Improving student’s biological literacy skills using ARVi learning media
DOI:
https://doi.org/10.21009/biosferjpb.43976Keywords:
ARVi, Learning Media, VirusAbstract
Biological literacy is crucial for students to consider solutions to problems after analyzing them from various perspectives. The purpose of this research is to enhance biological literacy by using ARVi (Augmented Reality Virus) learning media. The research type is a quasi-experiment using a control group pretest-posttest design. The research instrument is a multiple-choice test validated by experts and empirical validation. The expert validation result shows an average score of 3.8, which can be interpreted as the test instrument being valid and suitable for use as a biological literacy measurement tool. The empirical validation result indicates that 3 questions are invalid, while 17 questions are valid as a biological literacy measurement tool. The reliability test result shows that the biological literacy test instrument has a reliability coefficient of 0.835, which can be interpreted as 70% confidence that the instrument can be trusted. The data analysis result shows that the data is normally distributed and not homogeneous. The independent t-test result is a t-statistic of 3.16 with a t-table of 1.98 at an α=0.05. This indicates that there is an increase in results between the control group to experimental group. The paired t-test result is a t-statistic of 15.7 with a t-table of 0.68 at an α=0.05. This indicates that there is an increase in posttest results compared to pretest results. This indicates that the ARVi media can enhance all aspects of biological literacy. The highest increase in biological literacy occurs in the nominal (82%), multidimensional (64%), structural (52%), and functional (32%).
References
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Arslantas, T. K., & Gul, A. (2022). Digital literacy skills of university students with visual impairment: A mixed-methods analysis. Education and Information Technologies, 27(4), 5605–5625. https://doi.org/10.1007/s10639-021-10860-1
Asyari, M. R., & Fadhilah, F. (2021). Efektifitas penggunaan masker medis dan face shield dalam upaya pencegahan penyebaran virus SARS COV-2 ditinjau dari segi mikrobiologi. Seminar Nasional Kesehatan Masyarakat UPNVJ, 84, 12870.
Avgerinou, M. D. (2009). Re-viewing visual literacy in the “Bain d’Images” Era. TechTrends, 53, 28–34.
Bennett, K. L. (2010). A new biology for the 21st century: How to inspire students and the public? Elsevier, 344(1), 420. https://doi.org/10.1016/j.ydbio.2010.05.049
Cahyana, U., Luhukay, J. R., Lestari, I., Irwanto, I., & Suroso, J. S. (2023). Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology. International Journal of Interactive Mobile Technologies, 17(16), 4–15. https://doi.org/10.3991/ijim.v17i16.42377
Cartwright, N. M., Liddle, D. M., Arceneaux, B., Newton, G., & Monk, J. M. (2020). Assessing scientific literacy skill perceptions and practical capabilities in fourth year undergraduate biological science students. International Journal of Higher Education, 9(6), 64–76. https://doi.org/10.5430/ijhe.v9n6p64
Chang, Y., Wu, I., & Hsiung, C. A. (2021). Reading activity prevents long-term decline in cognitive function in older people : evidence from a 14-year longitudinal study. Internationl Psyhogeriatrics, 33(1), 63–74. https://doi.org/10.1017/S1041610220000812
Covacevich Catalina. (2014). Cómo seleccionar un instrumento para evaluar aprendizajes estudiantiles. In Banco Interamericano de Desarrollo.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Eekhof, L. S., van Krieken, K., & Willems, R. M. (2022). Reading about minds: The social-cognitive potential of narratives. Psychonomic Bulletin and Review, 29(5), 1703–1718. https://doi.org/10.3758/s13423-022-02079-z
Elhai, J. (2023). Science literacy: A more fundamental meaning. Journal of Microbiology & Biology Education, 24(1), 1–7. https://doi.org/10.1128/jmbe.00212-22
Elliot, P. (2014). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Journal of Science Education, 28(11), 1245–1265. https://doi.org/10.1080/10670560500438420
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Giordano, G., Murali Babu, S. P., & Mazzolai, B. (2023). Soft robotics towards sustainable development goals and climate actions. Frontiers in Robotics and AI, 10(March), 1–10. https://doi.org/10.3389/frobt.2023.1116005
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Hanafi. (2016). The effect of discovery learning method application on increasing students ’ listening outcome and social attitude. Dinamika Ilmu, 16(2), 291–306. https://garuda.kemdikbud.go.id/documents/detail/695226
Huryah, F., Sumarmin, R., & Effendi, J. (2017). Analisis capaian literasi sains biologi siswa SMA Kelas X Sekota Padang. Jurnal Eksakta Pendidikan (Jep), 1(2), 72. https://doi.org/10.24036/jep.v1i2.70
Hutchison, A. (2018). Using virtual reality to explore science and literacy concepts. International Literacy Association, 1–11. https://doi.org/10.1002/trtr.1720.
