Journal Of Biology Education Research (JBER)

Development of a Problem-Based E-Module on the Immune System Material to Enhance Systemic Thinking Skills

2025-09-22T01:41:25+00:00

One of the major challenges in Biology education is students’ limited understanding of abstract and interconnected concepts, particularly in the topic of the immune system, which requires higher-order thinking skills. Teacher centered learning and the limited availability of engaging instructional materials often make it difficult for students to recognize the relationships among concepts within a system as a whole. Therefore, innovative learning media are needed to develop students’ systemic thinking skills. This study aims to develop a problem based e-module to enhance students’ systemic thinking abilities on the immune system material. The research employed an R&D approach using the ADDIE model. In the Analysis stage, a needs assessment was conducted to examine learners’ needs, curriculum requirements, and learning characteristics. The Design stage produced an e-module prototype equipped with interactive components such as videos and QR codes. The Development stage involved creating the e-module and carrying out validation by content experts, media experts, and language experts. In this study, the development process was limited to the Development stage because the primary focus was to produce a learning medium that was judged to be feasible by experts. The validation results indicated that the content experts assessed the e-module as highly feasible for use. The media expert also concluded that the graphical design, content presentation, and language use were categorized as highly feasible. Although media validation was conducted only once, several suggestions for improvement were provided, including adding game-based quizzes, embedding hyperlinks to support QR code features, and providing clearer instructions for accessing the embedded learning videos. It can be concluded that the developed e-module is highly feasible for classroom use and is recommended for broader implementation in Biology learning.

Interactive Video Learning Media Based on the Problem Based Learning (PBL) Model in the Circulatory System Subchapter

2025-10-10T04:27:00+00:00

The use of interactive video media in learning plays an important role because it can increase active student engagement, provide a more meaningful learning experience, and facilitate the understanding of abstract concepts. In addition, the application of the Problem Based Learning (PBL) learning model is also effective in developing students' critical and collaborative thinking skills through contextual problem solving. The circulatory system material was chosen because this topic requires an understanding of complex concepts and is directly related to health and daily life. This study aims to develop interactive learning videos based on the Problem Based Learning (PBL) model for the Science subject, focusing on the circulatory system topic for junior high school students. The development model used is Analysis, Design, Development, Implementation, Evaluation (ADDIE). Data were obtained through expert validation, observation, questionnaires, and limited trials. The validation results from media experts reached 93.89%, material experts 100%, and learning experts 91.44% with a very valid category. The student response trial obtained an average of 87.11%, categorized as very appropriate. Thus, the developed interactive video media is declared valid, practical, and effective in improving conceptual understanding and student learning motivation. This media can help students more easily understand the relationship between the circulatory system and everyday life.

Teachers’ Strategies to Foster Students’ Creative Thinking Skills in Biology Learning: A Systematic Literature Review

2025-08-27T09:05:51+00:00

Teachers play a pivotal role in designing innovative Biology learning strategies that cultivate students' creative thinking, a core 21^st century skill. This ability is essential for generating novel ideas, solving complex problems, and making interdisciplinary connections. By integrating real-world scenarios and inquiry-based approaches, teachers can further enhance students’ engagement and creative capacity. This study aims to conduct a systematic literature review to identify and analyze the pedagogical strategies employed by teachers to foster students' creative thinking skills in the context of Biology learning. Employing the PRISMA methods, a comprehensive literature search was executed using the Google scholar and Scopus database, with a publication scope from 2016 to 2025. The keywords used were ("Teacher Strategy") AND ("Creative thinking" OR "Creativity") AND ("Biology Learning" OR "Biology Education"). From an initial identification of 371 articles, 25 met the predefined inclusion criteria and were subsequently subjected to an in-depth content analysis. The review's findings indicate that a range of effective strategies were implemented by teachers, including problem-based learning (PBL), project-based learning (PjBL), flipped classroom, blended-learning, the RQA model, reading-concept mapping (Recamp) integrated with group investigation (GI), creative responsibility based learning (CRBL), and approaches grounded in ethnoscience and the habits of minds (HoM) profile. The most frequently utilized instructional media were mind maps, 3D learning media (3Ds Max), and inquiry-based worksheets. This review recommends that pedagogical competence among Biology teachers be enhanced through ongoing professional development and the integration of creative strategies into the curriculum. This will empower them to design innovative learning models that effectively foster students' creative thinking skills, addressing the demands of 21^st century education.

