Biosfer: Jurnal Pendidikan Biologi (Journal of Biology Education) is published as one of the efforts to publish research results related to Biology education. Journal of Biology Education Indonesia received research results from various parties oriented to the upgrades of science and technology education in biological scope, in order to become a source of scientific information that can contribute to overcoming educational problems, especially in the increasingly complex biology.
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.
The effect of gizmos virtual laboratory on scientific reasoning in biology education
Scientific reasoning skills are fundamental in biology education, yet their development remains a challenge in conventional learning. Virtual laboratories like Gizmos offer a promising alternative to address this issue. Therefore, this study aimed to analyze the effect of the Gizmos virtual laboratory on seventh-grade students' scientific reasoning skills on the ecosystem topic. This study employed a one-group pretest-posttest design, with data collected through a scientific reasoning test and a student response questionnaire. The results showed a significant improvement in students' scientific reasoning skills (p < 0.05) with a moderate N-gain score. Furthermore, students demonstrated positive responses towards the virtual laboratory, although some technical challenges were reported. These findings suggest that the Gizmos virtual laboratory is an effective tool for enhancing scientific reasoning in biology education, with teacher guidance being crucial for optimal implementation.
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The correlation of self-efficacy and learning motivation with cognitive learning outcomes in high school student learning biology
Learning outcomes reflect students' mastery of the material taught. However, low self-efficacy and minimal motivation to learn can be inhibiting factors in achieving optimal learning outcomes.This phenomenon was seen in some class XI MIPA students at a public school in Magelang City, who showed a lack of self-confidence when facing material that was considered difficult and appeared less involved in discussions or other class activities.Based on these conditions, this study aims to examinethe relationship between self-efficacy and learning outcomes, learning motivation and learning outcomes, and the combination of self-efficacy and learning motivation with student learning outcomes.The research approach used was quantitative with a correlational method. The population in this study were all students of grade XI MIPA, which was taken using a simple random sampling technique to obtain a sample of 101 students. Data collection was carried out using instruments in the form of questionnaires to measure self-efficacy and learning motivation, and tests to measure learning outcomes. The results of the data analysis showed that there was a significant, strong, and positive relationship between self-efficacy and learning outcomes, learning motivation and learning outcomes, and self-efficacy and learning motivation on student learning outcomes.
Serafica Btari Christiyani Kusumaningrum
POGIL in biology: improving critical thinking, learning ownership, and cognitive learning outcomes
The improvement of critical thinking, learning ownership, and cognitive learning outcomes has become highly urgent because they are essential foundations in shaping a generation that is adaptive, independent, and competent in supporting the realization of Indonesia Emas 2045. The POGIL offers practical guided inquiry activities to train critical thinking, enhance students' responsibility in learning process, and strengthen conceptual understanding. This research is designed to increase critical thinking, learning ownership, and cognitive learning outcomes by implementing the POGIL. A qualitative approach was employed in this research, utilizing a classroom-based action research method involving students of XI IPA 1 at SMAI Al-Ma'arif Singosari as research subjects. The results indicate that implementing the POGIL positively impacts critical thinking, learning ownership, and cognitive learning outcomes. Data on critical thinking skills show an improvement from moderate to high in the indicators of application, using data to develop critical perspectives, and analysis, meanwhile the increase from low to high occurred in the indicators of evaluating and synthesizing. Additionally, learning ownership improved, marked by the rise from low to moderate across all indicators reflecting their responsibility for the learning process. In the cognitive domain, the average score showed an improvement, with a classical completeness rate of 89.66%. These findings confirm the effectiveness of the POGIL in enhancing essential learning aspects for conceptual mastery and 21st-century skills. POGIL is more effective for concept understanding and problem-solving, thus it needs to be combined with media or technology to optimize its application across various types of learning materials.
