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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 806 Documents
 77   78   79   80   81 
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.
Bringing the water toxicity research into the class to nurture experimental design skills through STEM project-based learning with learning progression Putri Nurlita Sari; Murni Ramli; Dewi Puspita Sari
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.43025

Abstract

Background: Water quality is the part of Sustainable Development Goals (SDGs) 6 and essential for high school biology in Indonesia. Objectives: This study aims to determine the different impact of the STEM project-based learning with the framework of learning progression teaching module on water toxicity research on experimental design skills and examine the impact of STEM project-based learning using the learning progression teaching module on students’ experimental design skills in water toxicity research and to assess students’ responses. Methods: A quantitative quasi-experimental approach with a pretest-posttest control group design was used. The population consisted of 358 class X students at Public Senior High School (PSHS) 2 of Karanganyar in 2024/2025. Cluster random sampling selected class XE 8 as experimental class and XE 7 as control class. Data were collected via tests, questionnaires, observations, and documentation, and analyzed using paired and independent t-tests. Results: The results showed a significant difference between classes (independent t-test significance = 0.000 < 0.05). Student responses were very positive, with average percentages of 85% for research-based practicums, 82% for media, 86% for materials, and 85.5% for project planning and implementation. Conclusion: The study concluded that implementing the STEM PjBL-learning progression module based on water toxicity research improved students’ experimental design skills and was well-received, providing positive learning experiences.
Biology teacher needs for integrating deep learning into project-based learning in Muhammadiyah schools N. Nurwidodo; Iin Hindun; Sri Wahyuni; Hawaree Lambensa
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44400

Abstract

Background: Deep learning and project-based learning are both expected to strengthen students’ critical thinking, creativity, and collaboration, yet many teachers still implement project-based learning only at a procedural level. Objectives: This study aimed to analyze biology teachers’ needs for integrating deep learning into project-based learning (DL-PjBL) in Muhammadiyah schools in Batu City, Indonesia. Methods: A descriptive survey design was used with 40 biology teachers selected purposively from 95 teachers across Muhammadiyah elementary, junior high, and senior high schools. Data were collected using questionnaires, interviews, observations, lesson-document reviews, and student-profile data, then analyzed descriptively using quantitative summaries and qualitative interpretation. Results: Students’ critical thinking, creative thinking, and collaboration were generally at low-to-basic levels. Most teachers reported limited understanding of deep learning (80%), only superficial familiarity with project-based learning (75%), limited awareness of DL-PjBL integration (80%), and strong demand for practical guidance on principles, syntax, worksheets, media, and classroom examples (75%–90%). Conclusion: Teachers urgently need a practical DL-PjBL framework that explains the rationale, principles, operational procedures, and expected impacts of the model to support more meaningful, mindful, and joyful learning.
Development of an Arduino-integrated STEM-based worksheet to improve biology undergraduate students’ scientific literacy Aisyah Mardhotillah; Rinie Pratiwi Puspitawati; Pramita Yakub; Prasetyo Listiaji; Arini Zahrotun Nasichah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44542

Abstract

Background: Several studies have reported that biology education students' scientific literacy in Indonesia remains low, with STEM learning offered as one solution. However, STEM implementation in higher education remains limited, particularly in biology education.  Objectives: This study aims to develop STEM-based worksheets that are valid, practical, and effective in improving scientific literacy skills. Methods: This study used a Research and Development (R&D) approach following the ADDIE model. It involved 36 first-year students in the Biology Education Program at Universitas Negeri Surabaya. Data were gathered through observation, questionnaires, and pre- and post-tests, then analyzed using paired t-tests, Cohen’s d effect size, and N-Gain. Results: The worksheet was rated valid with a score of 0.97, while the carbon dioxide detector scored 0.98 (validity). Practicality was rated at 99.81% (highly practical) by observers and 99.19% (highly practical) by students through questionnaires. A paired t-test with a two-tailed significance level (Sig.) of 0.00 < 0.05, showed a significant difference between pre-test and post-test scores. Cohen’s d effect size was 3.93 (very large), and N-Gain was 0.77 (high gain). Conclusion: STEM-based worksheets are valid, practical, and effective tools for improving students’ scientific literacy skills regarding respiratory rate.
Project-based learning and junior high school students’ learning independence in biology: A pretest–posttest study Dian Ristiani Sabat; Nonci Melinda Uki; Dewi Fatmawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44557

