Journal Of Biology Education Research (JBER)

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

Syifa Zalina Ramadhani — 2026-05-26

Abstract

The integration of Islamic values into biology learning is an important aspect of science education in Madrasah Aliyah, where teachers play a key role in linking scientific concepts with Islamic teachings. However, several previous studies have reported that biology teachers in Madrasah Aliyah 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.

Analysis of Forest Vegetation Using the Point Centered Quarter Method in Pananjung Pangandaran Nature Reserve

Dhesti Novita Juliani — 2026-05-26

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. This study aimed to analyze the structure and composition of forest vegetation in the Pananjung Pangandaran Nature Reserve using the Point-Centered Quarter Method (PCQM). The research was conducted in June 2025 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, relative frequency, relative dominance, 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, with a relative density of 57.50%, relative frequency of 34.70%, relative dominance of 41.15%, and an Important Value Index (IVI) of 133.35. These findings indicate that Syzygium 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.

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

Kharisma Arum Utami — 2026-05-26

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 skills. Therefore, this study aims to analyze the effect of 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.

Science Learning Media Innovation: Plant Ethnophysiology Flashcards to Integrate Photosynthesis Concepts and Local Wisdom

Mellisa Mellisa — 2026-05-26

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 aims 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 ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). 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. Validators consisted of learning experts, media experts, and material experts. The research instrument was a validation sheet, and data were analyzed using a Likert scale. The validation results showed an overall average validity score of 93%, with learning experts (93%), media experts (98%), and material experts (88%). Therefore, the flashcards were categorized as very valid and suitable for use in learning. These findings indicate that plant ethnophysiology flashcards have strong potential as contextual learning media to strengthen students’ understanding of photosynthesis, increase engagement, and foster appreciation of local cultural knowledge.

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

Jajang Miharja — 2026-05-26

First-year university students often experience high levels of academic stress as they transition into new academic, social, and personal environments. This issue is increasingly urgent to address, as unmanaged stress can negatively affect students’ self-esteem, academic performance, and overall well-being. Therefore, exploring the role of coping strategies and self-esteem is essential for identifying effective approaches to reducing academic stress among first-year students, particularly in Biology Education programs. This study aims to examine the relationship between coping strategies, self-esteem, and academic stress among first-year students in the Biology Education program at FKIP, La Tansa Mashiro University. The study employs a correlational design with a purposive sampling technique, involving 22 participants. The findings reveal a strong and statistically significant negative relationship between coping strategies, self-esteem, and academic stress. The findings indicate a strong and statistically significant negative relationship between coping strategies, self-esteem, and academic stress. This suggests that students with more effective coping strategies and higher self-esteem tend to experience lower levels of academic stress. In other words, improvements in coping strategies and self-esteem are associated with a meaningful reduction in academic stress among first-year students. This means that as coping strategies and self-esteem increase, educational stress decreases.

Spatial Analysis of Fish Diversity, Evenness, and Dominance in Three Lakes of West Java During the Seasonal Transition Period for Ecosystem Health Assessment

Noer Sarifah Ainy — 2026-05-26

Small lakes in West Java are increasingly exposed to anthropogenic pressures such as land-use change, nutrient enrichment, and water-quality deterioration, making spatially explicit biological assessment important for detecting early signs of ecosystem imbalance. The study examined spatial variation in fish community structure as an indicator of ecosystem condition in three small lakes in West Java—Tonjong, Tunggilis, and Suradita—using an ecologically based quantitative descriptive approach, with the specific objective of identifying segment-level patterns of fish diversity, evenness, and dominance that can distinguish relatively balanced zones from priority stress zones for management. Sampling followed a zonal spatial design across inlet, middle, and outlet segments in each lake, with three plot-level replicates per segment, yielding 27 sampling units in total. Surveys were conducted once per month from August to October 2024 during the seasonal transition period. Fish assemblages were evaluated using the Shannon–Wiener diversity index (H′), evenness (E), and Simpson’s dominance index (D), and interpreted through segment-based spatial profiles rather than continuous surface interpolation. The results showed clear variation among lakes and segments: Tonjong displayed the strongest internal zonal gradient, with diversity decreasing and dominance increasing toward the outlet, Tunggilis showed a more transitional inlet–middle–outlet pattern, and Suradita exhibited relatively more uniform segment-level values. Heatmap analysis further indicated assemblage compression and possible biotic homogenization, while exploratory regressions suggested that higher dKH, hardness, and chlorine were associated with lower diversity and higher dominance. Overall, the study provides baseline zonation patterns that support spatially targeted lake monitoring and management in tropical urban freshwater ecosystems.

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

Nurul Fauziah — 2026-05-26

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, and content 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.

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

Defita Permata Sari — 2026-05-26

Environmental degradation in Jambi Province 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 at UIN Sulthan Thaha Saifuddin Jambi, using social media to contextualize local ecological issues. A quantitative descriptive design was applied to 78 purposively selected students from the 2021-2022 cohorts who had completed the Conservation Biology course. Data were collected using a validated 35 item questionnaire based on Dunlap et al., 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 an overall environmental awareness level of 85.77% (Good), with the highest scores in fragility of nature’s balance (91.80%) and possibility of ecocrisis (89.97%), and the lowest in rejection of exceptionalism (78.24%). The findings suggest that students environmental awareness is influenced by formal environmental education, experiences of local environmental degradation, and exposure to environmental issues through social media, while differing socio-environmental backgrounds may shape variations in awareness. The study concludes that strengthening place based and digitally supported environmental learning is important in fostering pro ecological dispositions among prospective biology teachers.

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

Zevira Fransisca Aurora — 2026-05-26

Environmental challenges like ecosystem decline, loss of biodiversity, and pollution have emerged as urgent worldwide problems that jeopardize sustainability. In this context, environmental literacy is viewed as a crucial skill to promote awareness, responsibility, and eco-friendly behavior in people. In biology education programs, it is crucial for training future educators who can incorporate sustainability principles into educational practices. This research seeks to examine the degree of environmental literacy in biology education students and its role in achieving SDGs via a sustainable education framework. The research employs a mixed methods strategy featuring an exploratory descriptive framework. The study participants included 58 students from the Biology Education Study Program who were chosen intentionally. Data were gathered via questionnaires and interviews and examined with descriptive statistics and thematic analysis. The findings show that students exhibit a strong degree of environmental literacy concerning knowledge, awareness, and attitudes regarding environmental conservation. Nonetheless, their eco-friendly behavior is not completely ideal, showing a disconnect between comprehension and actual behaviors. The results indicate that students possess a significant awareness of the need to protect wetland ecosystems and acknowledge education's role in fostering sustainability. The interview findings indicated that students recognized the significance of protecting wetland ecosystems in South Kalimantan and the contribution of education in enhancing public environmental awareness. These results emphasize the need to enhance environmental literacy in future biology teachers as a strategic initiative to promote sustainability-focused education and aid in reaching SDGs.

Comparative Diversity of Gastropods and Bivalves Across Coastal Habitats of Pari Island, Indonesia

Dwi Sri Wahyuni — 2026-05-26

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, Kepulauan Seribu, 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 (H’ = 2.640), with low dominance and high evenness, indicating a stable and balanced ecosystem supported by heterogeneous sandy substrates. The mangrove ecosystem showed moderate diversity (H’ = 1.693) 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 (H’ = 0.857) 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 sudy highlights that habitat type and environmental conditions are major drivers 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 Kepulauan Seribu.