Jin, Zheng. (2015). Exploring implicit cognition; Learning, memory, and social cognitive processes. USA: IGI Global.
Jufri, A. W., Hakim, A., & Ramdani, A. (2019). Instrument Development in Measuring the Scientific Literacy Integrated Character Level of Junior High School Students. Journal of Physics: Conference Series, 1233(1), 1–10. https://doi.org/10.1088/1742-6596/1233/1/012100
Juniarso, T. (2019). Kemampuan literasi sains mahasiswa PGSD Universitas PGRI Adi Buana Surabaya. Trapsila: Jurnal Pendidikan Dasar, 8(5), 55. http://dx.doi.org/10.30742/tpd.v1i01.668
Khade, S. N., & Khade, P. S. (2016). Diversity and statistical analysis of marine gastropod, Raigad District, Maharashtra. International Journal of Fauna and Biological Studies, 3(3), 1–04. https://www.faunajournal.com/archives/2016/vol3issue3/PartA/3-2-10-871.pdf
Kožuh, I., & Čakš, P. (2023). Social media fact-checking: The effects of news literacy and news trust on the intent to verify health-related information. Healthcare (Switzerland), 11(20), 1–17. https://doi.org/10.3390/healthcare11202796
Kreher, S. A., Pavlova, I. V., & Nelms, A. (2021). An active learning intervention based on evaluating alternative hypotheses increases scientific literacy of controlled experiments in introductory biology. Journal of Microbiology & Biology Education, 22(3), 1–12. https://doi.org/10.1128/jmbe.00172-21
Mahardika, E. A. S., Suwono, H., & Indriwati, S. E. (2016). Eksporlasi kemampuan awal literasi biologi kelas X SMAN 7 Malang. Seminar Nasional Pendidikan Dan Saintek, 728–732. https://proceedings.ums.ac.id/index.php/snpbs/article/view/591/586
McBride, B. ., Brewer, C. ., Berkowitz, A. ., & Borrie, W. . (2013). Environmental literacy, ecological literacy, ecoliteracy : What do we mean and how did we get here ? Ecosphere, 4(5), 1–20. https://doi.org/10.1890/ES13-00075.1
Miller, J. D., Ackerman, M. S., Laspra, B., Polino, C., & Huffaker, J. S. (2022). Public attitude toward Covid-19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. FASEB Journal, 36(7), 1–14. https://doi.org/10.1096/fj.202200730
Montes-Iturrizaga, I., Zambrano Aranda, G. M., Pamplona-Ciro, Y. L., & Villalba-Condori, K. O. (2023). Perceptions about the assessment in emergency virtual education due to COVID-19: A study with university students from Lima. Education Sciences, 13(4), 1–12. https://doi.org/10.3390/educsci13040378.
Musi, M.A., and Nurjannah. (2021). Neurosains: Menjiwai sistem saraf dan otak. Jakarta: Kencana.
