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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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Feasibility of a quantitative literacy-based student worksheet for endocrine system practical lessons Nambisas Arum Kusuma Ayu; Kurnia Ningsih; Anisyah Yuniarti; Mai Haruno
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 Moh. Usamah; Fatchur Rohman; Mimien Henie Irawati Al Muhdhar; 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 Nasrul Hakim; Dwi Kurnia Hayati; Asih Fitriana Dewi; Tika Mayang Sari; Laila Puspita
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 Lilis Sundari; P. Paidi; Nourma Yulita
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 Dita Purwinda Anggrella; Ahmad Kamal Sudrajat; Rahmania Pamungkas; Muhammad Kashif Majeed; Mohsin Rafique
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 M. Eval Setiawan; Wilda Purnawati; Muhammad Saefi; Betaria Putra; Defita Permata Sari; Widi Cahya Adi; Dedy Dwi Putra; Futri Zakiah Apria Sapawer; Noviansyah Kusmahardhika
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.
Fostering learning ownership and environmental literacy: Problem-based learning with a humanistic Merdeka Belajar approach Alma Dwi Rahmawati; Dwi Listyorini; Indra Fardhani
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.v12i1.42680

Abstract

Background: The elimination of national exams and the implementation of automatic grade promotion in the Kurikulum Merdeka have contributed to a decline in student ownership of their learning, exacerbated by the low levels of environmental literacy observed in schools. Problem-based learning (PBL) integrated with the Humanistik-Merdeka Belajar (HMB) approach has the potential to improve environmental literacy and ownership of learning.  Objectives: This study aimed to determine the effect of PBL-HMB on learning ownership and environmental literacy in high school students. Methods: This quasi-experimental non-equivalent pre-test-post-test control group study involved three groups: the experimental group (PBL-HMB), the positive control group (PBL), and the negative control group (Conventional model). Multiple-choice test instruments and questionnaires were used as data collection instruments. The data obtained were analyzed using One-Way ANCOVA. Results: This study found that PBL-HMB had a significant influence on both dependent variables. Conclusion: The HMB approach in the PBL model was proven to increase learning ownership and environmental literacy.
Development of booklet media on biodiversity utilization based on galactagogue plant inventory Mithahul Jannah; Ruqiah Ganda Putri Panjaitan; Eko Sri Wahyuni; Supriatno Salam
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.v12i1.42795

Abstract

Background: The use of appropriate learning media is important to support the success of biology learning; however, the utilization of local potential as a learning resource remains limited. Objectives: This study aims to develop booklet-based learning media on the subtopic of biodiversity utilization by integrating the results of an inventory of galactagogue plants as local wisdom of the community in Pampang Harapan Village, Sukadana District, Kayong Utara Regency, West Kalimantan. Methods: This research employed a Research and Development (R&D) approach using the Borg and Gall model modified by Sugiyono and limited to five stages: potential and problems, data collection, product design, design validation, and design revision. Media validation involved three teachers and two lecturers as experts in biology and learning media. Data were analyzed using Aiken’s V and the Intraclass Correlation Coefficient (ICC). Results: The results showed an average Aiken’s V value of 0.95 (very valid), with format 0.94, content 0.98, language 0.95, and appearance 0.90. The ICC value was 0.749 (adequate to good). Conclusion: Therefore, the developed booklet is suitable for use as a biology learning medium.
Effectiveness of lecture maker interactive media on students’ motivation and learning outcomes in respiratory system Muhammad Syahrul; Husnaini Bahri; Syamsul Bahri HS; Monica Hetharia; Eva Moy Wonley; Riska Herlena S
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.v12i1.43218

Abstract

Background: Low student motivation and learning outcomes in biology remain a challenge in the learning process, particularly in complex topics such as the respiratory system. The use of interactive learning media is considered a potential strategy to enhance student engagement and understanding. Objectives: This study aimed to examine the effectiveness of Lecture Maker interactive media on students’ motivation and learning outcomes in the respiratory system topic. Methods: The research employed a quasi-experimental design with a pretest–posttest control group. The participants consisted of 50 eleventh-grade students divided into an experimental class and a control class. Data on learning motivation were collected using a questionnaire, while learning outcomes were measured through achievement tests. The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). Results: The results showed that students who learned using Lecture Maker interactive media had significantly higher motivation and learning outcomes compared to those who learned using conventional methods. These findings indicate that the use of Lecture Maker interactive media can effectively enhance students’ motivation and improve their learning outcomes in respiratory system learning. Therefore, interactive multimedia-based learning is recommended as an alternative approach to support biology learning in schools.
From waste to innovation: Bioentrepreneurship skills through project-based learning in biology education Nuzula Khoiro Ummah; Nur Ducha; Dyah Hariani; Endang Susantini; Fida Rachmadiarti; Muhammad Fajar Faliasthiunus Pradipta
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.v12i1.43480

Abstract

Background: Project-Based Learning (PjBL) offers a relevant approach for linking biology education with sustainability and entrepreneurship. However, existing studies have generally examined PjBL, entrepreneurship education, and biological waste utilization separately, leaving limited understanding of how their integration can foster bioentrepreneurship. Objectives: This review aimed to analyze the role of PjBL in developing bioentrepreneurship skills, particularly through biological waste utilization. Methods: A Systematic Literature Review (SLR) was conducted on ten Scopus-indexed articles, complemented by bibliometric analysis using VOSviewer. Results: Topics such as "project" and "bioentrepreneurship" are more frequently discussed, while other themes like "implementation" and "PBL" require further exploration. The components of reflection and authentic assessment were found to be dominant factors in the development of entrepreneurial competencies. The implementation of PjBL in biological waste management creates a learning ecosystem that integrates circular economy principles with constructivist pedagogy, as well as providing real-world experience in creating products of economic value. Implementation challenges include the need for laboratory infrastructure, prototyping facilities, institutional support, and external stakeholder involvement. Conclusion: PjBL is a promising pedagogical approach for developing bioentrepreneurship competencies through sustainable, innovation-oriented learning.

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