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Bio Ilmi: Jurnal Pendidikan
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 25034561     EISSN : 25273760     DOI : -
Core Subject : Education,
Education
The issues of these journals include, but not limited to, practices and researches in Biology Education which cover the areas of instruction, learning, teaching methods, pedagogical techniques, curriculum development; programm, syllabus, and materials designs; educational technology, and educational developments in Indonesia and other parts of the world. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : -
Articles 184 Documents
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Integration of Local Wisdom in CTL Learning to Improve Conceptual Understanding of Plant Diversity in Junior High School Students Sophie Aprilia; Jujun Ratnasari; Suhendar
Bioilmi: Jurnal Pendidikan Vol. 12 No. 1 (2026): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v12i1.36559

Abstract

Students' low conceptual understanding of plant diversity highlights the need for contextual learning that connects scientific concepts with everyday experiences. This issue was reflected in the pretest results of both the experimental and control groups, whose average scores were below the Minimum Passing Criteria. This study aimed to determine the effect of integrating Local Wisdom into Contextual Teaching and Learning (CTL) on students' conceptual understanding. A quasi-experimental method with a Control Group Design was applied to seventh-grade junior high school students, involving an experimental class (n = 34) and a control class (n = 31). Data were collected through conceptual understanding tests, observation sheets, and student response questionnaires, then analyzed using the Independent t-test, Mann–Whitney U test, and N-Gain analysis. The findings revealed no significant difference in the students' initial abilities (Sig.= 0.728). However, posttest results showed that the experimental group outperformed the control group significantly (Sig. = 0.000). The experimental class also achieved a higher average N-Gain score. The learning implementation reached 92.86%, accompanied by positive student responses. These findings indicate that integrating Local Wisdom into CTL effectively improves students' conceptual understanding of plant diversity.
Enhancing Students’ Critical Thinking Skills through Problem-Based Learning Integrated with Multiple Representations in Human Digestive System Learning Lupi Muslima; Arfatul Makiyah; Sistiana Windyariani
Bioilmi: Jurnal Pendidikan Vol. 12 No. 1 (2026): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v12i1.36760

Abstract

Critical thinking skills are essential competencies in science learning, yet students often struggle to understand abstract biological concepts, especially the human digestive system. This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with Multiple Representation on students’ critical thinking skills compared with Discovery Learning. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were 44 eighth-grade students of MTs Bina Bangsa Cendikia Sukabumi, consisting of an experimental group (n = 22) and a control group (n = 22). Data were collected through pretest-posttest critical thinking tests based on Facione’s six indicators and a student response questionnaire. Data analysis included the Shapiro–Wilk normality test, Levene’s homogeneity test, Mann–Whitney U test, and N-Gain analysis. The findings showed no significant difference in critical thinking skills between groups (p = 0.770). However, posttest results indicated a significant difference favoring the experimental group (p = 0.000). The experimental group achieved higher N-Gain scores across all indicators, with interpretation (0.96), analysis (0.94), and inference (0.72) in the high category. Students responded positively to the learning model. These findings demonstrate that PBL integrated with Multiple Representation effectively enhances critical thinking skills in learning the human digestive system.
Development of a Local Plant Booklet Based on Inventory and Phytochemical Screening as a Contextual Learning Resource for Biodiversity Topics Fakhrah; Ratna Unaida; Halimatus Sakdiah; Henni Fitriani
Bioilmi: Jurnal Pendidikan Vol. 12 No. 1 (2026): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v12i1.36920

Abstract

Local biodiversity has great potential to be integrated into biology learning; however, plant diversity data in the campus environment are often not systematically documented or transformed into concrete learning products. This study aimed to inventory local plant diversity in the campus environment of Universitas Malikussaleh, qualitatively identify its phytochemical constituents, and develop a contextual learning resource for biodiversity topics. This research employed a descriptive exploratory method through field surveys and qualitative laboratory tests. The samples consisted of 30 local plant species selected using purposive sampling based on availability, clarity of morphological characteristics, family and habitat variation, and potential use as contextual biology learning resources. Data were collected through observation, documentation, plant identification, and phytochemical screening for alkaloids, flavonoids, tannins, and saponins. The results showed that the 30 plant species belonged to 23 families, with Zingiberaceae as the most represented family. Phytochemical screening indicated that flavonoids were detected in 26 species (86.7%), followed by saponins in 16 species (53.3%), alkaloids in 15 species (50.0%), and tannins in 14 species (46.7%). Piper betle, Moringa oleifera, and Piper crocatum showed positive results for all four phytochemical groups. The findings were developed into a local plant booklet containing plant identity, family, habitat, phytochemical screening results, and learning activities. This study concludes that local plants in the campus environment can be used as contextual biology learning resources, particularly for biodiversity, plant morphology, secondary metabolites, and the use of local biological resources.
Using the MOEDU Educational Monopoly Game to Enhance Students' Conceptual Understanding and Learning Motivation in Biology Eryzinda Dwigita Putriyani; Iin Murtini
Bioilmi: Jurnal Pendidikan Vol. 12 No. 1 (2026): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v12i1.37001

Abstract

Conceptual understanding and motivation to learn are key factors in the success of biology learning. However, in biology lessons, the topic of bacteria is often considered difficult by pupils due to its abstract nature; consequently, teaching materials are required that can enhance pupil engagement in the learning process. This study seeks to investigate the enhancement of students’ conceptual understanding and learning motivation through the implementation of the MOEDU medium in learning about bacteria. A quantitative method was adopted in this research using a quasi-experimental Non-Equivalent Control Group design. The participants were drawn from two tenth-grade classes at State Senior High School 5 Tuban through a purposive sampling technique. Data collection was conducted using a conceptual understanding assessment and a questionnaire measuring students’ learning motivation. The collected data were analyzed employing the Mann–Whitney U test. The findings revealed an Asymp. Sig. (2-tailed) value of 0.000 (<0.05) from the Mann–Whitney U test, demonstrating a statistically significant difference between the experimental and control groups. The findings revealed an Asymp. Sig. (2-tailed) value of 0.000 (<0.05) from the Mann–Whitney U test, demonstrating a statistically significant difference between the experimental and control groups. In addition, students in the experimental class achieved an average learning motivation score of 77.13%, which was categorized as high, whereas the control class obtained an average score of 56.13%, categorized as moderate. Therefore, the implementation of the MOEDU medium contributed positively to enhancing students’ conceptual understanding and learning motivation in the study of bacteria.

Page 19 of 19 | Total Record : 184

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