Nizomova, B. B. (2023). The importance of teaching biology based on the integration of natural science. European Journal of Research and Reflection in Educational Sciences, 11(4), 62–70. https://cejsr.academicjournal.io/index.php/journal/article/view/1893/1747
Noviana, M., Sajidan, S., & Puguh, P. (2014). Pengembangan instrumen evaluasi two-tier multiple choice question untuk mengukur keterampilan berpikir tingkat tinggi pada materi kingdom plantae. Jurnal Inkuiri, 3(2), 60–74. https://doi.org/2252-7893
Omurtak, E., & Zeybek, G. (2022). The effect of augmented reality applications in biology lesson on academic achievement and motivation. Journal of Education in Science, Environment and Health, 8(1), 55–74. https://doi.org/10.21891/jeseh.1059283
Onel, A., & Durdukoca, S. F. (2019). Identifying the predictive power of biological literacy and attitudes toward Biology in academic achievement in high school students. International Online Journal of Educational Sciences, 11(2), 214–228. https://doi.org/10.15345/iojes.2019.02.014
Patenaude, H. K., & Bloomfield, E. F. (2022). Topical analysis of nuclear experts’ perceptions of publics, nuclear energy, and sustainable futures. Frontiers in Communication, 7(February), 1–13. https://doi.org/10.3389/fcomm.2022.762101
Puspitasari, D., Praherdhiono, H., & Adi, E. P. (2020). Pengembangan suplemen augmented reality animation pada buku ajar biologi untuk penguatan kognitif siswa. Jurnal Kajian Teknologi Pendidikan, 3(1), 29–39. http://dx.doi.org/10.17977/um038v3i12019p029
Putrawan, I. M. (2019). Pengujian hipotesis dalam penelitian-penelitian. Bandung: Alfabeta
Ristanto, R. H., Miarsyah, M., & Fitrianingtyas, S. A. (2023). Critical thinking and biological literacy: Relationship with conceptual understanding of plant tissue. Edusains, 15(1), 99–111. https://doi.org/10.15408/es.v15i1.33880
Semilarski, H., & Lalus, A. (2021). Exploring biological literacy: A systematic literature review of biological literacy. European Journal of Educational Research, 10(3), 1181–1197. https://doi.org/10.12973/eu-jer.10.3.1181
Solso, R., O.T Maclin. (2007). Psikologi kognitif. Jakarta: Erlangga.
Sulisetijono, S., Sunarmi, S., & Rochmah, A. N. (2023). The effectiveness of AR e-module of flower structure material on biology students’ science literacy. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(2), 217–224. https://doi.org/10.22219/jpbi.v9i2.25747
Sundermann, B. (2019). Citations in scientific articles: possibly biased reflections on the field of diagnostic imaging. European Radiology, 29(4), 1655–1656. https://doi.org/10.1007/s00330-018-5974-1
Surwanti, D., & Anatul Hikmah, I. ’. (2019). Improving students’ awareness of functional literacy. English Language Teaching Educational Journal (ELTEJ), 2(2), 79–89. https://eric.ed.gov/?id=EJ1283017
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Tavanti, M., & Lind, M. (2001). 2D vs 3D, implications on spatial memory. Proceedings of the IEEE Symposium on Information Visualization, 2001, 139–145. https://doi.org/10.1109/infvis.2001.963291
Uno, G. E., & Bybee, R. W. (1994). Understanding the dimensions of biological literacy. Oxford Journals, 44(8), 553–557. https://doi.org/10.2307/1312283
Vitasari, S. D., & Supahar. (2018). Assessment instrument of scientific literacy skills on motion and simple machines learning based on nature of science. International Journal of Sciences : Basic and Applied Research (IJSBAR), 40(1), 108–119. https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/9095
Vonny, V., Nihlah, K., Miarsyah, M., & Ristanto, R. H. (2021). Mempromosikan literasi biologi kepada siswa sekolah menengah: Pengembangan instrumen tes untuk kelas VII. Bioedusiana, 6(2), 251–265. https://doi.org/10.37058/bioed.v6i2.3249
Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-Based learning on scientific literacy and students achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a
Winslow, E. (2010). The influence of improved literacy on understanding in high school biology Using specific strategies to improve literacy and science comprehension. Education Masters, 102.
