Journal Of Biology Education Research (JBER)

Practicality Evaluation of TPACK-Integrated Vertebrate Zoology Teaching Materials Developed Using the Plomp Model

2026-02-06T06:48:05+00:00

The availability of relevant, user friendly, and technology integrated teaching materials is an essential requirement in biology learning, particularly in the vertebrate zoology course. However, many learning resources are still dominated by conventional teaching materials that do not adequately integrate Technological Pedagogical Content Knowledge (TPACK) aspects. This condition may limit students' meaningful, context-rich learning experiences. This study aimed to evaluate the practicality of TPACK-integrated vertebrate zoology teaching materials in biology learning. The study employed a research and development approach using the Plomp model, focusing on the prototyping phase. Practicality evaluation was conducted through three stages: one-to-one evaluation, small group evaluation, and field testing. Data were collected using practicality questionnaires and analyzed descriptively using percentage calculations to determine the practicality category of the teaching materials. The results consistently indicated that the developed teaching materials fall within the very practical category across all evaluation stages. These findings suggest that the TPACK-integrated vertebrate zoology teaching materials are highly usable in the learning process. Therefore, the developed materials have the potential to serve as supporting learning resources in higher education biology instruction and provide a foundation for further effectiveness testing in subsequent research stages.

Analysis of Forest Vegetation Structure Using the Point Centered Quarter Method

2026-02-11T04:33:40+00:00

Pananjung Pangandaran Nature Reserve is a conservation area characterized by high forest vegetation diversity and an important ecological role in maintaining ecosystem stability. Quantitative information on forest vegetation structure is essential as a scientific basis for conservation management. The Point Centered Quarter Method (PCQM) is a widely used vegetation sampling technique for assessing species composition, distribution, and ecological importance in forest communities. This study aimed to analyze the structure and composition of forest vegetation in the Pananjung Pangandaran Nature Reserve using the PCQM. The research was conducted using systematic sampling at ten observation points. At each point, the nearest tree in four quadrants was recorded, resulting in 40 sampled individuals. The collected data were analyzed to calculate Relative Density (RD), Relative Frequency (RF), Relative Dominance (RDo), and the Important Value Index (IVI). The results showed that the forest vegetation consisted of 11 tree species. The species with the highest ecological dominance was Syzygium lateata, exhibiting a high RD, a moderately high RF, a high RDo, and a very high IVI. These values indicate that S. lateata plays a dominant ecological role in the forest community. Furthermore, the identified vegetation structure reflects a relatively uneven species distribution, highlighting the importance of monitoring dominant species to maintain ecosystem balance. This study provides essential ecological information to support conservation planning and sustainable forest management in protected areas.

Spatial Analysis of Fish Diversity, Evenness, and Dominance During the Seasonal Transition Period for Ecosystem Health Assessment

2026-02-13T06:27:58+00:00

Freshwater ecosystems, particularly small lakes, play a crucial role in maintaining biodiversity and supporting essential ecological functions, yet they are highly vulnerable to environmental disturbances. Small lakes are increasingly exposed to anthropogenic pressures such as land use change, nutrient enrichment, and declining water quality, making biological assessment essential for detecting ecosystem degradation. This study aimed to identify segment level patterns of fish diversity, evenness, and dominance during the seasonal transition period and to determine whether these patterns can distinguish relatively balanced ecological zones from priority stress zones for ecosystem management. An ecologically based quantitative descriptive approach was applied using spatial zoning of inlet, middle, and outlet segments. Fish assemblages were assessed using the Shannon–Wiener diversity index (H′), Evenness (E), and Simpson’s dominance index (D). The results revealed clear spatial variation in community structure among sampling segments. Some systems exhibited strong internal ecological gradients characterized by decreasing diversity and increasing dominance toward downstream segments, whereas others showed more transitional or relatively uniform patterns. Community composition analysis indicated assemblage compression and potential biotic homogenization driven by a limited number of dominant taxa. Exploratory analyses further suggested that higher alkalinity, hardness, and chlorine levels were associated with lower diversity and greater dominance. These findings demonstrate that fish community indices provide effective biological indicators of ecosystem condition and can support spatially targeted monitoring, conservation, and management of small freshwater ecosystems. The study also highlights the importance of incorporating spatially explicit community assessments into ecosystem health evaluation frameworks.

Preparing Future Biology Teachers for Sustainability: The Role of Environmental Literacy in Achieving Sustainable Development Goals (SDGs)

2026-04-01T10:36:11+00:00

Environmental challenges such as ecosystem degradation, biodiversity loss, and pollution have become major threats to sustainability worldwide. Despite the growing importance of environmental literacy for achieving sustainability goals, limited studies have examined the environmental literacy of prospective biology teachers, particularly within wetland ecosystem contexts. This study aimed to assess the environmental literacy of biology education students and explore its contribution to achieving Sustainable Development Goals (SDGs) through sustainability oriented education. This research employed a convergent mixed methods approach involving 58 biology education students selected through purposive sampling. Data were collected using questionnaires and interviews and analyzed through descriptive statistics and thematic analysis. The findings revealed high levels of environmental knowledge, awareness, and conservation attitudes among students, whereas pro-environmental behavior remained at a moderate level, indicating a gap between environmental understanding and actual practice. Students also demonstrated strong awareness of the importance of conserving wetland ecosystems and recognized the role of education in promoting sustainability. These findings highlight the importance of strengthening environmental literacy among prospective biology teachers to support SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land) through sustainability oriented education.