Developing a Website Oriented to Improve Biological Literacy

2025-08-16T02:48:02+00:00

Media is a mean of communication used to convey messages from a sender to a receiver. Biological literacy includes nominal, functional, structural, and multidimensional aspects, which are fundamental skills for understanding biology. Instructional media developed based on the principles of biological literacy can effectively improve students’ biological literacy skills. This study aims to develop and evaluate the validity and readability of a website-based instructional media focused on the human reproductive system, designed to enhance high school students’ biological literacy. The research utilized a modified ADDIE model, emphasizing the Analysis, Design, and Development phases. Data collection instruments comprised needs analysis, expert validation of language, content, and media by two experts, as well as readability testing conducted by two biology teachers and participating students. Descriptive analysis was used to interpret the data. Validation results indicated that the media received high scores in all evaluated aspects language, content, and media falling within the highly valid category. Readability tests by both teachers and students also showed highly valid results. These findings suggest that the website-based instructional media on the human reproductive system is valid and appropriate for supporting the learning process.

The Effect of Illustrated Glossaries of Plant Life Material on Student Learning Motivation in Grade X High School

2025-07-18T02:24:45+00:00

The National Education Goals play an important role in realizing the nation’s ideals through various learning resources and media accessible to students in schools. Strong learning motivation serves as a fundamental basis for developing students’ potential to become faithful, morally upright, and responsible individuals. One way to enhance learning motivation is by providing engaging learning media, such as glossaries that help students better understand scientific terms. This study aims to examine the effect of illustrated glossaries on students’ learning motivation in the topic of the plant world. A quasi-experimental method with a pretest-posttest control group design was employed. Two classes participated in the study: an experimental group that used illustrated glossaries to assist in understanding Latin terms, and a control group that did not use any glossary, both using the same biology textbook. Data were collected using a learning motivation questionnaire measuring eight indicators, including perseverance, persistence, interest, independent work, boredom with routine tasks, maintaining opinions, determination, and problem-solving enthusiasm. The results indicate that the use of illustrated glossaries significantly increased students’ learning motivation compared to those who did not use them. Motivation indicators in the experimental group ranged from high to very high categories. In conclusion, illustrated glossaries effectively enhance students’ learning motivation in plant world material. It is recommended that illustrated glossaries be implemented across various educational levels and fields to support accurate and consistent scientific terminology, helping students keep pace with scientific advancements.

The Role of AI-Based Chatbots in Supporting Biology Education Students’ Learning

2025-10-21T06:30:26+00:00

The development of Artificial Intelligence (AI) technology continues to make a significant contribution to the field of education, particularly through the use of chatbots as virtual learning assistants. AI-based chatbots can help students overcome learning difficulties, whether in understanding material, increasing motivation, or providing guidance tailored to individual needs. This study aims to analyze the effectiveness of AI-based chatbots in enhancing Biology Education students’ understanding and ability to overcome learning difficulties in the digital learning environment. This study uses a quantitative survey method, involving 60 respondents from the Biology Education Study Program at a state university in Indonesia. The population in this study consists of all students in the Biology Education Study Program who have used AI chatbots as learning tools. The sampling technique used is purposive sampling, with the criteria being students who have used AI chatbots for at least one semester in their learning activities. Data were collected using a structured questionnaire based on five indicators: ease of access, clarity of material explanation, learning motivation, effectiveness of feedback, and contribution to conceptual understanding. The results of the study show that students consider AI chatbots to be effective learning tools, especially in providing instant feedback, clear explanations, and improving their understanding of basic and complex biological concepts. Most students showed a high level of acceptance of chatbots. The students appreciated its accessibility, clarity, and relevance of responses. The analysis also shows that chatbots serve as facilitators of independent learning, which strengthens motivation, increases confidence, and deepens conceptual understanding. However, this study also found that the effectiveness of chatbots still needs improvement, especially in providing more contextual explanations and supporting higher-order cognitive skills such as analysis and synthesis. In conclusion, students rated the AI chatbot as an effective learning tool because it provides instant feedback, clear explanations, and improves their understanding of biological concepts. The chatbot also supports independent learning, motivation, and confidence. However, its effectiveness still needs to be improved, especially in providing contextual explanations and supporting higher-order cognitive skills.

Effectiveness of Liquid Organic Fertilizer (LOF) from Banana Kepok Peels and Fronds on the Growth and Yield of Pakcoy (Brassica rapa)

2025-07-30T01:00:00+00:00

Pakcoy (Brassica rapa) is one type of vegetables that belongs to the mustard group and is widely consumed by the community. Pakcoy production in 2023 was 686,876 tons. Efforts to increase the amount of pakcoy production can be done with proper fertilization techniques using fertilizers. The use of organic fertilizers is the right solution in overcoming these problems. Organic waste around the community, such as banana kepok peels and fronds can be used as organic fertilizer. The purpose of this research is to obtain information about the effectiveness of Liquid Organic Fertilizer (LOF) of banana kepok peel and fronds on pakcoy growth. This study used an experimental method with a Randomized Group Design consisting of 5 LOF treatments and each treatment consisted of 4 replicates, so that the total number of 20 experimental units. The LOF concentrations given are A1 (0%), A2 (10%), A3 (25%), A4 (50%) and A5 (75%). The growth parameters observed were plant height, number of leaves, leaf width and wet weight. The results of data analysis using the ANOVA test showed a significant effect on all treatments. This was followed by a Duncan test to determine which treatments had significantly different averages. It was concluded that the use of LOF with treatment concentration A2 (10%), effectively increased the growth and yield of pakcoy. Thus, it is suitable to be recommended as an alternative fertilizer for pakcoy cultivation.