Yussof, Y. M., Jamian, A. R., Roslan, S., Hamzah, Z. A. Z., & Kabilan, M. K. (2012). Enhancing reading comprehension through cognitive and graphic strategies : A constructivism approach. Elsivier: Science Direct, 64, 151–160. https://doi.org/10.1016/j.sbspro.2012.11.018
Ahied, M., Muharrami, L. K., Fikriyah, A., & Rosidi, I. (2020). Improving students scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(4), 499–511. https://doi.org/10.15294/jpii.v9i4.26123
Anakara, H. (2021). Assessment of biological literacy levels among third-grade secondary school students in Medina. International Education Studies, 14(7), 47–58. https://doi.org/10.5539/ies.v14n7p47
Arpaci, I., & Holland, J. (2023). Wearable technology and mobile innovations for next-generation education (J. Holland (ed.); Issue March 2016). IGI Global Book.
Arslantas, T. K., & Gul, A. (2022). Digital literacy skills of university students with visual impairment: A mixed-methods analysis. Education and Information Technologies, 27(4), 5605–5625. https://doi.org/10.1007/s10639-021-10860-1
Asyari, M. R., & Fadhilah, F. (2021). Efektifitas penggunaan masker medis dan face shield dalam upaya pencegahan penyebaran virus SARS COV-2 ditinjau dari segi mikrobiologi. Seminar Nasional Kesehatan Masyarakat UPNVJ, 84, 12870.
Avgerinou, M. D. (2009). Re-viewing visual literacy in the “Bain d’Images” Era. TechTrends, 53, 28–34.
Bennett, K. L. (2010). A new biology for the 21st century: How to inspire students and the public? Elsevier, 344(1), 420. https://doi.org/10.1016/j.ydbio.2010.05.049
Cahyana, U., Luhukay, J. R., Lestari, I., Irwanto, I., & Suroso, J. S. (2023). Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology. International Journal of Interactive Mobile Technologies, 17(16), 4–15. https://doi.org/10.3991/ijim.v17i16.42377
Cartwright, N. M., Liddle, D. M., Arceneaux, B., Newton, G., & Monk, J. M. (2020). Assessing scientific literacy skill perceptions and practical capabilities in fourth year undergraduate biological science students. International Journal of Higher Education, 9(6), 64–76. https://doi.org/10.5430/ijhe.v9n6p64
Chang, Y., Wu, I., & Hsiung, C. A. (2021). Reading activity prevents long-term decline in cognitive function in older people : evidence from a 14-year longitudinal study. Internationl Psyhogeriatrics, 33(1), 63–74. https://doi.org/10.1017/S1041610220000812
Covacevich Catalina. (2014). Cómo seleccionar un instrumento para evaluar aprendizajes estudiantiles. In Banco Interamericano de Desarrollo.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Eekhof, L. S., van Krieken, K., & Willems, R. M. (2022). Reading about minds: The social-cognitive potential of narratives. Psychonomic Bulletin and Review, 29(5), 1703–1718. https://doi.org/10.3758/s13423-022-02079-z
Elhai, J. (2023). Science literacy: A more fundamental meaning. Journal of Microbiology & Biology Education, 24(1), 1–7. https://doi.org/10.1128/jmbe.00212-22
Elliot, P. (2014). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Journal of Science Education, 28(11), 1245–1265. https://doi.org/10.1080/10670560500438420
Ghufron, A., & Hardiyanto, D. (2017). The quality of learning in the perspective of learning as a system. Atlantis Press, 66(Yicemap), 255–259. http://creativecommons.org/licenses/by-nc/4.0/
Giordano, G., Murali Babu, S. P., & Mazzolai, B. (2023). Soft robotics towards sustainable development goals and climate actions. Frontiers in Robotics and AI, 10(March), 1–10. https://doi.org/10.3389/frobt.2023.1116005
Gómez, J., & Vázquez, P. P. (2022). An empirical evaluation of document embeddings and similarity metrics for scientific articles. Applied Sciences (Switzerland), 12(11), 1–28. https://doi.org/10.3390/app12115664
Hasanuddin. (2017). Biopsikologi pembelajaran. Aceh : Syiaj Kuala University Press.