Abstract

Background: Learning independence is essential for students who must plan, monitor, and evaluate their learning, yet evidence from resource-constrained secondary-school settings remains limited. Objectives: This study examined changes in the learning independence of 29 eighth-grade students after project-based learning (PjBL) was implemented in biology at SMP Negeri 3 Soe, Indonesia. Methods: A one-group pretest–posttest design was used because the available dataset contained complete paired observations only for the class receiving PjBL. Learning independence was measured using a questionnaire administered before and after the intervention. Descriptive statistics, the Wilcoxon signed-rank test, and a paired-samples t-test as a sensitivity analysis were used. Results: The mean score increased from 37.79 (SD = 1.76) to 46.41 (SD = 3.47), representing an 8.62-point improvement. The reported paired-samples test was significant, t(28) = 14.16, p < .001, with a very large standardized mean change (Cohen’s dz = 2.63). The nonparametric analysis also indicated a significant pretest–posttest difference (p < .05). These findings suggest that PjBL may support learning independence by requiring students to plan tasks, manage time and resources, make decisions, monitor progress, and reflect on project outcomes. However, the absence of an analyzable control group limits causal inference. Conclusion: Future research should use controlled designs, report instrument validity and reliability in detail, and examine which PjBL components most strongly support students’ self-regulation.
Effects of E-STREAM project-based learning with interactive e-modules on students’ critical thinking in environmental change L. Lia; Evi Roviati; Ria Yulia Gloria; Maulani Pradiana
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44584

Abstract

Background: Biology instruction in environmental change topics is still largely dominated by theoretical approaches, with limited integration of interdisciplinary learning frameworks. As a result, students have limited opportunities to develop critical thinking skills through contextual and project-based learning experiences.  Objectives: This study aimed to examine the effectiveness of E-STREAM (Environmental, Science, Technology, Religion, Engineering, Arts, and Mathematics)–based learning supported by e-modules in enhancing students’ critical thinking skills on environmental change topics. Methods: A quasi-experimental method with a non-equivalent control group design was employed, involving 68 tenth-grade students at MAN 3 Cirebon. The experimental group received E-STREAM-based e-module instruction through Project-Based Learning, while the control group received conventional instruction. Data were collected using critical thinking tests, observation sheets, and student response questionnaires. Test data were analyzed using N-Gain and an independent-samples t-test, while the remaining data were analyzed descriptively. Results: The findings indicated that the experimental group achieved a higher level of improvement in critical thinking skills (N-Gain = 0.78) compared to the control group (0.72). Furthermore, the independent sample t-test revealed a statistically significant difference between the two groups (p = .004). Conclusion: E-STREAM-based learning with e-modules significantly improved students’ critical thinking skills compared with conventional biology instruction.
Design thinking model integrating Naik Dango local wisdom to foster junior high students’ 4C skills Handi Darmawan; Pitalis Mawardi; Basuki Wibowo; Eka Trisianawati; Nurbani Nurbani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44642

Abstract

Background: In biology learning, integrating the local wisdom with design thinking offers a contextual and innovative approach to empowering students’ 4C skills. However, previous studies have rarely integrated local wisdom as a pedagogical mechanism within the design thinking framework. Methods: This study employed a Research and Development approach based on the Plomp model, consisting of three stages: preliminary research, prototyping, and assessment. Participants were 85 junior high school students in Ngabang City, West Kalimantan, divided into an experimental group and a control group. Data were collected through validation, observation, and questionnaires, and analyzed using ANCOVA to assess the model’s validity, practicality, and effectiveness. Results: The results of the validity test showed that all learning materials were valid, with reliability ranging from substantial to perfect. The practicality evaluation indicated that the Naik Dango learning model integrated with design thinking was very well received by students, with an average positive response rate of 87.20%. The effectiveness test revealed a significant improvement in students’ 4C skills, as indicated by p-values of less than 0.05 for each skill dimension. Conclusion: The Naik Dango learning model integrated with design thinking was valid, practical, and effective in enhancing students’ 4C skills.  
Designing augmented reality problem-based learning in plant growth: Addressing the development of 21st-century skills Nurul Asikin; Arinda Eka Lidiastuti; Novie Ary Priyanti; M. Arsyad; Achmad Shobirin; Annisa Qadri Tanjung
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44728

