Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?
DOI:
https://doi.org/10.21009/biosferjpb.v13n2.307-319Keywords:
Science Process Skill, Guided Inquiry, Open inquiry, PlantaeAbstract
This study aimed to examine the effectiveness of implementing a real object-based open inquiry model towards integrated science process skills of 10th- grade students in the material of plants (Plantae). This study used quasi-experimental research with nonequivalent control group pretest-posttest design. This study's population was all 10th- of Senior High School S of Yogyakarta, Indonesia, in the academic year grade students of 2018/2019. The technique sampling used in this study was random cluster sampling. The samples consisted of 30 students in the experimental class using the open inquiry model and 30 students in the control class using the guided inquiry model. The instrument used in this study was an essay test consisting of four questions that represent the aspects of science process skills. Analyze data use the independent-sample t-test. The results indicated a significant difference between the means of science process skills post-test of the 10th-grade students in the material of plants. The percentage of N-gain score in the experimental class categorized to low was 0%, categorized to moderate was 17%, and categorized to high was 83%. The most influential aspect of integrated science process skills in the experimental class is communication with 95,33. To sum up, the open inquiry learning model is useful in the 10th-grade students' integrated science process skills, particularly the aspect of communication in plants' material.
References
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Ambarsari. (2013). Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas viii smp negeri 7 Surakarta. Jurnal Pendidikan Biologi, 5(1), 82. Retrieved from https://jurnal.uns.ac.id/bio/article/view/5626/5000
Anders, C.R. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. nternational Journal of Science Education, 25(3), 351–372. https://doi.org/10.1080/09500690210145738
Ariani, M., Hamid, A., & Leny, L. (2015). Meningkatkan keterampilan proses sains dan hasil belajar siswa pada materi koloid dengan model inkuiri terbimbing (guided inquiry) pada siswa kelas xi ipa 1 sma negeri 11 Banjarmasin. Quantum Jurnal Inovasi Pendidikan Sains, 6(1), 98-107. Retrieved from https://ppjp.ulm.ac.id/journal/index.php/quantum/article/view/3242
Astuti, Rina. (2012). Pembelajaran IPA dengan pendekatan keterampilan proses sains menggunakan metode eksperimen bebas termodifikasi dan eksperimen terbimbing ditinjau dari sikap ilmiah dan motivasi belajar siswa. Jurnal Inkuiri UNS, 1(1), 51-59. Retrieved from http://eprints.uns.ac.id/1210/1/119%2D212%2D1%2DSM.pdf
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Djamahar, R., Ristanto, R. H., Sartono, N., & Darmawan, E. (2020). Approaches to respiratory and excretion systems teaching: an innovative learning through Cirsa. Universal Journal of Educational Research, 8(6), 2204–2210. https://doi.org/10.13189/ujer.2020.080602
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Guritno, T. (2015). Pembelajaran kimia melalui model pemecahan masalah dan inkuiri terbimbing ditinjau dari keterampilan proses sains (KPS) dasar dan sikap ilmiah siswa. Jurnal Inkuiri, 4(2), 1-9. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/9530
Handriani, L. S., Harjono, A., & Doyan, A. (2016). Pengaruh model pembelajaran inkuiri terstruktur dengan pendekatan saintifik terhadap kemampuan berpikir kritis dan hasil belajar fisika siswa. Jurnal Pendidikan Fisika dan Teknologi, 1(3), 210–220. https://doi.org/10.29303/jpft.v1i3.261
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model? Biosfer: Jurnal Pendidikan Biologi, 13(1), 86–100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Harahap, M. B., Manurung, S. R., Marbun, M. A., & Mihardi, S. (2016). Effect model inquiry training on student’s science process skill. Advances in Social Sciences Research Journal, 3 (11), 38–42. https://doi.org/10.14738/assrj.311.2288
Hidayati, N., Pangestuti, A. A., & Prayitno, T. A. (2018). Edmodo mobile: developing e-module on biology cell for online learning community. Biosfer: Jurnal Pendidikan Biologi, 11(2), 94–108. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Holden, Dedi. (2015). Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan dan Kebudayaan, 21(3), 299-315. https://doi.org/10.24832/jpnk.v21i3.192
Inayah, A. D., Ristanto, R. H., Sigit, D. V., & Miarsyah, M. (2020). Analysis of science process skills in senior high school students. Universal Journal of Educational Research, 8(4A), 15–22. https://doi.org/10.13189/ujer.2020.081803
Jacobsen, D. (2009). Metode-metode pengajaran edisi ke-8. (Translated by Fawaid, Achmad and Khoirul Anam). Yogyakarta: Pustaka pelajar.
Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35–44. https://doi.org/10.1016/j.learninstruc.2018.12.004
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Karamustafaoğlu, S. (2011). Improving the science process skills ability of prospective science teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38. Retrieved from http://www.ijpce.org/index.php/IJPCE/article/view/99
Karsai, I., & Kampis, G. (2010). The Crossroads between biology and mathematics: The scientific method as the basics of scientific literacy. BioScience, 60(8), 632–638. https://doi.org/10.1525/bio.2010.60.8.9
Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade Turkish students’ achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66–78. https://doi.org/10.1080/09500693.2012.721942
Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi, 12(2), 194-210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery learning based on internet and self concept: enhancing student’s critical thinking in biology. Indonesian Journal of Biology Education, 2(1), 7–14. https://doi.org/10.31002/ijobe.v2i1.1196
Nworgu, L. N., & Otum, V. V. (2013). Effect of guided inquiry with analogy instructional strategy on students’ acquisition of science process skills. Journal of Education and Practice. 4 (27), 35–40. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/9880/10101
Osman, K., Hiong, L. C., & Vebrianto, R. (2013). 21st century biology: An interdisciplinary approach of biology, technology, engineering and mathematics education. Procedia – Social and Behavioral Science, 1(2), 188–194. https://doi.org/10.1016/j.sbspro.2013.10.732
Rezba, R. J., Sprague, C. R., Matkins, J. J., Fiel, R. L., & Mcdonnough, J. T. (2007). Learning and Assessing Science Process Skills. (G. Botsford & T. Bower, Ed.) (Fifth). United States of America: Kendall Hunt Publishing Company.
Rofiah, E., Aminah, N.S., Ekawati, E.Y., (2013). Penyusunan instrumen tes kemampuan berfikir tingkat tinggi fisika pada siswa smp. Jurnal Pendidikan Fisika, 1(2). 17-22. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/22992/16866
Roller, M. C., & Zori, S. (2017). The impact of instituting process-oriented guided-inquiry learning (POGIL) in a fundamental nursing course. Nurse Education Today, 50, 72–76. https://doi.org/10.1016/j.nedt.2016.12.003
Rustaman, N. Y. (2007). Keterampilan Proses Sains. Retrieved from http://file.upi.edu
Rustaman, N.Y. (2016). Pendidikan dan penelitian sains dalam mengembangkan keterampilan berpikir tingkat tinggi untuk pembangunan karakter. Seminar Nasional VIII Biologi, Sains, Lingkungan, dan Pembelajarannya Menuju Pembangunan Karakter. Surakarta: Pendidikan Biologi FKIP UNS, 1964. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7248/6428
Sadeh, I., & Zion, M. (2009). The development of dynamic inquiry performances within an open Inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46(10), 1137–1160. https://doi.org/10.1002/tea.20310
Sadeh, I., & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: open or guided? Research in Science Education, 42(5), 831–848. https://doi.org/10.1007/s11165-011-9222-9
Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia–Social and Behavioral Science, 2(2), 1190–1194. https://doi.org/10.1016/j.sbspro.2010.03.170
Trianto. (2014). Model Pembelajaran Terpadu. Jakarta: Bumi Aksara.
