JPBI (Jurnal Pendidikan Biologi Indonesia)

An ESD-oriented e-book based on siwalan of Tuban to enhance creative thinking skills

Shela Sonia — 2024-11-19

The 21st-century skills require education in Indonesia to train 4C skills (Communication, Collaboration, Critical thinking, and Creative thinking), which are fundamental parts of students facing the era of society 5.0, one of which is creative thinking skills. Teaching materials to support these skills still need to be improved. This research aims to produce e-book based on the local wisdom of Siwalan (Borassus flabellifer L.) from Tuban oriented to Education for Sustainable Development (ESD) to train students in grade X creative thinking skills on valid and practical biodiversity material. The validity of e-book was determined by three experts, namely two expert lecturers and one biology teacher. Readability test results measured the practicality of e-book. The results of the validity test obtained a score of 3.88, which is a very valid category, while the practicality test based on the fry graph was categorized as practical at level 10, suitable for the reading of grade X students. The results showed that the e-book based on Siwalan local wisdom is valid and practical for learning. Integrating contextual learning materials based on local wisdom can train 21st-century skills that foster students' concern for sustainable development.

Ill-structured on respiratory system: How does the contextual problem improve students’ problem-solving skills by developing electronic worksheet?

Martiana Dayani Tambunan — 2024-11-18

This research aims to develop an electronic student worksheet based on respiratory problem to improve problem-solving skills on the respiratory system concept. This research and development (R&D) using 4D model proposed by Thiagarajan consist of define, design, develop, and disseminate. E-worksheets were validated by three experts, i.e. the material experts, media experts, and biology teacher as a practitioner. The result of the research showed that the e-worksheet developed had an average validity percentage of 81.85% with a very good category. While the e-worksheet readability was 96.67% (very good). Furthermore, either the teacher or students shows that the field trial test of the e-worksheet had good criteria due to their responses of 94.58% and 88.39%, respectively. The research results shows that there is an increase on students’ problem-solving skills based on the N-gain score of 0.47 and classified as medium category. Based on these results, it can be concluded that e-worksheet is very suitable for use in learning activities and can improve student’s problem-solving skills.

Exploration of biological concept understanding through augmented reality: A constructivism theory approach

Muhammad Zahrudin Afnan — 2024-11-30

Augmented reality (AR) technology combines real-world environments with digital elements, creating interactive experiences that enhance student learning. AR has significant educational potential, allowing students to visualize and interact with abstract concepts across various subjects, including economics, biology, and physics. This qualitative study explores the potential of Augmented Reality (AR) in enhancing the understanding of biological concepts through the lens of constructivism theory. The research aims to investigate how AR technology can be leveraged to create immersive and interactive learning experiences in biology education. By examining the perspectives of educators, students, and AR developers, this study seeks to provide insights into the effectiveness of AR in constructing knowledge and promoting deeper comprehension of complex biological processes. This research uses a qualitative approach with a literature study method and descriptive analysis to explore the understanding of biological concepts through Augmented Reality (AR) from the perspective of constructivism theory.Augmented Reality (AR) is revolutionizing educational paradigms by creating immersive learning environments that blend physical and digital elements, This technology supports the constructivist learning theory by allowing students to actively construct knowledge through direct interaction with virtual biological models, fostering deeper comprehension of complex biological systems and processes.While AR presents significant educational potential, its implementation in biology education faces several challenges that require careful consideration and strategic solutions. AR can help students understand complex concepts in a more exciting and fun way. In the context of constructivism theory, AR supports active, collaborative, and experience-based learning, which is very important in biology education.

Plant diversity in Montel Muria Kudus Waterfall area for college student e-module development

Venty Zuslia — 2024-11-19

Many college students have difficulty in understanding the diversity and morphology of plants at the species level. The research aims to analyze the potential of species-level plant diversity in Montel Muria Kudus Waterfall, develop e-modules integrating local potential, and preserve the local potential of Montel Muria Kudus Waterfall. The research and development study design with the 4D model was implemented in this study to produce the e-module. E-module was tested on 30 Tadris Biology college students who assigned with random sampling technique. Data were collected with expert validations and trial. In Montel Muria Kudus Waterfall, various plant species groups were found, including ferns, epiphytes, shrubs, herbs, and trees. Instructional media expert validation obtained score of 95% which in the “very valid” category. Moreover, material experts scored of 91.66%, means in the “very valid” category. Practical feasibility analysis obtained score of 95.83%, represents the “very practical” category. The results of the college students’ N-Gain value of 56.7338, represents the category of “moderately effective” in improving science literacy. This research findings show that the e-module produced can potentially be widely implemented in biology instruction for improving college students’ science literacy skill as well as preserving local potential.

Development of PhET-assisted simulation e-worksheet using flipped laboratory approach for science communication skills

Tri Wahyu Agustina — 2024-11-25

Communication skills are one of the 21st century skills. Specific communication in biology learning includes science communication. The purpose of the study was to analyze the improvement of science communication skills using E-Worksheet assisted by PhET on nervous system material. This research and development consist of three stages: the preliminary study stage, the product development stage and the product testing stage. Static-Group Pretest-Posttest research design. This study involved 35 students in the experimental class and 35 students in the control class selected using Purposive Sampling. The research instrument consisted of a validation questionnaire and limited description with indicators of science communication. Data analysis informs that e-worksheet is very feasible with an average score of 83.83%. The improvement of science communication skills on the nervous system material in the classroom using e-worksheet assisted by PhET simulation with an overall N-Gain value of 0.56 with moderate criteria. E-Worksheet assisted by PhET simulation helps the learning process. The guide to using E-Worksheet assisted by PhET simulation should be clearer and more detailed and provide training for teachers to be more familiar with electronics.

