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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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Feasibility of a quantitative literacy-based student worksheet for endocrine system practical lessons Ayu, Nambisas Arum Kusuma; Ningsih, Kurnia; Yuniarti, Anisyah; Haruno, Mai
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.v12i1.43046

Abstract

Background: This research was prompted by the low level of quantitative literacy and science process skills (SPSs) among students, as well as the lack of teaching materials that support contextual endocrine system practical lessons. Objectives: This research aims to develop a student worksheet on the endocrine system based on quantitative literacy to train SPSs through data-based practical lessons. Methods: This research employed a Research & Development method, utilizing the Define, Design, Develop, and Disseminate (4D) development model, which is limited to the third stage. The instruments used in this research were an interview guide sheet, an instrument content validation sheet, and a student worksheet content validation sheet. Content validity analysis utilized Aiken’s validity index, while interrater reliability analysis employed the Intraclass Correlation Coefficient (ICC). Results: The content validity results showed an average Aiken’s validity index value of 0.98, indicating validity. Interrater reliability analysis using ICC yielded a value of 0.880 (good category). Conclusion: These findings indicate that the student worksheet is feasible and ready for use in the practical lessons on the endocrine system. It is recommended to conduct classroom trials to evaluate the effectiveness of the student worksheet in improving quantitative literacy, SPSs, and understanding of the endocrine system.
Effectiveness of climate change e-module based on SSI-TL to improve problem-solving skills and environmental literacy Usamah, Moh.; Fatchur Rohman; Al Muhdhar, Mimien Henie Irawati; Sarah Abdul Razaq
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.v12i1.43243

Abstract

Background: The development of problem-solving skills and environmental literacy is a priority in climate change education. Socio-scientific issues-based learning supported by digital modules is considered relevant for linking scientific concepts with value reflection and contextual decision-making. However, empirical studies examining the effectiveness of integrating both approaches to simultaneously enhance these competencies remain limited. Objectives: This study aimed to examine the effectiveness of a climate change e-module based on Socio-Scientific Issues Teaching and Learning (SSI-TL) in improving students’ problem-solving skills and environmental literacy. Methods: A quasi-experimental non-equivalent control group pretest–posttest design was employed. The study involved 70 tenth-grade students at SMAN 8 Malang, who were divided into an experimental group and a control group. Improvement was analyzed using Normalized Gain (N-Gain), followed by Analysis of Covariance (ANCOVA) to test differences between groups. Results: The N-gain results indicated medium improvement in both variables, with higher scores in the experimental group compared to the control group. ANCOVA confirmed that the differences were statistically significant (p < 0.001). Conclusion: The integration of structured SSI-TL syntax within an e-module enhances scientific reasoning, value reflection, and environmental action orientation. The findings provide conceptual and practical support for developing digital learning resources in climate change education.
Sustainable project-based learning e-module: Enhancing problem-solving skills and environmental awareness Hakim, Nasrul; Hayati, Dwi Kurnia; Dewi, Asih Fitriana; Sari, Tika Mayang; Puspita, Laila
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.v12i1.43249

Abstract

Background: Education plays a crucial role in sustainable development by shaping generations who are sensitive to environmental issues and capable of addressing them. In higher education, research-based sustainable campus concepts and strategies can enhance the well-being, health, and productivity of the academic community. Objectives: This study employed a research and development design to develop a Project-Based Learning e-module integrated with Education for Sustainable Development to improve students’ problem-solving skills and environmental awareness. Methods: The e-module was developed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Results: Validation by material experts yielded a score of 89.93, categorized as very valid, while design expert validation produced a score of 88.29, also categorized as very valid. The practicality test resulted in a score of 86%, indicating that the e-module was practical for use in learning activities. Students’ problem-solving skills achieved an N-gain score of 0.49, while environmental awareness reached 0.68, both categorized as moderate. Conclusion: These findings indicate that the developed e-module is valid, practical, and moderately effective, suggesting its potential as an innovative learning resource for promoting sustainability-oriented education in higher education contexts. It also offers a relevant instructional alternative for fostering active, contextual, and environmentally responsible learning experiences among university students effectively.
Integrating PJBL-STEM in teaching modules: Innovation in biology learning improve critical and creative thinking Sundari, Lilis; Paidi, P.; Yulita, Nourma
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.v12i1.43585