Vartak, R., Ronad, A., & Ghanekar, V. (2013). Enzyme assay: An investigative approach to enchance science process skills. Journal of Biological Education, 47(4), 253–257. https://doi.org/10.1080/00219266.2013.801871
Yudarwati, G. A. (2019). Appreciative inquiry for community engagement in Indonesia rural communities. Public Relations Review, 45(4), 1–10. https://doi.org/10.1016/j.pubrev.2019.101833
Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383399. Retrieved from http://www.icaseonline.net/sei/december2012/p6.pdf
Zion, M. (2008). On line forums as a ‘rescue net’ in an open inquiry process. International Journal of Science and Mathematics Education, 6, 351-375. Retrieved from https://link.springer.com/article/10.1007/s10763-006-9051-x
Adiqka, N. (2015). Perbedaan model pembelajaran open inquiry dan guided inquiry berdasarkan kemandirian belajar dan berfikir tingkat tinggi pada mata pelajaran biologi kelas 11 MAN Tempursari – Ngawi. Jurnal Pendidikan Biologi Indonesia, 1(1), 27-34. https://doi.org/10.22219/jpbi.v1i1.2300
Akhiruddin. (2016). Pengaruh penggunaan modul inkuiri dipadu PJBL berbahan ajar potensi lokal terhadap keterampilan proses sains siswa SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(10), 1964-1968. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/7212
Akinboola & Afolabi. (2010). Analysis of science process skills in west african senior secondary school certificate physics practical examinations in nigeria. American-Eurasian Journal of Scientific Research, 5(4), 234. Retrieved from http://www.idosi.org/aejsr/5(4)10/3.pdf
Ambarsari. (2013). Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas viii smp negeri 7 Surakarta. Jurnal Pendidikan Biologi, 5(1), 82. Retrieved from https://jurnal.uns.ac.id/bio/article/view/5626/5000
Anders, C.R. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. nternational Journal of Science Education, 25(3), 351–372. https://doi.org/10.1080/09500690210145738
Ariani, M., Hamid, A., & Leny, L. (2015). Meningkatkan keterampilan proses sains dan hasil belajar siswa pada materi koloid dengan model inkuiri terbimbing (guided inquiry) pada siswa kelas xi ipa 1 sma negeri 11 Banjarmasin. Quantum Jurnal Inovasi Pendidikan Sains, 6(1), 98-107. Retrieved from https://ppjp.ulm.ac.id/journal/index.php/quantum/article/view/3242
Astuti, Rina. (2012). Pembelajaran IPA dengan pendekatan keterampilan proses sains menggunakan metode eksperimen bebas termodifikasi dan eksperimen terbimbing ditinjau dari sikap ilmiah dan motivasi belajar siswa. Jurnal Inkuiri UNS, 1(1), 51-59. Retrieved from http://eprints.uns.ac.id/1210/1/119%2D212%2D1%2DSM.pdf
Brata, W. W. W. & Cicik, S. (2020). Students’ science process skills under structured and guided inquiry learning condition. Jurnal Bioedukatika, 8(1), 15–21. http://doi.org/10.26555/bioedukatika.v8i1.11429
Colburn, A. (2000). An Inquiry Primer. Retrieved from http://www.cyberbee.com/inquiryprimer.pdf
Dimyati & Mujdiono. 2002. Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Djamahar, R., Ristanto, R. H., Sartono, N., & Darmawan, E. (2020). Approaches to respiratory and excretion systems teaching: an innovative learning through Cirsa. Universal Journal of Educational Research, 8(6), 2204–2210. https://doi.org/10.13189/ujer.2020.080602
Ergül, R., Şımşeklı, Y., Çaliş, S., Özdılek, Z., Göçmençelebı, Ş., & Şanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science and Education Policy, 5(1), 48–69. Retrieved from http://see-articles.ceon.rs/data/pdf/1313-1958/2011/1313-19581101048E.pdf
Gillies, R. M., & Rafter, M. (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87, 1–10. https://doi.org/10.1016/j.tate.2019.102951
Goode, A. B. C., & Halbritter, D. (2019). Entomological research in the classroom: the dispersal of biological control agents. The American Biology Teacher, 81(4), 242–247. https://doi.org/https://doi.org/10.1525/abt.2019.81.4.242
Guritno, T. (2015). Pembelajaran kimia melalui model pemecahan masalah dan inkuiri terbimbing ditinjau dari keterampilan proses sains (KPS) dasar dan sikap ilmiah siswa. Jurnal Inkuiri, 4(2), 1-9. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/9530
Handriani, L. S., Harjono, A., & Doyan, A. (2016). Pengaruh model pembelajaran inkuiri terstruktur dengan pendekatan saintifik terhadap kemampuan berpikir kritis dan hasil belajar fisika siswa. Jurnal Pendidikan Fisika dan Teknologi, 1(3), 210–220. https://doi.org/10.29303/jpft.v1i3.261
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model? Biosfer: Jurnal Pendidikan Biologi, 13(1), 86–100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Harahap, M. B., Manurung, S. R., Marbun, M. A., & Mihardi, S. (2016). Effect model inquiry training on student’s science process skill. Advances in Social Sciences Research Journal, 3 (11), 38–42. https://doi.org/10.14738/assrj.311.2288
Hidayati, N., Pangestuti, A. A., & Prayitno, T. A. (2018). Edmodo mobile: developing e-module on biology cell for online learning community. Biosfer: Jurnal Pendidikan Biologi, 11(2), 94–108. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Holden, Dedi. (2015). Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan dan Kebudayaan, 21(3), 299-315. https://doi.org/10.24832/jpnk.v21i3.192
Inayah, A. D., Ristanto, R. H., Sigit, D. V., & Miarsyah, M. (2020). Analysis of science process skills in senior high school students. Universal Journal of Educational Research, 8(4A), 15–22. https://doi.org/10.13189/ujer.2020.081803
Jacobsen, D. (2009). Metode-metode pengajaran edisi ke-8. (Translated by Fawaid, Achmad and Khoirul Anam). Yogyakarta: Pustaka pelajar.
Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35–44. https://doi.org/10.1016/j.learninstruc.2018.12.004
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Karamustafaoğlu, S. (2011). Improving the science process skills ability of prospective science teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38. Retrieved from http://www.ijpce.org/index.php/IJPCE/article/view/99
Karsai, I., & Kampis, G. (2010). The Crossroads between biology and mathematics: The scientific method as the basics of scientific literacy. BioScience, 60(8), 632–638. https://doi.org/10.1525/bio.2010.60.8.9
Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade Turkish students’ achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66–78. https://doi.org/10.1080/09500693.2012.721942
Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi, 12(2), 194-210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery learning based on internet and self concept: enhancing student’s critical thinking in biology. Indonesian Journal of Biology Education, 2(1), 7–14. https://doi.org/10.31002/ijobe.v2i1.1196
Nworgu, L. N., & Otum, V. V. (2013). Effect of guided inquiry with analogy instructional strategy on students’ acquisition of science process skills. Journal of Education and Practice. 4 (27), 35–40. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/9880/10101
Osman, K., Hiong, L. C., & Vebrianto, R. (2013). 21st century biology: An interdisciplinary approach of biology, technology, engineering and mathematics education. Procedia – Social and Behavioral Science, 1(2), 188–194. https://doi.org/10.1016/j.sbspro.2013.10.732
Rezba, R. J., Sprague, C. R., Matkins, J. J., Fiel, R. L., & Mcdonnough, J. T. (2007). Learning and Assessing Science Process Skills. (G. Botsford & T. Bower, Ed.) (Fifth). United States of America: Kendall Hunt Publishing Company.
Rofiah, E., Aminah, N.S., Ekawati, E.Y., (2013). Penyusunan instrumen tes kemampuan berfikir tingkat tinggi fisika pada siswa smp. Jurnal Pendidikan Fisika, 1(2). 17-22. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/22992/16866
Roller, M. C., & Zori, S. (2017). The impact of instituting process-oriented guided-inquiry learning (POGIL) in a fundamental nursing course. Nurse Education Today, 50, 72–76. https://doi.org/10.1016/j.nedt.2016.12.003
Rustaman, N. Y. (2007). Keterampilan Proses Sains. Retrieved from http://file.upi.edu
Rustaman, N.Y. (2016). Pendidikan dan penelitian sains dalam mengembangkan keterampilan berpikir tingkat tinggi untuk pembangunan karakter. Seminar Nasional VIII Biologi, Sains, Lingkungan, dan Pembelajarannya Menuju Pembangunan Karakter. Surakarta: Pendidikan Biologi FKIP UNS, 1964. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7248/6428
Sadeh, I., & Zion, M. (2009). The development of dynamic inquiry performances within an open Inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46(10), 1137–1160. https://doi.org/10.1002/tea.20310
Sadeh, I., & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: open or guided? Research in Science Education, 42(5), 831–848. https://doi.org/10.1007/s11165-011-9222-9
Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia–Social and Behavioral Science, 2(2), 1190–1194. https://doi.org/10.1016/j.sbspro.2010.03.170
Trianto. (2014). Model Pembelajaran Terpadu. Jakarta: Bumi Aksara.
Vartak, R., Ronad, A., & Ghanekar, V. (2013). Enzyme assay: An investigative approach to enchance science process skills. Journal of Biological Education, 47(4), 253–257. https://doi.org/10.1080/00219266.2013.801871
Yudarwati, G. A. (2019). Appreciative inquiry for community engagement in Indonesia rural communities. Public Relations Review, 45(4), 1–10. https://doi.org/10.1016/j.pubrev.2019.101833
Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383399. Retrieved from http://www.icaseonline.net/sei/december2012/p6.pdf
Zion, M. (2008). On line forums as a ‘rescue net’ in an open inquiry process. International Journal of Science and Mathematics Education, 6, 351-375. Retrieved from https://link.springer.com/article/10.1007/s10763-006-9051-x
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2020-10-22
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Romadhona, R. R., & Suyanto, S. (2020). Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?. Biosfer: Jurnal Pendidikan Biologi, 13(2), 307–319. https://doi.org/10.21009/biosferjpb.v13n2.307-319
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