Virtual tour based in augmented reality as a biology learning media

Aishiyah Saputri Laswi — 2024-11-21

This study aims to see the validity and practicality of augmented reality-based virtual tour biology learning media. Media was developed specifically for the introduction of cell organelles. This research applies Research and Development research and uses the Interactive Multimedia System Design and Development method as the system development method. The steps for developing IMSDD are system requirements, design considerations, implementation and evaluation. The research was conducted at MAN Palopo with research subjects of eleventh class of math and science with 24 students in total. Data collection techniques include observation, interviews and questionnaires using interview guide instruments, observation sheets and questionnaire sheets. Data analysis techniques are carried out qualitatively and quantitatively. The research results (1) The validity of media after going through the validation test stage by the two experts, namely 96.16% is in the valid category, (2) The results of the practicality test by students obtained results of 87.83% in the very practical category, while the results of the practicality test by the teacher obtained a result of 96% in the very practical category. The presence of augmented reality-based virtual tour media in the introduction of cell organelle material is able to facilitate students in recognizing each microscopic cell organelle so that it appears real. The use of Augmented Reality based virtual tours in learning allows students to learn independently outside the classroom and can increase the learning experience to be more interactive and interesting for students.

Developing school laboratory activities design by utilizing android-based digital applications in savanna ecosystem of Ranca Upas

Alfyn Abdan Nurahman — 2024-11-20

Smartphone utilizing in learning was widely implemented in the digital technology era. This research aims to utilize Android-based digital applications to develop laboratory activity designs in the savanna ecosystem of the Ranca Upas, Ciwidey, West Java. The descriptive method was used to analyze the quality of existing laboratory activity design and develop alternative laboratory activity design to support student practicum. The reconstruction explanation was carried out following the stages analyze, create, try, and reconstruct (ANBUCOR). The initial stage involved analyzing laboratory activity design from the aspects of curriculum, competence, practicality, and knowledge construction. The pilot test showed that the Android digital application provided clear and systematic guidance for students in laboratory activities, with features for measuring abiotic factors, species identification, and observation notes. Based on the feasibility analysis according to the Vee diagram. Laboratory activity design is classified as feasible but requires adjusting the objects identified in the procedure and leading questions with focus questions. Final reconstruction was conducted based on the test team's feedback and Vee diagram analysis. The results showed that the application made the practical learning more interactive and improved students' understanding of the savanna ecosystem. The revised laboratory activity design serves as an effective reference for teachers and students in out-of-class laboratory activities.

Ethnobotany of Dayak medicinal plants in Kayu Ara village, Landak regency as a learning resource

Dede Sunarya — 2024-10-30

The lack of scientific documentation on the ethnobotany of Dayak medicinal plants makes this knowledge vulnerable to disappearing. Ethnobotany as a learning resource is one very effective step to make students more familiar with and love the knowledge of their ancestors. The purpose of this study was to determine the kinds of drugs and plants used by the community in Kayu Ara village and also the potential of ethnobotany of Dayak medicinal plants as a learning resource. This research uses a qualitative method where researchers divide 2 stages of research from collecting medicinal plant data by interview and observation. Interviews were conducted using snowball sampling technique. Further data collection is in the form of questionnaire results of potential biology learning resources. The results of the study found 21 types of medicinal plants which are divided into 16 families. The most widely used part is the leaves 45% and the least part of the fruit is only 3%. Potential learning resources obtained Clarity of Potential 88.89%, Suitability with Purpose 100%, Clarity of Target 91.67%, Clarity of Information Revealed 88.89%, Clarity of Exploration Guidelines 100%, Clarity of Expected Gain 100%. These results indicate that the ethnobotany of Dayak medicinal plants in kayu ara village, jelimpo sub-district, landak district is very effective in being used as a biology learning resource, especially in class X on biodiversity subject matter.

Project-based learning e-book with Indonesian local wisdom supporting SDGs to facilitate students’ bioentrepreneurship skills

Alfina Damayanti — 2024-11-19

The 21^st-century competency demands, namely creativity, critical thinking and problem solving, communication, and collaboration. The learning outcomes of the independent curriculum in Indonesia emphasize the importance of students adopting attitudes that support the Sustainable Development Goals (SDGs). Therefore, this research is necessary to produce a valid e-book for facilitating students' bioentrepreneurship skills by incorporating Bojonegoro's local wisdom and supporting SDG 15. The method used in developing the e-book was the 4D model (define, design, develop, and disseminate). Validation which covered content feasibility, presentation feasibility, and language feasibility was carried out by two expert lecturers in the fields of content and instructional media and one biology teacher. Reliability testing was conducted to ensure that the data is trustworthy and consistent. Data analysis was obtained quantitatively and descriptively. The result reveal that content and presentation feasibility are the same, with a score of 3.76 in the very valid category, and the reliability categories are very high at 95% and 93%, respectively. In addition, the language feasibility shows a score of 4, indicating a very valid category with 100% reliability. This result demonstrates that the developed e-book is highly valid for facilitating students' bioentrepreneurship skills.

Profile and validity of PBL-SETS interactive multimedia to train learners' science literacy

Siti Addinul Nasihah — 2024-11-23

The background of this research is the low science literacy of Indonesian students based on PISA results caused by non-contextual learning and conventional methods. This study aims to develop and validate an interactive multimedia program based on the Problem-Based Learning-Science, Environment, Technology, and Society (PBL-SETS) approach to train students' science literacy. This research uses an R&D (research and development) approach with define, design, develop, and disseminate (4D) model, which is limited to only the validation stage of development. Although many studies have shown the effectiveness of interactive multimedia in improving science literacy, the combination of PBL, SETS, and interactive multimedia still needs to be researched, especially in Indonesia. The results showed that the developed PBL-SETS interactive multimedia had very valid criteria, with an overall average score of 94.15%. These results indicate that PBL-SETS interactive multimedia is valid and feasible to be used as a learning alternative to train students' science literacy in school.