LMS - based blended learning to improve students' collaboration skills in biology learning
This study aims to determine the effect of various types of blended learning (station rotation, lab rotation, and pedati) on collaboration skills. The research design used a quasi-experimental approach. The population in this study included all eighth-grade students at SMP Negeri 2 Sengkang, with the research sample consisting of classes VIII.1, VIII.2, VIII.3, and VIII.4. In the implementation, the experimental classes were taught using station rotation, lab rotation, and pedati types of blended learning, while the control classes were taught using STAD. The research instrument used a collaboration skills observation sheet based on five indicators: Responsibility, Respect, Contribution, Organize Work, and Work as a Whole Team. Data collection was conducted by an observer before and after the treatment. Data analysis techniques used Ancova with a significance level of 0.05. The results of the study indicate that there is an effect of blended learning types station rotation, lab rotation, and pedati on collaboration skills. Based on the LSD (Least Significant Difference) post-hoc test, the station rotation type of blended learning showed the highest average in collaboration skills compared to the other types. The findings of this study indicate that blended learning can be applied in classroom learning to support the development of students' collaborative skills in facing educational challenges in the digital era.
Problem-based instructional module on the excretory system: the impact on high school students' scientific process skills
This study investigates the teacher's and students' perception of problem-based instructional modules on biology learning and its effect on students' scientific process skills. The stages of development were analysis, design, development, implementation, and evaluation (ADDIE). This was a quasi-experimental research with samples selected using cluster random sampling. Data were collected through needs analysis questionnaires, response questionnaires, and pretest-posttest of Science Process Skills (SPS). The module was validated by expert judgments. Data analysis used the Rasch model and paired t-test. Results indicate that the module effectively improves students' science process skills. Positive impressions were given by students and teachers regarding the use of the module. Rasch analysis shows the module helps stimulate students’ understanding and involvement. The N-gain test showed increased scores, especially in the communication aspect. Meanwhile, planning experiments scored lowest, indicating challenges in students’ experimental design skills. A significant difference was found in students' SPS before and after treatment, showing that PBL modules support better engagement and learning outcomes. Teachers observed students being more active, collaborative, and responsive in class discussions and problem-solving tasks. Students reported that the contextual problems enhanced their motivation, understanding, and critical thinking. The module also helped create a student-centered learning environment by promoting inquiry and exploration. Therefore, the PBL-based module for the excretory system is suitable, practical, and effective for improving high school students’ science process skills, fostering scientific literacy, and enhancing overall biology learning experiences.
Exploring the relationship and integration of 21st-century skills in biology learning
The relationship and integration of 4C competences, biological literacy, creative problem-solving, and science process skills in biology learning are rarely analyzed simultaneously. On the other hand, integrating the four skills is important in 21st-century biology learning. The research aim is to explore the relationship and integration of 21st-century skills in biology learning, including 4C competence, biological literacy, creative problem-solving, and science process skills. The research method was quantitative research with a non-experimental explanatory design using 44 participants through filling out questionnaires, which were then analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) at the 5% significance level. The results prove that 4C competences have a significant influence on biological literacy; 4C competences have a significant influence on creative problem-solving; 4C competences have a significant influence on science process skills; biological literacy has a significant influence on creative problem-solving; biological literacy has a significant influence on science process skills; and creative process skills have a significant influence on science process skills. The research concluded that 4C competences through biological literacy and creative problem-solving skills significantly affect science process skills. The study has direct practical implications for educators in developing innovative biology learning strategies that integrate 21st-century skills through strengthening 4C competencies. This integration is crucial not only for improving biology literacy, creative problem solving, and scientific process skills but also as an essential step in enhancing the quality of future biology teachers.
TPACK-based augmented reality learning media for human excretory biology education
This study aimed to develop Technological Pedagogical Content Knowledge (TPACK)-based Augmented Reality (AR) learning media on the topic of the human excretory system for high school students. The research was conducted from October to December 2024 at a sample high school in Palembang and the Biology Education Laboratory of Sriwijaya University. The research method used the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), reported up to the small group trial stage. Media validation was carried out by a material expert and a media expert, while practicality testing involved 30 students and 1 biology teacher. Validation results showed content validity of 81.7% (very valid) and media design validity of 92.5% (very valid). The small group trial revealed practicality scores of 95.2% from students and 100% from the teacher. Student learning evaluation results indicated that all students scored above 80 after using the media, demonstrating its effectiveness in enhancing conceptual understanding of the excretory system. In conclusion, the TPACK-based AR learning media developed is valid, practical, and effective for improving biology learning on the human excretory system topic.