Integrating Local Culture into Biology Education: An E-Module and the Perceptions of Teachers and Students

2025-09-22T02:03:30+00:00

Integrating local culture into science education is a strategic effort to enhance the relevance of learning to students' lives while fostering appreciation for regional heritage. In the context of biology education, incorporating culturally-rooted examples can make abstract concepts more tangible and relatable. This study explores the development of an e-module that blends biological content with local cultural elements, along with an analysis of teachers’ and students’ perceptions of its effectiveness. This study aims to explore teachers’ and students’ perceptions of e-module that incorporates Golok Tarisi, a form of local culture, within the context of biology education. A descriptive qualitative approach supported by quantitative data was employed. Participants consisted of biology teachers and eleventh-grade students selected through purposive sampling. Data were collected through Likert-scale questionnaires, semi-structured interviews, and classroom observations. The findings reveal that both teachers and students responded positively to the digital e-module. Teachers perceived it as relevant to biology content, easy to use, and more engaging than conventional teaching materials. Students stated that the e-module made learning more enjoyable, increased their motivation, and facilitated better understanding of biological concepts. Classroom observations indicated enhanced student interaction, critical thinking, and awareness of local environmental issues. However, several challenges were identified, including limited access to digital tools and gaps in digital literacy. In conclusion, the digital e-module based on local culture was found to be effective in supporting digital literacy, learning motivation, and conceptual understanding, while also strengthening students’ cultural identity. This study contributes to the development of contextual, interactive, and sustainable models for biology education.

Development of Discovery Learning-Based Booklets as Learning Media for Human Digestive System Material

2025-08-16T02:37:16+00:00

Science learning plays an essential role in helping students develop a comprehensive understanding of natural phenomena and biological processes. However, observations and interviews with teachers and students revealed that the classroom learning process often relied on lecture-based and textbook-centered methods, which tended to make students less enthusiastic and less active during lessons. Therefore, this study aimed to develop a Discovery Learning-based booklet as a learning medium for the human digestive system material. This research is a development study that employed the Plomp development model. Data collection instruments included teacher and student interview sheets, observation sheets, needs analysis questionnaires, self-evaluation forms, validation sheets, and practicality test questionnaires through one-to-one evaluations, small group trials, and field testing. The results of expert validation showed that the developed booklet met the criteria for validity in terms of content, design, and learning feasibility. Furthermore, the practicality test results demonstrated that the booklet was easy to use, engaging, and well-received by both teachers and students. In conclusion, the Discovery Learning-based booklet on the human digestive system is feasible and practical to be used as a learning medium in junior high school science classes.

Effect of Sacha Inchi Leaf Extract (Plukenetia volubilis) with Different Doses on Reducing Uric Acid Levels in Mice (Mus musculus)

2025-07-24T00:21:24+00:00

Abstract

Sacha inchi (Plukenetia volubilis) is an ancestral plant native to the Amazon rainforest that has been adopted as a food source due to its high nutritional value, which has gradually been recognized for its potential health benefits for humans. One of its benefits is as a natural agent for lowering uric acid levels, due to its antioxidant content and active compounds such as flavonoids, which function as anti-inflammatory and cell-protective agents. Although P. volubilis seeds have been extensively studied, the potential of its leaves as an alternative treatment for hyperuricemia remains largely unexplored. This study aims to determine the effect of sacha inchi leaf extract (Plukenetia volubilis) at different doses—0.35 mL/mouse, 0.40 mL/mouse, and 0.45 mL/mouse—on reducing uric acid levels in mice (Mus musculus) and to identify the most effective dose for reducing uric acid levels in mice. This study used 24 male mice aged 3–4 months with a body weight not exceeding 25 g. The study design used a Randomized Block Design (RBD) with four treatments and six replicates. The treatments consisted of control (without extract), doses of 0.35 mL, 0.40 mL, and 0.45 mL of P. volubilis leaf extract. The P. volubilis leaf extract was administered orally via a mouth tube. The extract was obtained from the leaves of the P. volubilis using the maceration method. The mice were first induced with hyperuricemia using 1 mL of chicken liver juice per mouse. Uric acid levels were measured before and after treatment using a GCU test strip. Data were analyzed using a one- way ANOVA test followed by a Duncan test at a significance level of 5%. The results showed significant differences between treatments (p = 0.001 < 0.05). The 0.45 mL dose was the most effective in lowering uric acid levels, from an average of 4.7 mg/dL to 3.4 mg/dL, and was significantly different from other doses based on Duncan's test. This study concluded that sacha inchi leaf extract has the potential to be used as a natural alternative for lowering blood uric acid levels.