Developing of Canva-based learning media to increase student creativity and learning outcomes

Pamulasih Gurning — 2024-11-10

The availability of teaching materials at school are still not enough to motivate students to learn because of lack interest, so integration of technology is needed stimulate their motivation. This research aims to develop teaching materials that can be used by teachers and students both within the school and outside the school by developing one of the Canva applications as a media for innovation in a fun learning process. The type of research used is research and development (R&D). The samples in this study were biology teachers and students of State Senior High School 1 of Long Ikis and State Senior High School 2 of Long Ikis. The data analysis technique used to measure the level of creative thinking ability through tests as well as the feasibility, practicality and effectiveness of learning media. The instruments used in this research have been tested for validity and reliability. The results of expert validation of the resulting teaching materials were very good with an average score from 3 validators of 91.15% in the (very valid) category. The teacher's assessment of the practicality of teaching materials showed a result of 91.66% (very practical), while the assessment from students received a score of 93.12% (very practical). The effectiveness of the resulting teaching materials is able to provide an increase in cognitive learning outcomes with a gain score index of 0.74 (high) and learning motivation of 0.75 (high). The results of the effectiveness test using the paired sample t-test show that there is an influence of using Canva media-based teaching materials in improving the biology learning outcomes of students at State Senior High School 1 and 2 of Long Ikis on plant tissue material.

The development of video learning media on cell division subtopic for ninth grade students

F. Fitriyani — 2024-11-19

The cell division process that occurs within the body cannot be directly observed, making the cell division material difficult to learn. Difficulties in studying cell division material can be aided by using learning media that can visualize the material effectively. The objective of this research is to develop science learning videos on the subtopic of cell division for Grade IX and to assess their suitability as learning media. This research adopts a Research and Development (R&D) methodology with five stages including potential and problems, data collection, product design, design validation, and design revision. The subjects in this research are validators from the field of biology expertise. The instrument used for data collection is the validation sheet. The data analysis techniques employed include qualitative data analysis and quantitative data analysis. The results of this research obtained CVR and CVI values of 1.00 with a valid category, indicating that the developed science learning videos on the subtopic of cell division are suitable for use in learning. Therefore, this learning media can be a recommendation in the learning process on subtopic cell division.

Ethnobotanical study of local wisdom on the Jembul Jepara tradition as a reference book

Syafira Ulfi Arifa — 2024-11-07

The diversity of cultures in Indonesia, one of which is the Jembul Tradition, can be implemented through ethnobotanical studies that can support community knowledge. The purpose of this study is to find out the ethnobotanical profile in the Jembul Tradition and analyze the feasibility of reference books based on experts. The research method uses mixed research, namely descriptive research including ethnographic research and R&D (Research and Development) development research with the 4D development method. Data collection was carried out by interviews, observations, and documentation. The feasibility of reference books is carried out by validation from material experts and the media and then tested for public readability. The results of the study were obtained from 35 types of plants which were grouped into 22 orders. The developed reference books have been validated by material and media experts with an average of 84% with a very feasible category. The percentage of readability by the public was obtained on average 93.8% with a high category. It can be concluded that the book developed is worthy of being used as a source of knowledge for the general public.

Holistic higher-order thinking in solving environmental problems: A profile of Indonesian undergraduate students

M. Mualimin — 2024-10-30

Holistic higher-order thinking (H-HOT) is needed by someone who lives in the 21st century to solve environmental problems. This study aims to determine the ability of H-HOT to solve environmental problems in undergraduate students of biology and biology education programs in Indonesia. The research used a survey method. The sample was taken using a purposive sampling technique, namely only undergraduate students from the biology and biology education program who had graduated from environmental theme lectures. The research instrument in the form of a H-HOT ability test in solving environmental problems is 10 numbers that have been validated by material and construction experts, and empirically validated given to 205 respondents online. Data in the form of H-HOT ability values in solving environmental problems were analyzed descriptively and quantitatively. The results showed that the ability of H-HOT to solve environmental problems in undergraduate students of the biology study program obtained an average score of 24.81, biology education study program is 27.48, and overall average score of all undergraduate students from both the Biology study program and the Biology Education study program are 26.23. The conclusion of this study is that the ability of H-HOT in solving environmental problems in undergraduate students of biology and biology education programs is in a very low category so that efforts need to be made to improve. The study implies a need for improved educational approaches to enhance students' higher-order thinking skills for effectively solving environmental problems.

Development of assessment instrument business proposal for students' systems thinking skills on business model canvas in bioentrepreneurship course

Lulu Desia Mutiani Rahmayuni — 2024-10-30

Business Model Canvas (BMC) is a business model that must be mastered by students in the Bioentrepreneurship course as an initial provision for entering the entrepreneurial world, while in compiling Business Model Canvas (BMC) systematic thinking skills are needed. This study aims to provide an assessment instrument to measure students' system thinking skills in Business Model Canvas (BMC) material. The method used in this research is exploratory mixed method with exploratory sequential design stages. The participants involved were 40 students of Biology study program who contracted Bioentrepreneur course in one of the universities in Bandung City. The instrument was developed in the form of an assessment rubric with 29 indicators of systems thinking skills in Business Model Canvas. The quality of the instrument with validity based on expert judgment obtained a value of 89.3% with a very valid category, and the quality of the instrument with inter-rater reliability based on Cronbach's Alpha value obtained a value of 0.762 to 1.000 which is categorized as very good. Students' system thinking skills can emerge and be measured in the creation of a Business Model Canvas (BMC) in a business proposal by using the developed assessment instrument. So that the novelty in this study is that the assessment instrument of students' system thinking ability in making Business Model Canvas is declared valid and feasible for use in Bioentrepreneurship courses.