The relationship between self-efficacy and problem-solving ability in biology learning at the senior high school
This study aims to examine the relationship between self-efficacy and problem-solving ability in the topic of the human reproductive system at the senior high school level (SMA). The research employed a quantitative correlational design. A total of 65 students were selected using purposive sampling. Data were collected through a self-efficacy questionnaire and an open-ended test to measure problem-solving skills. The data were analyzed using regression analysis, preceded by a Pearson product-moment correlation test at a significance level of α = 0.01, with prerequisite tests applied. The results showed that the self-efficacy of Grade XI students at senior high school in the human reproductive system topic fell within the moderate category as much as 37%, while their problem-solving ability was in the adequate category in 45%. Statistical analysis yielded a significance value (2-tailed) of 0.00<0.01 and a calculated correlation coefficient as much as 0.700> 0.244 this indicates a positive and highly significant relationship between self-efficacy and problem-solving ability, with a strong correlation strength. In conclusion, there was a significant positive relationship between students' self-efficacy and their problem-solving abilities in biology learning, specifically concerning the human reproductive system material.
Rasch model analysis: Grade 11 biology education questionnaire accuracy
Assessment is a crucial component of education, measuring student learning. Multiple-choice tests are one of the most common assessment methods, and their thorough analysis is essential to ensure fairness and accuracy. When measuring environmental literacy among high school students, the psychometric quality of the instruments must be carefully studied to ensure they truly reflect student competence. The Rasch model, a part of Item Response Theory, is a powerful tool for evaluating item quality by examining the fit of student responses to the Model's expectations and determining item difficulty. This study aimed to develop and validate an instrument to measure environmental literacy among Grade XI students using the Rasch model. The developed tool encompasses knowledge, thinking skills, attitudes, and actions related to the environment. The Point-Measure Correlation results indicated a positive relationship between student ability and their responses, although some items were identified as needing revision for improved performance. The average match between the Model's predictions and the actual student responses was 73.5%, signifying that most of the data aligned with the Model's expectations. This research provides a robust framework for the psychometric evaluation of assessment tools in science education.
Integrating RADEC model and classroom climate to enhance critical and collaborative skills in environmental change learning
Critical thinking and collaborative skills are essential 21st-century competencies, yet many high school students still show limited development in these areas due to lack of conducive classroom environments and innovative learning models. This study aims to investigate the effects of the RADEC model and classroom climate on students’ critical thinking and collaborative skills related to environmental change. A quasi-experimental design with a 2×2 factorial model was applied to 132 tenth-grade students selected through simple random sampling. Students were divided into experimental and control groups. The findings revealed that (1) the RADEC model significantly improved students’ critical and collaborative thinking skills (p < 0.001), (2) classroom climate significantly affected these skills (p = 0.001), and (3) there was a significant interaction between the model and classroom climate (p = 0.023). These results indicate that integrating the RADEC model with a supportive classroom climate can effectively enhance students’ 21st-century learning skills and provide practical insights for improving biology education.
Students' higher-order thinking skills (HOTS) in exploring Jambi's local wisdom through project-based learning
In the era of 21st-century education, higher education institutions are expected not only to transmit knowledge but also to cultivate students’ Higher-Order Thinking Skills (HOTS). One promising approach to achieving this goal is integrating local wisdom into the learning process through the Project-Based Learning (PjBL) model. This study aimed to explore Jambi’s local wisdom through PjBL and analyze its impact on students' HOTS achievement. The research employed a quasi-experimental design with a non-equivalent pre-test and post-test experimental group design. The sample consisted of 27 Biology Education students at the University of Jambi, selected through purposive sampling. HOTS were measured using multiple-choice tests for analyzing and evaluating skills, and a holistic assessment rubric for the creating skill. Students’ HOTS scores were analyzed using a paired-sample t-test, while the effect size was calculated using Cohen’s d. The results showed that the exploration of Jambi’s local wisdom through project-based learning had a large effect on improving students’ HOTS, as indicated by the t-test results [t(20) = 23.972; p < 0.001; d = 5.2]. The greatest improvement occurred in the creating indicator (49.22%), followed by evaluating (31.48%) and analyzing (20.14%). These findings indicate that integrating Jambi’s local wisdom into the PjBL model is effective in developing students’ HOTS and supports contextual learning aligned with the principles of Education for Sustainable Development (ESD). Therefore, project-based learning that incorporates local wisdom can serve as a transformational strategy in curriculum development that meets the demands of 21st-century skills.