Environmental Awareness of Biology Education Students Through Social Media: Addressing Local Issues

2026-01-22T04:34:52+00:00

Environmental degradation caused by illegal mining, deforestation, forest fires, and poor waste management, represents not only an environmental crisis but also a critical educational issue. These conditions indicate a low level of environmental awareness, emphasizing the urgency of cultivating ecological responsibility among prospective teachers. As future educators, they play a strategic role in integrating environmental values into learning processes to promote sustainable attitudes and behaviors among students. This study aims to assess the environmental awareness profile of biology education students, using social media to contextualize local ecological issues. A quantitative descriptive design was applied to 78 purposively selected students who had completed the conservation biology course. Data were collected using a validated 35 item questionnaire based on the New Ecological Paradigm (NEP) scale, covering five dimensions: limits to growth, anti-anthropocentrism, fragility of nature’s balance, rejection of exceptionalism, and possibility of an ecocrisis. Results show that overall environmental awareness was in the good category, with the highest scores in fragility of nature’s balance and possibility of ecocrisis, and the lowest in rejection of exceptionalism. This study concludes that biology education students demonstrated a good level of environmental awareness across the five dimensions of the NEP. These findings indicate that prospective biology teachers possess a relatively strong ecological perspective, which may support their future role in promoting environmental responsibility in schools. Future environmental education initiatives may benefit from integrating social media as a contextual platform for presenting local environmental issues and strengthening students' engagement with ecological challenges.

Academic Stress in First-Year Biology Education Students: The Role of Coping Strategies and Self-Esteem

2026-04-01T10:28:54+00:00

First-year university students frequently experience academic stress as they adapt to new academic, social, and personal demands. Excessive academic stress may adversely affect students’ psychological well-being, self-esteem, and academic performance. Therefore, understanding the roles of coping strategies and self-esteem is important for identifying factors associated with academic stress among first-year students. This study aimed to examine the relationships among coping strategies, self-esteem, and academic stress among first-year biology education students. A quantitative correlational design was employed involving 22 first-year biology education students selected through purposive sampling. The study investigated three variables, namely coping strategies, self-esteem, and academic stress, without administering any intervention or treatment. Data were collected using standardized questionnaires measuring coping strategies, self-esteem, and academic stress. Pearson correlation analysis was conducted to examine the relationships between coping strategies and academic stress as well as between self-esteem and academic stress, while multiple correlation analysis was used to determine the combined relationship of coping strategies and self-esteem with academic stress. The results demonstrated a significant negative relationship among coping strategies, self-esteem, and academic stress, indicating that students with more effective coping strategies and higher levels of self-esteem tended to report lower levels of academic stress. These findings suggest that coping strategies and self-esteem are important psychological factors associated with academic stress among first-year university students and should be considered in developing programs to support students’ psychological adjustment and academic success during the transition to higher education.

Analysis of Biology Teachers Problem in Integrating Islam with Biology Learning at Madrasah Aliyah

2026-02-12T02:38:15+00:00

The integration of Islamic values into biology learning is an important aspect of science education in Madrasah Aliyah (MA), where teachers play a key role in linking scientific concepts with Islamic teachings. However, several previous studies have reported that biology teachers in MA still face various challenges in integrating Islamic values with biology learning. Therefore, this study aims to conduct a systematic literature review to identify and analyze the problems faced by teachers in integrating Islam and biology learning. This study employed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) method. A comprehensive literature search was conducted using the Google Scholar and DOAJ databases, focusing on publications from 2017 to 2025. The keywords used were (“Biology Teacher” OR “Science Teacher”) AND (“Challenge” OR “Problem”) AND (“Integration of Islam and Science” OR “Integration of Islam and Biology”) AND (“Madrasah” OR “Islamic School”) AND (“Islamic Value”) AND (“Biology Learning” OR “Biology Education”). From the initial identification of 153 articles, 20 articles met the predetermined inclusion criteria and were analyzed in depth using content analysis. The findings reveal that teachers generally encounter three main challenges: epistemological, pedagogical, and structural. Epistemological challenges relate to teachers’ understanding of the relationship between Islamic teachings and scientific concepts. Pedagogical challenges include difficulties in designing integrative learning strategies and developing appropriate teaching materials. Structural challenges involve limited training opportunities, inadequate learning resources, and curriculum constraints. This study contributes to the development of a conceptual framework for understanding the challenges faced by teachers in integrating Islam and science in biology education. It also provides recommendations for madrasahs to enhance professional teacher training, develop integrative curricula, and provide adequate teaching materials to support integrated learning.