Analysis of high school students' critical thinking ability in Bantul Regency on endocrine system material

Eka Mustika Sari — 2024-11-07

Critical thinking is an essential ability for students in the 21^st century, particularly in complex subjects like the endocrine system in biology, which requires a deeper conceptual understanding. This study aims to analyze the critical thinking ability profile of Grade XI high school students in Bantul Regency on the topic of the endocrine system, a subject often considered difficult due to its abstract nature. This research is a descriptive quantitative study using a purposive sampling technique, involving 260 Grade XI students from various high schools in Bantul Regency. The test used consists of 8 essay questions, designed based on Ennis’ critical thinking aspects. The results reveal that the overall critical thinking ability of these students is still very low. Specifically, the percentage results for each aspect are as follows: the elementary clarification aspect is 37.8% with a very low category, the basic support aspect is 47.4% with a low category, the inference aspect is 25.5% with a very low category, the advance clarification aspect is 54.2% with a low category, and the strategy and tactics aspect is 47.8% with a very low category. These results provide a broader understanding of the critical thinking ability of Grade XI high school students in Bantul Regency, which can serve as a basis for educators in developing and designing various learning innovations aimed at enhancing pupils' capacity for critical thought.

The effect of argument-driven inquiry to pre-service biology teachers’ argumentation skills and metacognitive awareness in Mendelian genetics

Rizqa Devi Anazifa — 2024-10-30

In recent years, pre-service teacher education programs have recognized the importance of equipping future educators with the necessary skills such as argumentation skills and metacognitive awareness. However, the extent to these skills in ore-service biology teachers remains relatively unexplored. This study aimed to explore the effect of argument-driven inquiry on pre-service biology teachers’ argumentation skills and metacognitive awareness. This study also investigated the correlation between argumentation skills and metacognitive awareness in pre-service biology teachers. This research was conducted as quasi experiment using nonrandomized control group pretest–post-test design with two classes. One class as experiment group (N=44) which participated in series of activities in laboratory work using argument-driven inquiry, and control group (N=44) which participated in the regular laboratory activities. The laboratory work focused on the topic of mendelian genetic. This research was conducted on the second year of pre-service biology teachers in the Department of Biology Education. Data were generated by administrating pre-test and post-test on argumentation skill using open-ended question and metacognitive awareness using Metacognitive Awareness Inventory (MAI). Result showed a significant difference between experimental group and control group in argumentation skills (p value= .016) as well as in metacognitive awareness (p value = .005). However, the correlation between argumentation skills and metacognitive awareness were relatively low (r= -.119). This research findings can be used as suggestions for policy makers and educational institute to integrate argumentation skills and metacognitive awareness in designed for professional development program in teacher training program.

Pre-service biology teachers’ knowledge of the 21st-century skills and its associated instructional models: The Indonesian context

Ummi Nur Afinni Dwi Jayanti — 2024-11-04

Integrating the 21^st-century skills into Indonesia’s education system is crucial for equipping students to face future challenges. This study investigates the knowledge of pre-service biology teachers in Indonesia regarding the 21^st -century skills and their understanding of instructional models that support skill development. Conducted from March to September 2024, the research employed a cross-sectional survey design with a total sampling technique, involving 78 students from a Biology Education program at a public Islamic university in North Sumatra, all of whom had completed a course on biology learning strategies. Data were gathered using questionnaires and analyzed quantitatively to determine key trends. The findings indicate that although most students recognize the significance of the 21^st-century skills in biology education, their understanding is limited. Only a small number could identify all essential skills, with creative thinking being the most recognized. Students were well-acquainted with project-based learning as a model for developing these skills but had limited knowledge of the structure and application of other instructional models, such as discovery and inquiry learning. These findings emphasize the need for curriculum improvement to deepen students’ comprehension of various instructional models and the integration of diverse information sources, enabling more effective integration of the 21^st -century skills into biology education.

The complexity science problem-based learning: Correlation of science literacy and concept mastery to problem-solving skills

Intan Nurnilam Sari — 2024-11-12

Science and technology are rapidly developing in the 21st century which requires educators to facilitate real-life problem-based learning activities and the application of science that can stimulate problem-solving skills with science considerations. This research aims to determine the correlation of science literacy and concept understanding with students' problem solving skills and variables that are more influential in improving problem solving skills. The research sample consisted of 34 students of eleventh class of State Senior High School (SSHS) 6 of Malang who took Biology as an elective subjects. The variables measured in this study, namely predictor variables (science literacy and concept understanding), and criterion variables (problem solving skills). The data of the three variables were obtained from an essay test at the end of the lesson and then analyzed using multiple linear regression test. The results showed that the predictor variables (science literacy and concept mastery) gave a relative contribution to problem solving skills with a percentage of 72.1% and 27.9%, respectively. Science literacy variable is more influential on improving problem solving skills than concept mastery. The results of this study indicate a positive correlation between science literacy and concept understanding with problem solving skills.

Diagnostic assessment to identify learning styles and critical thinking in independent learning

Enita Sari — 2024-11-08

Diagnostic assessment is a crucial step in the differentiated learning process as an implementation of the Merdeka curriculum. This study aimed to develop a diagnostic assessment instrument that can identify students' learning styles and critical thinking skills, especially in the Cell and Bioprocess material, in the context of implementing the Independent Curriculum. This study uses the Research and Development (R&D) method with the Borg and Gall development model. The subjects of the study were 35 grade X students of SMA Negeri 8 Pekanbaru who were selected randomly. Data analysis was carried out using the Rasch model with Winstep. The results of the study showed that the critical thinking diagnostic instrument had high validity and good reliability, while the learning style instrument had low reliability and needed further improvement. Several learning style assessment items were considered invalid and had to be adjusted or discarded. This diagnostic assessment instrument is expected to help teachers develop more effective learning strategies that are in accordance with the individual needs of students, so that it can improve the quality of learning, especially in understanding the Cell and Bioprocess material.