Abstract

Background: The concept of plant growth is fundamental to biology education. However, conventional instruction often emphasizes conceptual memorization rather than active inquiry, collaboration, and problem-solving, limiting opportunities for students to develop essential 21st-century skills. Objectives: This study aims to analyze students' 21st-century skills profiles as a needs assessment to inform the design of an Augmented Reality Problem-Based Learning (ARPBL) model for plant growth learning. Methods: A descriptive quantitative approach was employed involving 274 secondary school students from 33 schools in Indonesia. Data were collected using a validated Likert-scale questionnaire measuring four core competencies: critical thinking, creativity, collaboration, and communication. The results were used to inform the development of an ARPBL prototype integrating mobile-based augmented reality with problem-based learning scenarios. Results: The findings indicate that students demonstrate moderate to high levels of creativity and communication, while critical thinking remains at a basic level. This imbalance underscores the need for more interactive and technology-enhanced instructional strategies. The ARPBL model incorporates 3D visualization and contextual problem-solving activities, offering an immersive learning experience that enhances both conceptual understanding and skill development. Conclusion: ARPBL shows strong potential to address cognitive and skill gaps in biology education and is recommended to promote deeper understanding and strengthen students' 21st-century competencies.
Reflective thinking among life science students in bioentrepreneurship learning: Evidence across four reflective dimensions Agung Witjoro; Linda Tri Antika; Eka Imbia Agus Diartika; Hadi Suwono
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44823

Abstract

Background: Bioentrepreneurship learning requires life science students to integrate biological knowledge, innovation, sustainability, and entrepreneurial decision-making. Objective: This study examined the reflective thinking profile of life science students in bioentrepreneurship learning. Methods: An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 106 undergraduate students at four Indonesian universities using a questionnaire adapted from Kember et al., followed by semi-structured interviews with five purposively selected students and two lecturers. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. Results: Students showed a high overall level of reflective thinking (M = 76.48; SD = 10.52; mean per item = 3.82). Reflection had the highest score (M = 28.48; mean per item = 4.07), whereas habitual action had the lowest (M = 13.24; mean per item = 3.31). Moreoever, project-based activities, market validation, feedback, and peer–lecturer discussions encouraged evaluation, strategy revision, and broader views of entrepreneurship as innovation and problem-solving. Nevertheless, some students continued to rely on familiar procedures perceived as safer. Conclusion: Bioentrepreneurship learning supports reflection-on-action and perspective transformation, but structured reflection before, during, and after projects is needed to reduce habitual responses and strengthen adaptive decision-making.
Effects of GPA, gender, and economic support on prospective biology teachers’ TPACK across two methods Zakiyati Salma; Muhyiatul Fadilah; Linda Advinda; Heffi Alberida; Ahmad Adnan Mohd Shukri
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44860

Abstract

Background: Technological pedagogical and content knowledge (TPACK) is commonly measured using self-report questionnaires, although such scores may not fully represent prospective teachers’ demonstrated capacity to integrate technology, pedagogy, and biology content. Objective: This study examined the effects of gender, economic support, and grade point averages (GPAs) in content, pedagogy, and technology courses on prospective biology teachers’ TPACK and compared results obtained from self-report and performance-based assessment. Methods: A quantitative correlational design involved 100 biology education students from the 2021–2023 cohorts at Universitas Negeri Padang, selected through proportionate stratified random sampling. TPACK was measured using a 28-item questionnaire and an integrated performance-based assessment comprising 13 CoRe prompts and 11 PaP-eRs prompts. Multiple linear regression was conducted separately for each assessment method, and a paired-samples t-test compared the two scores. Results: The questionnaire score (M = 83.57, SD = 3.26) was significantly higher than the CoRe–PaP-eRs score (M = 67.11, SD = 4.01), with a mean difference of 16.46 points, t(99) = 37.78, p < .001. For the questionnaire, economic support and technology-course GPA were significant predictors. For CoRe–PaP-eRs, economic support, pedagogy-course GPA, and technology-course GPA were significant predictors, whereas gender and content-course GPA were not significant in either model. Conclusion: Self-reported TPACK and demonstrated TPACK yield systematically different profiles. Combining both methods provides a more defensible diagnosis of prospective teachers perceived competence and their ability to enact integrated knowledge in instructional planning.

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