cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota malang,
Jawa timur
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 532 Documents
 1   2   3   4   5 
Profiling students’ environmental care attitudes taught using Sasak Tribe local wisdom-integrated model H. Hunaepi; Ika Nuraini Dewi; S. Sumarjan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 3 (2019): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.10009

Abstract

Sasak Tribe possesses unique local wisdom which is potential to be utilized in term of improving students' care attitudes toward the environment. This study aimed at profiling students' evironmental attitudes who were taught using Sasak Tribe local wisdom-integrated model. This descriptive research was designed with a one-shot case study. The sample used in this study was 140 VII graders chosen using random sampling technique. The sample comprised of 3 classes of SMPN 2 Gunung Sari and 3 classes of SMPN 3 Lingsar placed in West Nusa Tenggara-Indonesia. The data analysis technique used was descriptive statistics in term of central tendency. The measured indicators were environmental awareness (EA), developing empathy (DE), and effect handling (EH). The results showed that the students live in suburb area tended to have better environmental care attitudes, in which the mean values were 86.66 (EA), 75.69 (DE), and 42.66 (EH) compared to those who live in urban area in which the mean values were 68.73 (EA), 57.07 (DE), and 30.62 (EH). Based on this findings, further evaluation in several aspects should be done.
The mapping of science teacher candidate’s prior knowledge in cellular respiration topic Safira Permata Dewi; Djunaidah Zen; Maefa Eka Haryani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 3 (2019): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.10037

Abstract

The proper learning strategy, mainly in cellular respiration topic, can be determined as mapping teacher candidate’s prior knowledge was done. This study aimed to get the profile of prior knowledge of teacher candidates in cellular respiration topic. This survey research used four-tier diagnostic test as data collection instrument. The number of samples was 183 of teacher candidates from three study programs in Faculty of Teacher Training and Education, Universitas Sriwijaya. The data was analyzed using percentage. The results showed that the best understanding of the concept was in the utilization of carbohydrates, proteins, and fats during cellular respiration process. The highest misconception tended to occur in general concept of cellular respiration. Thus, the studies which emphasize the undergirding reasons of the high misconception occurred.
Blended-Problem-Based Learning: How its impact on students' critical thinking skills? Marheny Lukitasari; Indah Purnamasari; Sri Utami; Akhmad Sukri
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 3 (2019): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.10048

Abstract

Critical thinking skills are one of the four main competencies that must be empowered in the 21st-century learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.
Metacognitive skill on students of science education study program: Evaluation from answering biological questions Mochammad Yasir; Aida Fikriyah; Nur Qomaria; Aushia Tanzih Al Haq
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10081

Abstract

The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.
Higher-order thinking skills based on Marzano taxonomy in basic biology I course Metri Dian Insani; Novida Pratiwi; M. Muhardjito
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 3 (2019): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.10171

Abstract

This research was aimed at profiling student’s thinking skills in dealing with Higher-Order Thinking Skills (HOTS) questions based on Marzano taxonomy by referring to 13 indicators. This pre-experimental research employed pretest-posttest design. The indicators included were comparison, classification, deductive reasoning, inductive reasoning, error analysis, construction, analysis perspective, abstraction, decision making, investigation, problem solving, inquiry experiment, and innovation finding. The instrument used was a 13-essay question (r-Pearson= 0.79 and Cronbach alpha = 0.68). The data gained from 98 students of Natural Science Education was then analyzed using paired t-test. The results showed the significant different between pre-test and posttest (sig. <0.01). As many as four HOTS indicators (i.e. deductive reasoning, error analysis, construction, and abstraction) were categorized as low level. Meanwhile, the eighth HOTS indicators were categorized as moderate level, namely: comparison, inductive reasoning, analysis perspective, decision making, investigation, solving problem, inquiry experiment, and innovative finding. In addition, the classification indicator was considered in high level in the end of the course. It can be concluded that, in general, students’ HOTS are still in moderate level. Thus, the proper strategies should be designed to improve this condition into the optimal level.
Developing biology students’ worksheet based on STEAM to empower science process skills Indri Patresia; Melva Silitonga; Aminata Ginting
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10225

Abstract

Students’ worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students’ worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students’ science process skills. The Research and Development used 4D model by Thiagarajan. Students’ worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students’ science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students’ worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students’ science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills.
The low level of biology teacher candidate questioning skills D. Darmadi; Riki Apriyandi Putra
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10503

Abstract

Questioning skills is one of competencies required by teachers in dealing with the 21st-Century challenges. The purpose of this study was profiling biology teacher candidates’ questioning skills in Pekanbaru. The subjects of the research were the students, in three institutions, who were taking Zoology course. The total number of the subjects were 278 students selected using purposive random sampling. The instrument used was test contained of five items which instructed students to make questions related to five objects. The results showed that the teacher candidates’ question level in three institution were low-level question (more than 50% in C1-C3 level). The questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. They were not accustomed to asking questions with the evaluating and creating levels. The systematic of question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. The information gained from this study can be consideration point for further research.
Project-based learning model assisted by worksheet: It’s effect on students’ creativity and learning outcomes S. Suwarno; W. Wahidin; Sofyan Hasanudin Nur
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10619

