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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
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Quizizz-enhanced biology learning: Improving junior high school students' mastery of bacterial concepts Edi Sutomo; Rahmat Ramadansur; Raisa Anakotta; Tsukasa Hirashima
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.v12i2.44887

Abstract

Background: Delayed or non-diagnostic feedback for junior high school students in learning bacterial concepts can leave misconceptions uncorrected. Objectives: This study examined whether a teacher-mediated Quizizz-enhanced biology condition was associated with greater improvement in eighth-grade students’ mastery of bacterial concepts than the control class. Method: A quasi-experimental non-equivalent pretest-posttest control group design involved 88 students in two classes at SMP Negeri 11 Kabupaten Sorong, Southwest Papua, Indonesia. The experimental class learnt through teacher-guided instruction supported by Quizizz retrieval questions, immediate feedback, response review, and concept clarification. The control class was taught through explanation, slides, oral questioning, and written exercises. Individual N-gain scores were compared using Welch’s independent-samples t-test, supported by a Mann-Whitney U sensitivity analysis and Hedges’ g. Results: The experimental class achieved higher posttest than the control class in terms of mean values (i.e., 93.64 and 79.77) and N-gain values (.54 and .38). Significant improvement was gained by experimental class compared to the control one (t(74.51)=3.575, p<.001). Moreover, the sensitivity analysis supported these results (U=598.00, p=.002) with the standardized difference was g=.76. Conclusion: The integrated Quizizz-enhanced instructional cycle was associated with stronger improvement in bacterial concept mastery. The findings in this study represents a baseline-sensitive association rather than an isolated causal effect of the platform.
Integrating local wisdom into an interactive biology e-module based on problem-based learning to develop student’s science literacy competencies Asri Nur Rizka; Fida Rachmadiarti; Widowati Budijastuti; Herlina Fitrihidajati; Endang Susantini; Zurinawati Hamzah; Dayang Rafidah Syariff M. Fuad
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.v12i2.44991

Abstract

Background: Students’ scientific literacy remains difficult to develop when contextual learning only presents familiar examples without engaging learners in culturally meaningful, evidence-based problem solving. Local wisdom can serve as a pedagogical bridge between students’ lived environments and scientific inquiry. Objectives: This study examined the practicality and initial effectiveness of a local-wisdom-integrated interactive biology e-module based on Problem-Based Learning (PBL) for developing scientific literacy competencies. Methods: A pre-experimental one-group pre-test–post-test design involved 36 Grade 10 students. Data were collected using an implementation observation sheet, a student response questionnaire, and a 20-item multiple-choice test mapped to the OECD competencies of explaining phenomena, evaluating and designing investigations, and interpreting data and evidence. The test was content-validated by three experts. Results: All PBL phases were implemented consistently and students rated the e-module as highly practical. Learning improved across all three scientific literacy competencies, with the strongest development in evaluating investigation methods and transforming data representations. The implementation also revealed that device compatibility and formulating evidence-based hypotheses required additional scaffolding. Conclusion: Integrating local wisdom into a PBL e-module can support meaningful scientific inquiry when local practices are used to frame problems, generate evidence, and evaluate solutions. The design is potentially transferable to other local contexts, although stronger causal evidence requires controlled and multi-site studies.
Enhancing senior high school students' systems thinking through the biology grand arena: Evidence from a life-system-based biology competition Ririn Mardiana Saputri; Maria Gaudensia Ladja; Novantrya Salidar; S. Suwarinah; Bambang Supriatno; Sariwulan Diana; S. Saefudin
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.v12i2.45032

Abstract

Background: Systems thinking is an essential competency for understanding the complexity of biological systems, yet many secondary school students continue to experience difficulties in integrating biological concepts across organizational levels. Objectives: This study investigated the effectiveness of the Biology Grand Arena, a life-system-based biology competition, in enhancing senior high school students’ systems thinking skills. Methods: A one-group pretest–posttest pre-experimental design was employed involving 188 students from 14 senior high schools in East Java, Indonesia. Students participated in five competition arenas that integrated biological phenomena across molecular, organismal, and ecological levels. Systems thinking was assessed using a validated essay-based instrument aligned with the hierarchical framework of systems thinking. Data were analyzed using the Wilcoxon signed-rank test and normalized gain (N-gain) analysis. Results: The findings revealed a significant improvement in students’ systems thinking after participation in the Biology Grand Arena, with moderate overall learning gains. Improvement varied across competition arenas, indicating that different biological contexts provided different opportunities for developing systems thinking. Conclusion: These findings suggest that life-system-based competition can serve as an innovative complementary learning approach to foster higher-order biological reasoning beyond conventional classroom instruction. The study contributes empirical evidence supporting competition-based learning as a promising strategy for promoting systems thinking in secondary biology education.
The effectiveness of scientific approach-based worksheets on angiosperm classification to improve students' scientific literacy skills Siti Nur Jihan Alfinita; Epa Paujiah; Maratus Solikha; Silmi Rahma Amelia
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.v12i2.45079

