JPBI (Jurnal Pendidikan Biologi Indonesia)

Improving students’ metacognitive and self-efficacy in learning Biology through reducing academic stress and cognitive anxiety using IBSR technique

2024-04-29T11:16:08+07:00

Student academic stress can impact class participation. Integrating psychological treatment into learning strategies can help manage academic stress. The objective of this research is to enhance students' metacognitive and self-efficacy by reducing their learning difficulties and cognitive anxiety. This will be achieved by integrating Inquiry-Based Stress Reduction (IBSR) into learning strategies, which will help to alleviate academic stress during the learning process. The study is designed as a quasi-experimental study using a pretest-posttest nonequivalent control group design. The study was conducted at Bandung City State High School with the participation of 70 class XI MIPA students from two different classes, 35 in the experimental class and 35 in the control class. Both classes utilized problem-based learning (PBL), with the experimental class receiving the IBSR technique at the beginning of learning and various stages of core PBL activities. A questionnaire rating scale with 8 scales was used to collect data on academic stress, learning difficulties, cognitive anxiety, and student self-efficacy. Additionally, students' metacognitive abilities were measured using an open-ended essay. After two weeks of learning, the IBSR psychological intervention in the experimental class had lower student learning difficulties and cognitive anxiety than the control class. The IBSR psychological intervention in the experimental class on students' self-ability and metacognitive abilities also had higher results than the control class. The research suggests that teachers should consider psychological interventions when implementing learning innovations that improve student learning performance.

Fostering students’ problem-solving skills through biology learning model integrated with Kurikulum Merdeka

2024-05-14T14:25:00+07:00

Kurikulum Merdeka is a learning experience framework that offers flexibility and focuses on essential content, character development, and students' competencies. Teachers had the discretion to develop their modules to choose, design, and organize the learning contents for students, based on their needs. By using that module, there is more flexibility and independence either for teachers and students, while enhancing the relevance, interactivity, and effectiveness of learning. This research aims to develop problem-based teaching modules on biology based on Kurikulum Merdeka as a reference in the learning process. This research and development, referring to Borg and Gall's model, consists of (1) research and information collection, (2) planning, (3) developing a preliminary form of the product, (4) preliminary field testing, and (5) main product revision. The participants in this development research are teachers as learning experts and students of a senior high school in one of the districts of East Lombok as a subject in limited trials. Data collection used closed questionnaires to determine the feasibility and ideality of the instrument. Data analysis using quantitative descriptive analysis involves analyzing the results of instrument feasibility and ideality from experts and students. The results show that the developed module was included in the very feasible and ideal learning resources. The readability test of the worksheet after limited trials was included in the good category for the biodiversity content, and quite good for the virus and ecosystem content. Therefore, the problem-based teaching module on biology content in phase E of grade XI of senior high school is considered feasible.

The biology teacher profile of junior and senior high school and the use of learning models in Ternate Indonesia

2024-05-07T12:14:05+07:00

The implementation of instructional models in the classroom significantly impacts students’ learning abilities and achievements. The adoption of a teacher-centered learning approach might lead to reduced student engagement in the learning process, consequently influencing their ability to acquire life skills. The current study aimed to determine the educational attainment, teaching experience, utilization of learning media and application of learning models by junior and senior high school biology teachers in Ternate, Indonesia. This study employed a qualitative research method that utilized survey questionnaires. The respondents were 25 biology teachers of junior high school and 30 biology teachers of senior high school. The research findings showed that (1) 84% of the junior high school biology teachers have the undergraduate education and 16% of them have the master education; 69.77% of those of the senior high school have the undergraduate education and 30.23% of them have the master education. (2) Both the junior and the senior high school biology teachers have over 15 years of teaching experience. (3) Among the junior high school biology teachers, the use of student worksheet is only 20%, and the use of learning media is 14%; Among the senior high school biology teachers, the use of student worksheet is 36.66% and the use of learning media is 23.33%. (4) The uses of conventional learning and the use of cooperative learnings among junior high school biology teachers are 83% and 17%, respectively; where as among those of senior high school are 73.34% and 26.66%, respectively. In conclusion, the educational qualifications of junior and senior high school biology teachers in Ternate have satisfied the necessary criteria for teaching. However, the teachers have not been able to enhance the quality of education in the city. This highlights the importance of developing innovative learning models to improve the learning abilities and achievements.

Development of metacognitive skills on the implementation of EAQD-PC models-learning journals in biology learning

2024-06-15T22:44:53+07:00

Metacognitive skills are important because they help people develop an understanding of effective strategies. This skill also helps improve one's critical thinking and creative thinking so as to be able to overcome problems in everyday life. The purpose of this research is to train students' metacognitive skills through biology learning using the EAQD-PC learning model (acronym of exploring, analyzing, questioning, defining-peer coaching) which is integrated learning journals (LJ). This research was conducted at the University of Muhammadiyah Bone, South Sulawesi, Indonesia. Using a quantitative research design, 43 students were taught by EAQD-PC-LJ. Metacognitive skills were tested with an essay test three times. Previous essay tests were validated by expert raters and tested on previous batches of students to measure empirical validity and reliability. All tests are valid and reliable. The results of the treatment showed an improvement in students' metacognitive skills through three tests. The findings of this study prove that EAQD-PC-LJ is effectively used to improve students' metacognitive skills through the learning process. Learning journals have an important role as a tool to train students' mastery of concepts and knowledge.

Promoting students’ environmental literacy through PBIB learning model

2024-05-14T14:33:15+07:00

Low literacy levels are believed to be one of the causes of environmental damage problems. It is felt that the current implementation of the problem-based learning model is still not optimal in increasing students' environmental literacy, especially regarding sustainable issues. This research aims to (1) produce a sustainable issue-based learning model, and (2) test the level of validity and reliability of the model. The research was carried out at Malang State University and PGRI University Semarang involving biology learning experts, educational technology experts, and environmental experts as research subjects. The instrument in this research is an expert validation sheet. Validation results were analyzed using the average score while reliability was analyzed using percentage agreement. The research results show that the development of PBIB syntax including orientation, concept strengthening, observation, investigation, report, and reflection is classified as valid with a score of 3.87, while the reliability is 3.88 (reliable). This research indicates that the PBIB model can be used in learning and potentially increase students' environmental literacy.

Environmental integration in maritime education: A holistic approach

2024-05-07T12:34:22+07:00

This research investigates the integration of environmental science education within maritime curricula at the Maritime Institute Jakarta. Focusing on 70 cadets across Nautical, Technical, and Port and Shipping Management majors, a qualitative descriptive approach is employed. Results reveal varying levels of environmental awareness, integration perception, and challenges. Nautical Major demonstrates high awareness and positivity but faces time constraints. Technical Major shows a mixed perception with resistance to change. Port and Shipping Management Major lags behind, identifying a lack of clear guidelines. The research aligns with theoretical frameworks, emphasising tailored approaches to curriculum development. Implications include curriculum adjustments, targeted interventions, and strategic communication. The results contribute to the goal of producing "eco-navigators" – maritime professionals adept at both technical proficiency and environmental consciousness. As the maritime industry navigates sustainability challenges, this research provides valuable insights for refining environmental science education, fostering a new generation of maritime professionals aligned with global sustainability imperatives.