Hanafi. (2016). The effect of discovery learning method application on increasing students ’ listening outcome and social attitude. Dinamika Ilmu, 16(2), 291–306. https://garuda.kemdikbud.go.id/documents/detail/695226
Huryah, F., Sumarmin, R., & Effendi, J. (2017). Analisis capaian literasi sains biologi siswa SMA Kelas X Sekota Padang. Jurnal Eksakta Pendidikan (Jep), 1(2), 72. https://doi.org/10.24036/jep.v1i2.70
Hutchison, A. (2018). Using virtual reality to explore science and literacy concepts. International Literacy Association, 1–11. https://doi.org/10.1002/trtr.1720.
Jin, Zheng. (2015). Exploring implicit cognition; Learning, memory, and social cognitive processes. USA: IGI Global.
Jufri, A. W., Hakim, A., & Ramdani, A. (2019). Instrument Development in Measuring the Scientific Literacy Integrated Character Level of Junior High School Students. Journal of Physics: Conference Series, 1233(1), 1–10. https://doi.org/10.1088/1742-6596/1233/1/012100
Juniarso, T. (2019). Kemampuan literasi sains mahasiswa PGSD Universitas PGRI Adi Buana Surabaya. Trapsila: Jurnal Pendidikan Dasar, 8(5), 55. http://dx.doi.org/10.30742/tpd.v1i01.668
Khade, S. N., & Khade, P. S. (2016). Diversity and statistical analysis of marine gastropod, Raigad District, Maharashtra. International Journal of Fauna and Biological Studies, 3(3), 1–04. https://www.faunajournal.com/archives/2016/vol3issue3/PartA/3-2-10-871.pdf
Kožuh, I., & Čakš, P. (2023). Social media fact-checking: The effects of news literacy and news trust on the intent to verify health-related information. Healthcare (Switzerland), 11(20), 1–17. https://doi.org/10.3390/healthcare11202796
Kreher, S. A., Pavlova, I. V., & Nelms, A. (2021). An active learning intervention based on evaluating alternative hypotheses increases scientific literacy of controlled experiments in introductory biology. Journal of Microbiology & Biology Education, 22(3), 1–12. https://doi.org/10.1128/jmbe.00172-21
Mahardika, E. A. S., Suwono, H., & Indriwati, S. E. (2016). Eksporlasi kemampuan awal literasi biologi kelas X SMAN 7 Malang. Seminar Nasional Pendidikan Dan Saintek, 728–732. https://proceedings.ums.ac.id/index.php/snpbs/article/view/591/586
McBride, B. ., Brewer, C. ., Berkowitz, A. ., & Borrie, W. . (2013). Environmental literacy, ecological literacy, ecoliteracy : What do we mean and how did we get here ? Ecosphere, 4(5), 1–20. https://doi.org/10.1890/ES13-00075.1
Miller, J. D., Ackerman, M. S., Laspra, B., Polino, C., & Huffaker, J. S. (2022). Public attitude toward Covid-19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. FASEB Journal, 36(7), 1–14. https://doi.org/10.1096/fj.202200730
Montes-Iturrizaga, I., Zambrano Aranda, G. M., Pamplona-Ciro, Y. L., & Villalba-Condori, K. O. (2023). Perceptions about the assessment in emergency virtual education due to COVID-19: A study with university students from Lima. Education Sciences, 13(4), 1–12. https://doi.org/10.3390/educsci13040378.
Musi, M.A., and Nurjannah. (2021). Neurosains: Menjiwai sistem saraf dan otak. Jakarta: Kencana.
