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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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Integrating 3C3R and 4C/ID frameworks to optimize problem-based learning in cell biology in secondary education Eka Trisianawati; Handi Darmawan; Mustika Sari; V. Prawnya; 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.v12i1.43697

Abstract

Background: Problem-Based Learning (PBL) promotes higher-order thinking, but in cell biology its implementation often produces cognitive overload because students must coordinate abstract organelle structures, invisible intracellular processes, and interconnected metabolic pathways across multiple representations. Existing studies rarely integrate structured problem design and task sequencing to address these specific cognitive demands. This study addressed that gap by combining the 3C3R and 4C/ID frameworks within a PBL environment. Objective: This study aimed to develop and evaluate an integrated PBL-3C3R-4C/ID instructional model for cell biology in terms of validity, practicality, and effectiveness in managing students’ cognitive load. Methods: Using a Research and Development approach based on Hannafin and Peck, followed by a pretest-posttest control group design, the study involved 231 secondary school students. Cognitive load was measured through a multidimensional scale covering intrinsic, extraneous, and germane load. Data were analyzed using descriptive statistics and paired t-tests. Results: The model demonstrated high validity and strong reliability (α = 0.91). Post-intervention results showed significant improvement in learning outcomes, accompanied by reduced extraneous load and increased germane load. Conclusion: Integrating 3C3R and 4C/ID within PBL offers a theoretically grounded and empirically supported approach for teaching complex cell biology while managing students’ working memory demands more effectively.

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