Correlational between: Biological literacy and metacognitive abilities with critical thinking in junior high school students

N. Najmah — 2024-11-30

Facing the 21st century which is an educational challenge requires schools to be able to produce students who have biological literacy skills, metacognitive skills and critical thinking skills. The study aims to analyze the relationship between biological literacy skills and critical thinking, analyze the relationship between metacognitive abilities and critical thinking, and analyze the relationship between biological literacy skills and critical thinking. metacognitive abilities with critical thinking. The research was conducted at Public Junior High School 3 Parungpanjang, Bogor. The research sample consisted of 150 class VII students consisting of 8 classes. Critical thinking skills are measured using a critical thinking instrument in the form of essay questions from 6 aspects of critical thinking. Biological literacy is measured using multiple choice questions with 4 levels of biological literacy dimensions. Metacognitive ability is measured using an essay question metacognitive ability instrument developed from 3 metacognitive aspects. The test results show that the average student's biological literacy ability is in the medium category, the student's metacognitive ability is sufficient and the student's critical thinking ability is high. There is a significant relationship between biological literacy and critical thinking but there is no relationship between metacognitive ability and critical thinking, and there is a mutual relationship between biological literacy, metacognitive ability and critical thinking with a correlation value of 0.444 (medium correlation).

Development and validation of a concept inventory test in photosynthesis for junior high school students

Jessan D. Moradas — 2024-11-11

Photosynthesis is a foundational biological topic which often presents learning difficulties because of its complex processes and common misconceptions. Hence, valid and reliable diagnostic tool is needed to identify misconceptions and eventually guide development of instructional interventions. This study aimed to develop a valid and reliable concept inventory test to assess junior high school students' understanding of photosynthesis. It was developed to identify common misconceptions and provide valuable insights into students' cognitive processes. This 20-item concept inventory test crafted with the aid of a table of specifications was based on Revised Bloom’s taxonomy of cognitive domain and administered to 355 junior high school students. In validation, results displayed high content validity with a mean of 4.85 and an average Aiken’s validity coefficient of 0.96. It also falls in the category moderately difficult with the test difficulty of 0.49, and test discrimination of 0.45. In item classification, 18 items were retained (16 accepted, 2 needs revisions) and while reliability test was employed through Cronbach’s alpha (α=0.70) indicating sufficient measure of good and internal consistency. Distractor analysis was also performed to determine possible source of misconception per item. The concept inventory test is found to be a good classroom test with some items to be improved and offers educators a valuable resource for diagnosing student misconceptions and enhancing their teaching practices.

Development and validation of a conceptual test for the human circulatory system

Emerson Gaylan — 2024-11-12

Current biology assessments often lack a strong emphasis on conceptual understanding, which may limit students' ability to apply knowledge in real-world contexts. This study aimed to develop and validate a concept test to assess high school student's understanding of the human circulatory system. The test was carefully designed using the revised Bloom's Taxonomy and aligned with the K-12 curriculum. Initial content validation by biology education experts ensured accuracy and relevance, leading to refinements in the test items. Item quality was enhanced through dichotomous Rasch analysis following preliminary testing with 100 students. After a second administration to a new group of 100 students, further analysis confirmed the test's reliability and validity. A final round of testing with an additional 100 students yielded a Cronbach's alpha of 0.79, confirming internal consistency. The study concluded that the developed concept test is valid and reliable for assessing students' understanding of the circulatory system, providing teachers with a tool to refine instructional methods. Future recommendations involve expanding and updating test items to ensure relevance, integrating technology-enhanced questions to improve the assessment of student comprehension, and evaluating reliability across diverse contexts.

Concept inventory test on cellular respiration for senior high school students: An assessment of reliability and validity

John Daryl C. Bace — 2024-11-30

Given the complexity of cellular respiration, there is a significant need for effective assessment tools that can accurately gauge students’ understanding, identify misconceptions, and provide educators with actionable insights to improve instruction. Concept Inventory Test (CIT) has emerged as a valuable instrument in science education for this purpose. The aim of this study is to develop a Concept Inventory Test on cellular respiration and assess its reliability and validity. This study employed a mixed-method sequential exploratory approach for each assessment. The study was conducted in a private school in Cebu, targeting the senior high school students. The results of the study showed that the developed Concept Inventory Test’s reliability and validity are made apparent by the process used to gather supporting data, as well as by the findings and observations. Furthermore, this Concept Inventory Test serves a significant instrument for classroom assessment, promotes additional research on students’ critical comprehension, and shows how these diagnostic inventories link to the students’ competencies. However, a greater number of respondents should be taken to account to observe the consistency of the Concept Inventory Test results.

TPACK profile of biology teachers in the industrial revolution 4.0 era

Yenny Anwar — 2024-11-20

Technological Pedagogical and Content Knowledge (TPACK) is very important in the process of developing professional teacher competencies in the era of the Industrial Revolution 4.0. The purpose of this study was to determine the profile of biology teachers TPACK on the classification of living things. This research is a descriptive study using a qualitative approach. Data collection techniques were carried out using questionnaires, CoRe&TPaP-eRs, and interviews. The sample was compiled using a saturated sampling technique with a total of ten respondents. The results indicated that biology teachers' TPACK skills must be improved. The results of the questionnaire consisting of 7 TPACK components, reaching 70.11% were categorized as good. The TK, PK, CK, and PCK components are in the excellent category, while the TCK, TPK, and TPACK components are still in the good category. The results of the CoRe & TPaP-eRs instrument covering 5 aspects show that the average of teacher’s TPACK reached 41%, in the Growing-TPACK category. The TPACK of biology teachers based on teaching experience is not so different. The results show that the length of teaching experience is not directly proportional to the growth of TPACK skills.