Nizomova, B. B. (2023). The importance of teaching biology based on the integration of natural science. European Journal of Research and Reflection in Educational Sciences, 11(4), 62–70. https://cejsr.academicjournal.io/index.php/journal/article/view/1893/1747
Noviana, M., Sajidan, S., & Puguh, P. (2014). Pengembangan instrumen evaluasi two-tier multiple choice question untuk mengukur keterampilan berpikir tingkat tinggi pada materi kingdom plantae. Jurnal Inkuiri, 3(2), 60–74. https://doi.org/2252-7893
Omurtak, E., & Zeybek, G. (2022). The effect of augmented reality applications in biology lesson on academic achievement and motivation. Journal of Education in Science, Environment and Health, 8(1), 55–74. https://doi.org/10.21891/jeseh.1059283
Onel, A., & Durdukoca, S. F. (2019). Identifying the predictive power of biological literacy and attitudes toward Biology in academic achievement in high school students. International Online Journal of Educational Sciences, 11(2), 214–228. https://doi.org/10.15345/iojes.2019.02.014
Patenaude, H. K., & Bloomfield, E. F. (2022). Topical analysis of nuclear experts’ perceptions of publics, nuclear energy, and sustainable futures. Frontiers in Communication, 7(February), 1–13. https://doi.org/10.3389/fcomm.2022.762101
Puspitasari, D., Praherdhiono, H., & Adi, E. P. (2020). Pengembangan suplemen augmented reality animation pada buku ajar biologi untuk penguatan kognitif siswa. Jurnal Kajian Teknologi Pendidikan, 3(1), 29–39. http://dx.doi.org/10.17977/um038v3i12019p029
Putrawan, I. M. (2019). Pengujian hipotesis dalam penelitian-penelitian. Bandung: Alfabeta
Ristanto, R. H., Miarsyah, M., & Fitrianingtyas, S. A. (2023). Critical thinking and biological literacy: Relationship with conceptual understanding of plant tissue. Edusains, 15(1), 99–111. https://doi.org/10.15408/es.v15i1.33880
Semilarski, H., & Lalus, A. (2021). Exploring biological literacy: A systematic literature review of biological literacy. European Journal of Educational Research, 10(3), 1181–1197. https://doi.org/10.12973/eu-jer.10.3.1181
Solso, R., O.T Maclin. (2007). Psikologi kognitif. Jakarta: Erlangga.
Sulisetijono, S., Sunarmi, S., & Rochmah, A. N. (2023). The effectiveness of AR e-module of flower structure material on biology students’ science literacy. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(2), 217–224. https://doi.org/10.22219/jpbi.v9i2.25747
Sundermann, B. (2019). Citations in scientific articles: possibly biased reflections on the field of diagnostic imaging. European Radiology, 29(4), 1655–1656. https://doi.org/10.1007/s00330-018-5974-1
Surwanti, D., & Anatul Hikmah, I. ’. (2019). Improving students’ awareness of functional literacy. English Language Teaching Educational Journal (ELTEJ), 2(2), 79–89. https://eric.ed.gov/?id=EJ1283017
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Tavanti, M., & Lind, M. (2001). 2D vs 3D, implications on spatial memory. Proceedings of the IEEE Symposium on Information Visualization, 2001, 139–145. https://doi.org/10.1109/infvis.2001.963291
Uno, G. E., & Bybee, R. W. (1994). Understanding the dimensions of biological literacy. Oxford Journals, 44(8), 553–557. https://doi.org/10.2307/1312283
Vitasari, S. D., & Supahar. (2018). Assessment instrument of scientific literacy skills on motion and simple machines learning based on nature of science. International Journal of Sciences : Basic and Applied Research (IJSBAR), 40(1), 108–119. https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/9095
Vonny, V., Nihlah, K., Miarsyah, M., & Ristanto, R. H. (2021). Mempromosikan literasi biologi kepada siswa sekolah menengah: Pengembangan instrumen tes untuk kelas VII. Bioedusiana, 6(2), 251–265. https://doi.org/10.37058/bioed.v6i2.3249
Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-Based learning on scientific literacy and students achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a
Winslow, E. (2010). The influence of improved literacy on understanding in high school biology Using specific strategies to improve literacy and science comprehension. Education Masters, 102.
Yussof, Y. M., Jamian, A. R., Roslan, S., Hamzah, Z. A. Z., & Kabilan, M. K. (2012). Enhancing reading comprehension through cognitive and graphic strategies : A constructivism approach. Elsivier: Science Direct, 64, 151–160. https://doi.org/10.1016/j.sbspro.2012.11.018
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2024-06-26
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Indriani, R. P., Kurniati, T. H., & Ristanto, R. H. (2024). Improving student’s biological literacy skills using ARVi learning media. Biosfer: Jurnal Pendidikan Biologi, 17(1), 286–296. https://doi.org/10.21009/biosferjpb.43976
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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.