Abstract

The low factor of learning outcomes is triggering by the emergence of students' boredom in learning. This study aimed to determine the effect of Project-Based Learning (PjBL) Models assisted by the Science Worksheet on Applied Waste Management on students' creativity and learning outcomes. This research was a quasi-experimental study. The population was all students in Vocational High School 1 Cikedung, Indonesia, and the sample was 57 students from two classes. Learning outcomes data obtained through tests with multiple-choice questions while creativity data using response questionnaires. The data obtained were analyzed using a one-way analysis of covariance. The results showed there was a significant effect of the learning model on students' creativity and learning outcomes. It concluded that the PBL model assisted in the worksheet has a positive impact on student competencies, especially on their creativity and biology learning outcomes.
Plastic relief sculpture: Improving Nigerian students’ performance in practical biology Michael Olubunmi Odewumi; David Akinjide Akintola; Isyaka Bello
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10629

Abstract

Among the factors identified to be responsible for the poor performance of senior high school students in biology is inappropriate instructional media. This study investigated the effects of plastic relief sculpture on senior high school students’ performance in biology practical activity in Ogbomoso, South Local Government Area of Oyo State, Nigeria. Moreover, it also observed gender as the moderating effect in this study. The population of this quasi-experimental study was the all senior high school biology students in Oyo State. Two intact classes of 120 biology students were randomly sampled for the study. Two instruments were used in this study i.e. Students’ Biology Practical Test and Biology Practical Lesson Notes. The findings of this study revealed that there was significant difference existed between the performance of students in the experimental and control group (F (8, 51) = 1.89, p < 0.05). Meanwhile, female students performed insignificantly different compared with male students (t (118) = 7.16, p = 0.12). Therefore, the study concluded that plastic instructional relief sculpture is effective in improving students’ performance in biology. Thus, it is recommended that teachers should adopt plastic relief sculpture as the innovative instructional resource in teaching biology.
Students’ science process skills and interpersonal intelligence in biology learning using guided inquiry N. Nopiya; Anna Fitri Hindriana; S. Sulistyono
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10634

Abstract

Teacher-centered learning has no ability in empowering students’ science process skills and interpersonal intelligence. This study aimed at analyzing the effect of guided inquiry on students’ Science Process Skills (SPS) and Interpersonal Intelligence (II). This quasi-experiment used nonequivalent control group design. This study involved control and experimental classes of eleventh graders in biology class in which the material learnt was respiratory system. The SPS data was collected using test instrument, whereas the II data was gained using observation sheet. The analysis results informed that the students who joint the guided inquiry class possessed the better competencies, both in their SPS (p = 0.04) and II (p = 0.001). Therefore, the guided inquiry significantly contributes toward the improvement of students’ SPS and II. The findings of this research can be the considerable information to creat the learning which acommodates students’ SPS and II.

Page 1 of 54 | Total Record : 532

 1   2   3   4   5 

Filter by Year

2015 2023


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2023): JULY Vol. 9 No. 1 (2023): MARCH Vol. 8 No. 3 (2022): NOVEMBER Vol. 8 No. 2 (2022): JULY Vol. 8 No. 1 (2022): MARCH Vol. 7 No. 3 (2021): NOVEMBER Vol. 7 No. 2 (2021): JULY Vol. 7 No. 1 (2021): MARCH Vol. 6 No. 3 (2020): NOVEMBER Vol. 6 No. 2 (2020): JULY Vol 6, No 1 (2020): MARCH Vol. 6 No. 1 (2020): MARCH Vol. 5 No. 3 (2019): NOVEMBER Vol 5, No 3 (2019): November Vol 5, No 2 (2019): JULY Vol. 5 No. 2 (2019): JULY Vol. 5 No. 1 (2019): MARCH Vol 5, No 1 (2019): MARCH Vol 4, No 3 (2018): NOVEMBER Vol. 4 No. 3 (2018): NOVEMBER Vol. 4 No. 2 (2018): JULY Vol 4, No 2 (2018): JULY Vol 4, No 1 (2018): MARCH Vol. 4 No. 1 (2018): MARCH Vol 3, No 3 (2017): NOVEMBER Vol. 3 No. 3 (2017): NOVEMBER Vol. 3 No. 2 (2017): JULY Vol 3, No 2 (2017): JULY Vol 3, No 1 (2017): MARCH Vol. 3 No. 1 (2017): MARCH Vol 2, No 3 (2016): NOVEMBER Vol. 2 No. 3 (2016): NOVEMBER Vol. 2 No. 2 (2016): JULY Vol 2, No 2 (2016): JULY Vol. 2 No. 1 (2016): MARCH Vol 2, No 1 (2016): MARCH Vol 1, No 3 (2015): NOVEMBER Vol. 1 No. 3 (2015): NOVEMBER Vol 1, No 3 (2015) Vol 1, No 2 (2015): JULY Vol. 1 No. 2 (2015): JULY Vol. 1 No. 1 (2015): MARCH Vol 1, No 1 (2015): MARCH More Issue