Analysis of biology midterm exam items using a comparison of the classical theory test and the Rasch model

Tanti Priyani — 2024-11-18

In biology learning, test instruments are essential for assessing students' understanding of complex concepts. A test instrument is a crucial factor in learning evaluation; however, its implementation remains minimal. This descriptive quantitative study aims to analyze the quality of test items using the classical approach in terms of validity, reliability, difficulty index, discrimination power, distractor effectiveness, and the Rasch model analysis. The data consists of 30 multiple-choice questions from a biology midterm exam administered to 40 students. Classical test data analysis uses Microsoft Excel, while Rasch model analysis uses Winsteps software. The validity test results from both approaches show 14 valid questions and 16 invalid ones. The reliability scores are 0.619 (adequate) for the classical approach's Cronbach's Alpha, 0.85 (good) for the Rasch model, and 0.65 (weak) for personal reliability. The classical test theory and the Rasch model categorize item difficulty into four levels. The classical approach produces five categories for item discrimination, while the Rasch model identifies three groups based on the item separation index (H=3.45) and two groups based on respondent ability (H=1.96). Distractor effectiveness shows 93.3% functional distractors in the classical test and 80% in the Rasch model. The Rasch model offers greater precision in measuring student ability and detecting bias. Both models should be integrated for comprehensive item analysis. Future tests should focus on improving invalid items and the quality of distractors.

Environmental literacy profile in Bantul, Special Region of Yogyakarta

Wardatul Uyun — 2024-12-05

Environmental issues are occurring more frequently, both due to natural causes and human activities. If left unchecked, human activities can worsen environmental conditions. Bantul Regency in the Special Region of Yogyakarta, Indonesia, is one of the regions grappling with this issue, primarily due to waste management and industrial activities. Environmental issues are related to environmental literacy. The lack of education, awareness, and knowledge in society can degrade environmental quality. Environmental literacy plays an important role in enhancing knowledge as well as changing the attitudes and behaviors of society towards the environment. Therefore, it is important to instill environmental literacy in individuals to improve our attitudes towards the environment. This study aims to provide an overview of students's environmental literacy in Bantul Regency. The research uses a survey method conducted in Bantul Regency from September to November 2023. The population of this study includes all 10th-grade students from public high schools in Bantul Regency. The sample consists of 300 10th-grade students from public high schools in the sub-districts of Bantul, Banguntapan, Sewon, Jetis, Piyungan, Imogiri, Pajangan, Srandakan, Sedayu, and Dlingo. The study's results show that the environmental literacy profile of 10th-grade students in Bantul Regency falls into the "average" category, with a percentage score of 65.96%. The highest score in the competency domain is found in Bantul City (81.90%) and falls into the "good" category, while the lowest score is in Dlingo Sub-district (60.93%), categorized as "average" The highest score in the affective domain is in Dlingo Sub-district (70.25%), categorized as "average" while the lowest score is in Jetis Sub-district (66.67%), also categorized as "average." The highest score in the behavior domain is found in Imogiri Sub-district (64.91%), categorized as "average" while the lowest score is in Srandakan Sub-district (55.30%), categorized as "low."

Analysis of e-worksheet based on SDG-13 in climate change material

Nurul Fadilah — 2024-10-30

E-worksheets are needed to support learning of SDG-13 material on climate change material, but analysis related to this has not attracted much attention from researchers. The purpose of this study was to determine the needs of students related to digital-based teaching materials that they want to apply in the classroom in biology learning, especially on climate change material to show the phenomenon of global warming with the application of the Merdeka Curriculum. The use of digital-based media is still very suboptimal in utilization, especially in the material of climate change in biology subjects. This quantitative research was conducted using questionnaire techniques, namely giving questionnaires to X-grade students in two schools, namely SMAN in Yogyakarta and SMAN in South Sulawesi Regency, and descriptive techniques were used for analysis tools. The results of student respondents show that 100% want to use electronic worksheets as a learning medium on climate change material. The implication of this research is expected to increase the potential use of digital-based teaching materials and realize the 21st-century era that relies on technology.

Waste to energy: A STEM-ESD approach to improve student awareness and action in converting waste into eco-friendly energy

Rini Solihat — 2024-11-25

Waste management is a significant issue in Indonesia, and awareness and actions across all sectors, including school students, play a critical role. This study investigates the impact of educational interventions on students' awareness and actions regarding waste management and its potential as a source of environmentally friendly energy. The research used a quasi-experimental design, specifically a non-equivalent control group, involving a sample of 44 tenth-grade students in Bandung who were studying environmental change. Participants were selected through purposive sampling, and data were gathered via a questionnaire. Results indicate that the intervention significantly improved students' awareness of utilizing waste as an eco-friendly energy source (p = 0.009 < α = 0.05), although it did not significantly influence their actions to apply this knowledge (p = 0.201 > α = 0.05). This study provides an initial perspective on the potential of STEM-ESD project-based learning to enhance students' awareness and practical engagement in sustainable waste management practices.

