; Angsoka Dwipayana Marthaliakirana; Amalianneisha Rafadewi Andhanatami Putri; Alfi Ertando
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42359

Abstract

Background: Waste banks can serve as a practical strategy for implementing Education for Sustainable Development (ESD) in school-based environmental education. However, the effectiveness of their implementation is strongly influenced by teachers’ perceptions of how ESD principles can be integrated into learning activities. Objectives: This study examined teachers’ perceptions of the role of waste banks in improving environmental quality within the ESD framework. Methods: This study employed a sequential explanatory mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were collected using a perception test instrument adapted from the New Environmental Paradigm (NEP) to reflect waste bank content across each indicator. Qualitative data were obtained through interviews with teachers. The population consisted of elementary, junior high, and high school teachers in Serang City. A total of 76 teachers were selected through purposive sampling, focusing on teachers in Cipare District, Serang City, due to the active management of waste banks in the area. Results: The quantitative findings showed that teachers demonstrated highly positive perceptions, with an average score of 90% across seven indicators: anti-anthropocentrism, fragility of nature’s balance, possibility of ecocrisis, rejection of exemptionalism, limits to growth, new society planning, and human technological capability. These findings were supported by interview data, which revealed that waste banks have primarily been implemented as part of environmental learning in schools. However, their implementation has not been explicitly designed based on ESD principles, and the integration of ESD values and dimensions into learning activities remains insufficiently systematic and clearly articulated. Conclusion: Teachers generally perceive waste banks as having strong potential to improve environmental quality and support environmental learning in schools. Nevertheless, their educational implementation has not yet fully reflected ESD principles in a structured and explicit manner. Therefore, stronger curricular integration, teacher capacity building, and more systematic incorporation of ESD values are needed to optimize the role of waste banks in fostering sustainable environmental education
Development of digestive system learning application based on discovery learning assisted by augmented reality Tuti Fatma Rahmawati; Agung Wijaya Subiantoro; Burak Olur
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42398

Abstract

Background: The COVID-19 pandemic has caused changes in every sector of life, including the field of education. In addition, students still have difficulty understanding biological concepts in depth during the learning process. This indicates that students' critical thinking skills in biology learning are still low. Objective: The objective of this research is to determine the feasibility and effectiveness level of Augmented Reality (AR) media based on Discovery Learning (DL) on the digestive system material in enhancing students' critical thinking skills and collaboration abilities. Model: This study uses the ADDIE development model. The study was conducted at State Senior High School 1 Srandakan-Yogyakarta, with field trial subjects consisting of 60 students from two classes selected using the cluster random sampling technique. Results: The research results show that the AR media based on DL the digestive system material is deemed suitable for use based on expert assessments, very practical based on the evaluations of biology teachers and students, and effective in enhancing students' critical thinking skills and collaboration abilities based on the MANOVA test results with a significance value of 0.016 (p < 0.05). Conclusion: AR media based on DL can be used as an innovative learning medium to enhance students' critical thinking and collaboration skills in biology education.
Marine biodiversity awareness and engagement among students: Implications for local conservation policy Zydrick L. Avelino
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42443

Abstract

Background: As a municipality hosting a rich coastal ecosystem, Bagac serves as a vital focal point for translating global marine conservation frameworks into local action. Objectives: This study aimed to evaluate higher education students' awareness of marine biodiversity alongside Sustainable Development Goal (SDG) 14—to conserve and sustainably use the oceans, seas, and marine resources—and explore the translational gap between academic research and policy engagement. Methods: Utilizing a descriptive cross-sectional survey design, data were collected from 383 undergraduate students using a validated instrument that concurrently captured quantitative ratings and qualitative open-ended responses. Results: Quantitative results revealed a significant skill-gap paradox: while students exhibited strong pro-conservation values, 86.9% had never participated in marine research. A strong correlation existed between perceived institutional engagement and academic policy awareness (ρ = 0.795, p < .001), alongside a significant curricular divide in baseline awareness across academic disciplines (p = .003). Qualitative thematic analysis attributed this translational gap to structural barriers, specifically jargon-heavy academic language and the challenges in collaborative platforms with local government. Conclusion: Theoretical environmental awareness experiences challenges in policy translation without active institutional scaffolding. Universities may bridge this science-to-policy gap by systematically integrating SDG 14 across all curricula and establishing platforms to train students in translating research into actionable local policy.
Development of electronic modules of Mucuna pruriens L. to improve students' critical thinking skills Ikmi Marlina; Euis Nursa&#039;adah; Endang Widi Winarni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42463

Abstract

Background: The development of a research-based electronic module on Mucuna pruriens L. is important because contextual and innovative learning resources are needed to connect scientific findings with excretory system concepts while improving students’ critical thinking skills. Objectives: This study aimed to develop a research-based e-module derived from findings on the effect of Mucuna pruriens L. leaf extract on burn wound healing in mice (Mus musculus), and to determine its validity and effectiveness in improving students’ critical thinking skills. Methods: This study employed the 4D research and development model consisting of Define, Design, Develop, and Disseminate stages. The product was validated by five experts, and its effectiveness was tested through pretest and posttest scores. Results: The experimental study showed that Mucuna pruriens leaf extract accelerated burn wound healing, with the P3 group at the highest concentration demonstrating the best healing outcome on day 14. Based on these findings, a contextual e-module on the excretory system was developed. Expert validation yielded an Aiken’s V value of 0.94, indicating that the e-module was highly valid and feasible for use. The effectiveness test showed improvement in students’ critical thinking skills, with an N-gain score of 0.45 in the experimental class (medium category) and 0.29 in the control class (low category). Conclusion: The developed e-module met the validity and feasibility criteria and was effective in supporting research-based learning on the excretory system and enhancing students’ critical thinking skills.
Developing a peer-based pocket book for anemia prevention in adolescent Yahmi Ira Setyaningrum; Tabitha Sri Hartati Wulandari; Lina Listiana
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42979