Abstract

Background: Curriculum changes in Indonesia require teachers to prepare learning resources that can train students' important skills, especially critical thinking and creative thinking skills. Objectives: produce PJBL-STEM teaching module to improve the critical and creative thinking skills of phase E students on the topic of environmental pollution. Methods: Type of research is ADDIE model. The quasi-experimental nonequivalent effectiveness test. The research conducted from March 2024 to June 2025 at SHS Pleret. Research subjects were experts, teachers, and students. The students tested for effectiveness consisted of 30 control and 30 experimental. Feasibility and practicality data were collected using product assessment sheets. Effectiveness data were collected using valid and reliable essay questions. The data were analyzed using quantitative and statistics. Results: PJBL-STEM teaching module was feasible and practical to use as a learning tool. One-way MANOVA test results obtained a sig. value of 000 < 0.05, meaning that the PJBL-STEM teaching module is simultaneously effective in improving critical and creative thinking skills with a large effect of 0.234 (significant effect). Conclusion: PJBL-STEM teaching modules have a significant positive impact on the quality of learning, training students' critical and creative thinking skills.
The effect of scaffolding inquiry-based STEM on problem-solving skills and creativity of prospective biology teacher students Anggrella, Dita Purwinda; Sudrajat, Ahmad Kamal; Pamungkas, Rahmania; Majeed, Muhammad Kashif; Rafique, Mohsin
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.v12i1.43817

Abstract

Background: Inquiry-based Biology learning requires adequate pedagogical support to foster the development of problem-solving skills and creativity among pre-service teachers. However, in the absence of structured guidance, students often experience difficulties in carrying out scientific inquiry processes. Integrating scaffolding within a STEM framework offers a promising approach to support more systematic and interdisciplinary learning. Objectives: This study aimed to examine the implementation of Scaffolding Inquiry-Based STEM and its association with students’ problem-solving skills and creativity in a Microbiology course. Methods: A mixed-methods approach with an embedded design was employed. The quantitative component used a one-group pretest–posttest design involving 15 students (n = 15), while qualitative data were collected through observations, interviews, and documentation to enrich the interpretation of the findings. Results: The results indicate improvements in problem-solving skills, particularly in problem identification, strategy application, reasoning, and evaluation. In addition, students’ creativity showed enhancement across multiple dimensions, including curiosity, fluency, originality, flexibility, elaboration, and risk-taking. Conclusion: These findings suggest that Scaffolding Inquiry-Based STEM is associated with the development of key 21st-century competencies among pre-service biology teachers. However, the absence of a control group limits the extent to which causal inferences can be drawn. Despite this limitation, the approach demonstrates potential for fostering more structured and meaningful Biology learning in higher education contexts.
Unveiling the realities of STEM integration in biology: Teachers' perceptions, challenges, and classroom practices in Indonesia Setiawan, M. Eval; Purnawati, Wilda; Saefi, Muhammad; Putra, Betaria; Sari, Defita Permata; Adi, Widi Cahya; Putra, Dedy Dwi; Sapawer, Futri Zakiah Apria; Kusmahardhika, Noviansyah
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.v12i1.44068

Abstract

Background: Although STEM plays a critical role in biology education, a persistent disconnect exists between Indonesian teachers' strategic knowledge and their pedagogical practices. Objectives: This study sought to examine biology teachers’ perceptions of STEM, their knowledge of implementation strategies, and their understanding of implementation challenges. Additionally, it assessed the gap between teachers’ strategic knowledge and classroom practices. Methods: A mixed-methods design employing a sequential explanatory approach was utilised, consisting of a quantitative survey of 94 high school biology teachers (purposive sampling), followed by semi-structured interviews. The 16-item instrument demonstrated reliability (Cronbach's α = 0.878). Quantitative data were analysed descriptively (means and standard deviations), while qualitative data were analysed thematically, utilising triangulation and member checking. Results: Teachers exhibited high knowledge of STEM implementation strategies (M = 4.22 ± 0.75), but reported moderate barriers to implementation (M = 3.62 ± 0.78), moderate self-confidence (≈ M = 3.16), and moderate to high STEM teaching practices (M = 3.52 ± 0.77). Interviews revealed that STEM was frequently defined as simple technology use; however, components such as engineering design, modelling, meaningful mathematics, and performance assessment were inconsistently applied, largely due to limitations in training, time, facilities, and access to technology. Conclusion: Practice-based professional development, a unified STEM framework for biology, and school support–including project time blocks and low-cost tools–are essential for translating knowledge into consistent classroom practice.

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