Potential of local wisdom as an effort to prevent damage to forest resources

Kevin Aditia — 2024-12-05

Deforestation is a problem that often occurs in forest resources and has an impact on human life. This study aims to analyze the potential of local wisdom of indigenous peoples in efforts to prevent deforestation. Forest resources that have an important role in supporting the lives of living things are threatened by the very high rate of deforestation. Government efforts to reduce the rate of deforestation are still less than optimal, as evidenced by the very dynamic rate of deforestation. Therefore, efforts need to be made to reduce the rate of deforestation by involving indigenous peoples through their local wisdom. The method used in this study uses a qualitative research with a library research method to contain the research results. The results of the analysis show that deforestation is influenced by the ease of obtaining concession permits to utilize forest resources without management. Local wisdom of indigenous peoples has great potential in reducing the rate of deforestation based on perspectives, rules, and sustainable use of forest resources.

Validity of problem-based learning biodiversity e-book integrating Ruwat Petirtaan Jolotundo's local wisdom for science literacy

Yusnita Ivaningtias — 2024-11-10

The problems faced in school textbooks and student worksheets are common problems globally and there are no daily problems that are in accordance with the surrounding environment and current problems so that they do not train students' scientific literacy skills. This research focuses on validity and readability of developing an integrated e-book that incorporates Jolotundo temple local wisdom into Biodiversity material to enhance high school students' Science Literacy skills. The study addresses the challenge of limited teaching materials due to the shortage of teachers capable of preparing suitable content for 21st-century learning, which emphasizes Science Literacy. The Research and Development (R&D) method was employed using the ADDIE framework, encompassing analysis, design, development, implementation, and evaluation stages. Data was collected through validation by two biology lecturers, material experts, and media experts, as well as a readability test. The e-book received high validation scores: 3.65 for presentation, 3.66 for content appropriateness, and 3.72 for language appropriateness. The readability test indicated a level 10, aligning with the cognitive level of grade X high school students, and was categorized as very positive and appropriate. In conclusion, the integrated e-book is highly feasible and valid for enhancing science literacy skills in grade X high school students, making it an effective tool for 21st-century learning.

Validating instrument to assess science literacy and independent learning skills in high school

Bebi Ramalia Alfi — 2024-11-19

Inadequate science literacy and independent learning hinder students' ability to analyze scientific information. This study aimed to develop and validate a measurement instrument to assess science literacy and independent learning skills among high school students. The instrument was piloted with 20 twelfth-grade students at SMAN 03 Kota Yogyakarta to assess its reliability and validity. The validated instrument was administered to 20 eleventh-grade students at the same school to identify the profiles of these two skills and explore their relationship in the context of the nervous system. The validity analysis demonstrated that both the science literacy and independent learning instruments exhibited strong validity. Pearson correlation analysis revealed that 20 items in the independent learning questionnaire were strongly correlated with the total score. Rasch analysis of the science literacy test indicated low infit mean square values, appropriate p-values, and high point biserial values, suggesting well-functioning items. Cronbach's alpha reliability coefficients for both instruments were excellent. The profile analysis revealed a discrepancy, with many students showing high independent learning levels but low science literacy scores on the nervous system topic. This gap suggests that even students capable of independent learning may face challenges in grasping specific scientific concepts.

Biological literacy skills of senior high school student using local potential-based biodiversity question sets

Arkhis Emilia Hidayat — 2024-10-27

One of the efforts to improve the quality of education in Indonesia is through learning by integrating environmental culture. Environmental culture can be packaged in more meaningful learning through biological literacy. This study aims to assess the biological literacy skills of high school students using local potential-based biodiversity question sets. This study includes research with quantitative descriptive methods that aim to describe the biological literacy skills of high school tenth grade students. Biological literacy research data consists of 4 indicators, namely nominal, conceptual, multidimensional and functional. The number of participants was 60 high school students. The initial stage used expert judgment for content validation which was tested by 3 expert validators. Construct validation was carried out based on data collection with the results of 12 question sets that were declared valid. Data analysis of the percentage of students who answered correctly on biological literacy indicators were all at a high level, namely on nominal indicators of 69.37%, conceptual indicators of 70%, functional indicators of 66.87%, and multidimensional indicators of 70%. It is concluded that the local wisdom-based biodiversity question set can be used to measure students' biological literacy skills in schools.

The effect of PBL integrated RMS on biological literacy and critical thinking ability of high school students

Khairotun Nihlah — 2024-10-27

This study aimed to determine the effect of Problem-Based Learning (PBL) integrated Reading, Mind Mapping, and Sharing (RMS) on biological literacy and critical thinking skills in biotechnology material. This type of research is Quasi-Experimental with pre-test-post-test experiments and a control group design. The researcher conducted the research because most of the students who became respondents considered biotechnology material less attractive, so students' understanding and activeness could have been more optimal in the learning process. The research samples were 72 students of class X MIPA at SMA Negeri 2 Kota Serang, Banten. The research sample was divided into two groups: the experimental group that applied the PBL integrated RMS model and the control group that applied the PBL model. The research instruments used were biological literacy ability tests and critical thinking ability tests. Biological literacy skills were measured using biological literacy-based multiple-choice test instruments, while critical thinking skills were measured using essay test instruments. The hypothesis test used was MANOVA statistical analysis. The results of statistical tests showed a significant effect of PBL integrated with RMS on biological literacy and critical thinking skills on biotechnology material with a significance value of 0.000 < α. Students with an integrated RMS learning model are more effective than those with a PBL learning model, which is indicated by the post-test value being higher than the pre-test value. This research contributes to the field of biology education by showing that the PBL learning model integrated with RMS can be an effective alternative learning model to improve students' biological literacy and critical thinking skills. The findings of this study are expected to be useful for biology teachers

Back Matter

admin jurnal — 2024-12-06

Front Matter

admin jurnal — 2024-12-06

Enhancing students' reflective thinking skills through Problem-Oriented Project-Based Learning (POPBL) with PEKERTI worksheet