Comparative Diversity of Gastropods and Bivalves Among Coastal Habitats

2026-04-08T05:59:20+00:00

Gastropods and bivalves are important components of coastal ecosystems, functioning as detritivores, grazers, and filter feeders, as well as serving as bioindicators of environmental conditions. However, recent data on mollusc biodiversity in Pari Island remain limited, despite increasing anthropogenic pressures such as tourism and coastal pollution. This study aimed to assess the diversity and community structure of gastropods and bivalves across three coastal ecosystems on Pari Island, Seribu Islands, Jakarta, namely Star Beach, Virgin Sand Beach, and mangrove areas. Sampling was conducted using a combination of direct sampling and time searching methods, with four researchers collecting specimens for 30 minutes at each site, while abiotic parameters (temperature, pH, salinity, and humidity) were measured simultaneously. The results showed that Star Beach exhibited the highest diversity, with low dominance and high evenness, indicating a stable and balanced ecosystem supported by heterogeneous sandy substrates. The mangrove ecosystem showed moderate diversity with relatively even species distribution, reflecting its role as a habitat for specialized gastropods adapted to muddy, organic rich conditions. In contrast, Virgin Sand Beach had low diversity and low evenness, with strong dominance of the Neritidae family, particularly Clithon oualaniense, indicating ecological pressure and reduced environmental stability likely caused by intensive tourism activities. These differences in community structure are strongly influenced by habitat characteristics and abiotic factors, where substrate type, salinity, and humidity play key roles in shaping species distribution. This study highlights that habitat type and environmental conditions are major drives of mollusc diversity, while also emphasizing the negative impact of anthropogenic disturbance on ecosystem balance. The findings provide updated baseline data on mollusc diversity in Pari Island and contribute to supporting sustainable coastal management and marine biodiversity conservation in small island ecosystems such as the Seribu Islands.

Enhancing Students’ Problem-Solving Ability through STEM-Integrated 5E Learning in the Context of Light Pollution

2026-04-01T10:32:03+00:00

Problem-solving ability is an essential competency that students need to develop in order to address complex real world issues, including environmental problems. One emerging environmental issue that has received limited attention in school learning is light pollution, which results from excessive artificial lighting and can disrupt ecological balance. Integrating this phenomenon into science learning can provide a meaningful context for developing students’ problem-solving ability. Therefore, this study aims to analyze the effect of Science Technology Engineering and Mathematics (STEM) integrated 5E learning on students’ problem-solving ability in the context of light pollution. This study employed a quasi-experimental method with a pretest–posttest non-equivalent control group design. The participants were Phase E students at a public senior high school in Indonesia. Two classes were selected through cluster random sampling as the experimental and control groups. Data were collected using problem-solving ability tests, observation sheets, and student response questionnaires. Data were analyzed using appropriate non-parametric statistical tests and effect size calculation. The results showed a statistically significant improvement in students’ problem-solving ability in the experimental group, with a moderate effect size. The experimental class also demonstrated higher learning gains compared to the control class. In addition, students responded positively to the learning activities, indicating improved understanding of environmental issues and enhanced creative problem-solving. In conclusion, STEM-integrated 5E learning is an effective approach for improving students’ problem-solving ability while fostering awareness of environmental issues. This approach also highlights the potential of integrating real-world environmental contexts into science education to support more meaningful and relevant learning experiences.

Developing Plant Ethnophysiology Flashcards to Support Contextual Learning of Photosynthesis Through Local Wisdom Integration

2026-01-12T03:55:22+00:00

Science education in the 21^st century requires innovative learning media that not only strengthen students’ conceptual understanding but also connect scientific knowledge with real life and cultural contexts. Integrating local wisdom into biology learning can provide meaningful learning experiences by linking abstract scientific concepts with students’ surrounding environments and traditional knowledge. In this context, ethnophysiology based learning media offer opportunities to support contextual and culturally responsive science instruction. This study aimed to develop plant ethnophysiology flashcards that integrate photosynthesis concepts with local wisdom to support students’ conceptual understanding, enhance learning engagement, and provide contextualized biology instruction grounded in local cultural knowledge. This study employed an educational Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. However, the development process in this research was limited to the Analysis, Design, and Development stages. Expert validation was conducted during the Development stage to evaluate the feasibility of the flashcards in terms of learning, media design, and material content, while the Implementation and Evaluation stages will be conducted in subsequent research. The validators consisted of learning experts, media experts, and subject matter experts. Data were collected using validation sheets and analyzed using a Likert scale. The validation results showed that the overall average validity score from the learning experts, media experts, and material experts was in the very valid category. Therefore, the flashcards were categorized as highly valid and suitable for use in biology learning. These findings indicate that plant ethnophysiology flashcards have strong potential as contextual learning media for strengthening students’ understanding of photosynthesis, increasing learning engagement, and fostering appreciation of local cultural knowledge.