Abstract

Background: Adolescent female anemia remains a significant health problem affecting students’ health and learning capacity, highlighting the need for innovative educational media. Objectives: This study aimed to develop and evaluate the effectiveness of a peer education–based Smart Pocket Book as a school-based intervention for anemia prevention. Methods: Using a Research and Development (R&D) approach with the ADDIE model, trained students shared and discussed pocket book content with their peers. Content validity was assessed by material and media experts, and practicality was evaluated by adolescent participants. Effectiveness was tested using a pretest–posttest control group design with 58 participants. Sample size was determined using G*Power (power = 0.80, effect size = 0.5) for group comparisons, which is generally sufficient for a school-level intervention comparing two groups using T-Test or Wilcoxon analysis. Results: The Smart Pocket Book was feasible, engaging, and easy to understand, leading to significant improvements in knowledge, attitudes, and anemia preventive behaviors (p < 0.05) and contributing to increased hemoglobin levels. Conclusion: Peer-supported use of the Smart Pocket Book is an effective school health education strategy to prevent anemia among adolescent girls.
Conceptual development of nature of science in biology education: A hybrid bibliometric and SLR analysis Ghani Walandipa; Hafizah Khaerini; Slamet Suyanto
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42984

Abstract

Background: The Nature of Science (NOS) is a central concept in science and biology education because it helps students understand how scientific knowledge is developed and supports scientific literacy. However, many NOS studies focus primarily on empirical research trends without integrating conceptual and philosophical perspectives. Objectives: This study aims to analyze the conceptual development of NOS in biology education through an integrated research approach. Methods: A hybrid approach combining bibliometric analysis and systematic literature review (SLR) was employed. Bibliometric data were retrieved from the Scopus database covering publications from 2000–2025 (cut-off: 8 November 2025). From an initial dataset of 35 articles, 11 studies were selected based on predefined inclusion and exclusion criteria. Results: The results show a significant increase in NOS research since 2010. Key themes include evolution, scientific literacy, epistemology, and textbook representation, while argumentation, intelligent design, epistemic practices, and Two-Eyed Seeing perspectives emerge as developing topics. The SLR findings indicate that NOS is understood as a multidimensional concept involving epistemological, pedagogical, and socio-cultural dimensions. Conclusion: This study highlights the importance of integrating philosophical perspectives and authentic representations of scientific practice to strengthen scientific literacy in biology education
Assessing prospective biology teachers’ knowledge and perceptions regarding basic teaching skills through revised Bloom’s taxonomy Eko Sri Wahyuni; T. Titin; Mas Akhbar Faturrahman; Dimas Ananda Virda; Dian Wahyuningsih
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.42986

Abstract

Background: Prospective biology teachers often struggle to acquire an adequate level of knowledge and perceptions regarding basic teaching skills, resulting in limitations in applying them. Objectives: This research aims to assess the knowledge and perceptions of prospective biology teachers regarding basic teaching skills at Universitas Tanjungpura, one of the leading universities in West Kalimantan that offers the Biology Education study program. Methods: This research is descriptive quantitative, involving 68 students, selected through total sampling. The instruments were a test and a questionnaire that integrated the revised Bloom’s taxonomy and eight basic teaching skills, assessed for feasibility by five experts. Results: The results from the test revealed an average percentage of correct answers of 87.55% (good) and a grade of 80.04 (very good). The questionnaire showed an average percentage of 82.01% (proficient). These findings indicate that although the results show adequate mastery of basic teaching skills based on knowledge and perceptions, it has not reached the maximum achievement and needs to be optimized. Conclusion: It is necessary to improve the design of the Basic Biology Teaching Skills course. The course should not only simulate basic teaching skills but also optimize their achievement across each cognitive dimension of the revised Bloom’s taxonomy.
Mapping research trends on PjBL-STEM in biology education and students’ 21st-century skills: A systematic literature review Tutut Widiyaningsih; Baskoro Adi Prayitno; Meti Indrowati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.43011

Abstract

Background: PjBL-STEM integration is increasingly being applied in biology learning at various levels of education, from primary school to university, in an effort to develop the 21st-century skills. Objectives: This study aims to provide in-depth information about the research landscape of the PjBL-STEM model in biology learning in terms of subject matter, the 21st-century skills, and learning media. Methods: This study used a systematic literature review with the PRISMA approach. Articles were obtained from Google Scholar and Scopus databases (2016–2025) using keywords related to PjBL-STEM, biology materials, and the 21st-century skills. A total of 19 articles met the inclusion criteria and were analyzed, with the distribution of educational levels including elementary school (5), junior high school (6), high school (7), and college (2), with one article covering more than one level. Results: The most frequently implemented materials were environmental pollution (4), biotechnology (3), and entomology, basic science, and metamorphosis (2 each). Meanwhile, the most dominant skills measured were creative thinking (10), critical thinking (9), collaboration (7), communication (4), and character building (1). The most widely used learning media were worksheets (8), followed by modules (2), and various other media such as learning videos, microscopes, 3D technology, Canvas web-based LMS, and interactive multimedia. Conclusion: The integration of PjBL-STEM into biology learning still emphasizes cognitive skill development over affective domains. These findings can serve as a strategic reference for educators and researchers to guide innovation and develop more adaptive PjBL-STEM learning in the future.

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