Nur Suhaiba Sinusi — 2024-11-30

Reflective thinking skills are vital for 21st-century life skills. This study examines the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model combined with the PEKERTI Worksheet in improving the reflective thinking skills of eighth-grade students at Junior High School 2 Alla, Enrekang, South Sulawesi. POPBL emphasizes real-world problem-solving, while the PEKERTI Worksheet—focusing on questions (PErtanyaan), essential concepts (Konsep Esensial), action plans (Rencana Tindakan), and initiatives (Inisatif)—enhances the learning process. Using a quasi-experimental design with a non-equivalent control group, the study involved 75 students divided into three groups. Data were collected via observations, questionnaires, and tests, and analyzed using ANCOVA. Results showed significantly higher reflective thinking skills in the POPBL group using the PEKERTI Worksheet compared to the POPBL-only and conventional learning groups (p = 0.000). These findings suggest that integrating POPBL with the PEKERTI Worksheet effectively supports the education curriculum in Indonesia and develops essential life skills in junior high school students.

PjBL and PjBL-STEM: Which model best enhances students’ creative thinking?

Andinawati Dwita Karina — 2024-11-18

In this century, humans are required to be able to adapt to the development of the times and are required to be able to answering and solving all problems that arise. One of the abilities that must be developed to face these challenges, namely the ability in the field of creativity. The research’s purpose is (1) to determine the differences in students' creative thinking abilities using the PjBL learning model and the PjBL-STEM learning model on class X environmental change material, (2) to determine students' responses to the PjBL-STEM learning model. This research used a posttest only control group design. The population used is class X1-X10 SMA Al Islam 1 Surakarta for the 2023/2024 academic year, a total of 384 students. The sampling technique used cluster random sampling, class X7 with 38 students as the control class using the project-based learning (PjBL) learning model and class X3 with 40 students as an experimental class using an integrated STEM with project-based learning (PjBL) learning model. Data collection was carried out using documentation, tests regarding creative thinking abilities, and student response questionnaires. The data analysis technique was carried out using a one-way t test. The research instruments are teaching modules, LKPD, creative thinking skills questions, and student response questionnaires. The instrument validation technique is carried out using validity tests and reliability tests. The results of the research show that (1) there is a significant difference in students' creative thinking abilities on environmental change material using the PjBL-STEM learning model, (2) students' responses to the PjBL-STEM learning model are included in the positive category.

The effect of PjBl model on creative thinking ability and higher-order cognitive outcomes in high school

Ricky Prananta Ginting — 2024-11-30

Creative thinking skills are demans on 21^st century competencies, and this is an ability that students must have in the independent curriculum. Cognitive learning outcomes are a form of achievement of students’ knowledge after learning. This research aims to analyze the effect of the project-based learning model on the creative thinking ability and cognitive learning outcomes of students at Senior High School 11 Muaro Jambi. The research design used Pretest-Posttest Non-Equivalent Control Group Design. The research sample consisted of 58 students of class XI Phase F students taken by purposive sampling. Data obtained through observation and tests. Data analysis using One Way MANCOVA to verify hypothesis data. The results showed that the average creative thinking ability and cognitive learning outcomes in project-based learning were higher than problem-based learning. The results of the analysis concluded that the use of project-based learning model affects the creative thinking ability and cognitive learning outcomes of students. Therfore, the project-based learning model is recommended to be applied to support the implementation of the independent curriculum in high school as an effort to maximize learning.

Low level of local wisdom-based biology education research: What should we do?

Ahmad Fauzi — 2024-11-26

Research on local wisdom-based biology education is increasingly important in efforts to enrich the national curriculum and preserve Indonesia's cultural heritage. However, systematic studies on trends and varieties of research in this field are still limited. This study aims to analyze trends in local wisdom-based biology education research in Indonesia using data from SINTA 1 to 3 accredited journals during the period 2013-2022. Using a systematic search method, 77 articles related to local wisdom from 22 journals were identified. The analysis shows that although the number of articles has increased from year to year, the percentage of publications focusing on local wisdom is still low. This study also identified a variety of research designs, development models, measured data, and diverse research areas. These findings highlight the need for increased attention to local wisdom-based research in biology education and the development of more standardized instruments to support the sustainability and integration of local wisdom in education. These results are expected to be a reference for researchers and educators in developing a curriculum that is contextual and relevant to local wisdom in Indonesia.

Rasch model of teacher readiness instrument for implementing science learning based on Balinese local wisdom

Ida Bagus Ari Arjaya — 2024-10-28

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Analysis of the ability of prospective biology teachers to develop teaching modules on the kampus mengajar program

Eko Sri Wahyuni — 2024-10-30

Kampus Mengajar is a program intended for university students in Indonesia to establish partnerships with schools and prepare themselves as future professional educators. Student participation in the Kampus Mengajar program requires mastery of pedagogical competencies, one of which is the development of teaching modules as a learning design that will be implemented. The purpose of this study was to describe the ability of Biology Education students of FKIP UNTAN to develop teaching modules, specifically, students who participated in the Kampus Mengajar Batch 6 (KM6). This research is descriptive qualitative research conducted by observing the completeness of the components of the 14 teaching modules developed. Based on the analysis conducted, it is known that the average percentage of general information is 98.81% with a very good category, the main components are 97.62% with a very good category, and the appendices are 78.57% with a good category. Overall, the average of all components is 92.44%, so it can be concluded that the ability of Biology Education students at FKIP UNTAN to develop teaching modules can be categorized as very good. The results obtained show that there are still flaws in the 14 teaching modules analyzed. Students need to develop their pedagogical professionalism so that their knowledge and skills in developing teaching modules increase.