Abstract

Background: The scientific literacy skills of students in Indonesia are still relatively low due to teacher-centered learning and a lack of student scientific activity. In Angiosperm classification, learning is dominated by memorization, therefore requiring active teaching materials. Objectives: This study aims to determine the effect of using scientific approach-based worksheets on students' scientific literacy skills. Method: The study used a quantitative approach with a quasi-experimental method and a Non-Equivalent Control Group Design. The sample was obtained through cluster random sampling, involving 69 students, divided into experimental class (n = 34) and a control class (n = 35). Instruments used were a scientific literacy test, observation sheets, and student response questionnaires. Data were analyzed using the N-Gain test, the Mann-Whitney test, and the effect size. Result: The results showed that the N-Gain value for the experimental class was 0.63 (medium), while the control class was 0.07 (low). The Mann-Whitney test obtained a significance value of 0.001 (<0.05) with an effect size of 0.40 (medium), indicating a significant effect of using scientific approach-based worksheets on students' scientific literacy skills. Conclusion: Therefore, scientific approach-based worksheets can serve as an alternative teaching material to improve students' scientific literacy through active and contextual learning.
Critical thinking dimensions as predictors of scientific argumentation skills among prospective elementary school teachers Siti Ni’matul Fitriyah; Zuni Mitasari; Moh. Farid Nurul Anwar; M. Rifa’i
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.v12i2.45088

Abstract

Background: Scientific argumentation is an essential competence in science education because it requires students to evaluate evidence, justify claims, and construct evidence-based reasoning. These processes are closely associated with critical thinking. Objectives: This study examined the associations between six critical thinking dimensions; interpretation, analysis, evaluation, inference, explanation, and self-regulation and students’ scientific argumentation skills, and identified which dimensions significantly predicted scientific argumentation in a Basic Science course. Methods: A quantitative correlational design was employed with 95 prospective elementary school teachers selected through purposive sampling. Data were collected using instruments assessing the six dimensions of critical thinking and scientific argumentation skills and analyzed using multiple linear regression. Results: Collectively, the six critical thinking dimensions were significantly associated with scientific argumentation skills and explained 88.9% of the variance in the regression model. Evaluation and explanation were significant positive predictors of scientific argumentation, whereas interpretation, analysis, inference, and self-regulation did not make statistically significant unique contributions after accounting for the other dimensions in the model. Explanation emerged as the strongest predictor. Conclusion: The findings demonstrate a strong association between critical thinking dimensions and scientific argumentation, with evaluation and explanation emerging as the strongest predictors. These findings underscore the importance of fostering evidence evaluation, claim justification, and scientific explanation in science teacher education.
Improving biodiversity literacy through flipped classroom assisted by pteridophyte identification worksheets in Masigit Kareumbi Siti Humairoh; Mar'atus Sholikha; Epa Paujiah; Fadli Emsa Zamani
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.v12i2.45091

Abstract

Background: The limited allocation of face-to-face time and the high prevalence of plant blindness lead to plant world learning that tends to be theoretical and memorization-oriented, thereby contributing to students' low biodiversity literacy. Objectives: This study aims to analyze the effect of applying the Flipped Classroom model, assisted by worksheet identification of Pteridophyte, on students' biodiversity literacy skills in the Mount Masigit Kareumbi area. Methods: A quasi-experimental non-equivalent control group design involved 70 students, selected through cluster random sampling and divided into experimental (n = 35) and control (n = 35) classes. The intervention was conducted in two sessions, each lasting three lessons. Data were collected using written tests, observations, and questionnaires, then analyzed using N-Gain and independent-samples t-tests. Both groups showed equivalent baseline performance, with an identical mean pretest score of 37.0. Results: The results showed that the experimental class obtained an average posttest score of 62.9, with an N-Gain of 0,51 (medium), higher than the control class, which had a posttest score of 50.9 and an N-Gain of 0,28 (low). The difference was statistically significant (p = 0.019), with a Cohen’s d value of 0.392, indicating a medium effect size. Student responses to the learning process were very good, with an average of 93.9%. Conclusions: Thus, implementing the Flipped Classroom model, supported by student worksheets tailored to local potential, effectively increased students' biodiversity literacy and ecological awareness. This study provides a practical guide for utilizing local conservation resources as active biology learning tools.

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