Empowering ecology learning with digital storytelling: A pathway to critical and computational thinking skills
Ecology learning presents complex challenges due to its interdisciplinary nature, requiring students to develop both critical and computational thinking skills. However, these higher-order cognitive abilities must be intentionally cultivated through innovative pedagogical strategies. This study developed and evaluated a digital storytelling–based learning medium designed to enhance students’ critical and computational thinking skills in ecology. The research involved 120 seventh-grade students from a public Islamic junior high school in Bekasi, Indonesia, and employed a quasi-experimental pre-test–post-test control group design. The control group received instruction through interactive PowerPoint presentations, while the experimental group used the digital storytelling medium; both groups followed a guided inquiry model. The developed media were validated by experts, yielding average scores of 74.28% (language), 77% (content), and 80% (design), indicating strong validity and feasibility. Instruments measuring critical and computational thinking were also validated and demonstrated high reliability (α = 0.83; KR-20 = 0.89). Data were analyzed using descriptive statistics and MANOVA. Results revealed significant improvements in both skills across groups, with the experimental group exhibiting greater consistency and higher final performance. Evaluation and decomposition emerged as the strongest indicators of critical and computational thinking, respectively. MANOVA confirmed a statistically significant multivariate effect (p = 0.033) of digital storytelling. These findings demonstrate that digital storytelling is a valid, feasible, and effective medium for fostering higher-order thinking in ecology learning and should be integrated into 21st-century science education
Environmental awareness and its relationship with plant literacy and green school management
Climate change and human activities pose serious threats to the environment, making environmental awareness among younger generations increasingly crucial. Schools play a strategic role in shaping environmental attitudes and behaviors through structured and sustainable education. Strengthening environmental awareness in formal education is essential, as young people will become future decision-makers and agents of change in addressing environmental challenges. Environmental awareness is closely linked to understanding the role of plants and agriculture, which ideally develops through early environmental education. In Indonesia, green school initiatives are implemented through the Adiwiyata program across all school levels. This study examines the environmental awareness of senior high school students and its correlation with their understanding of plants and agriculture as well as their perceptions of green school management. Data were collected from 120 grade 11 students in four high schools (two public and two private) in Salatiga City, Central Java, using questionnaires and supporting documentation. Descriptive statistics and the Spearman Rank correlation test were employed. The findings revealed a strong correlation between students’ environmental awareness and their understanding of the role of plants and agriculture (r = 0.740) and a moderate correlation with green school management (r = 0.488). The study recommends integrating comprehensive and experiential environmental education, particularly focusing on plant and agricultural literacy, to enhance students’ environmental awareness and support sustainable school practices
Exploring students’ approach to learning tendencies among prospective biology teachers across years of study
Students’ Approaches to Learning (SAL) are widely recognized as critical determinants of educational quality and academic success. Despite their importance, empirical understanding of how students, particularly those in teacher education programs, adopt and develop these approaches remains limited. This study aims to investigate the learning approach tendencies among prospective biology teachers across different academic years. A total of 57 participants voluntarily participated in the study, comprising 24 first-year, 17 second year, and 16 third-year students enrolled in a biology teacher education program. The research employed a quantitative methodology to examine students’ preferences across four dimensions of learning approaches: deep motive (DM), deep strategy (DS), surface motive (SM), and surface strategy (SS). The findings indicate that third-year students exhibited a greater tendency toward deep learning approaches (DM and DS), suggesting a more intrinsic motivation and strategic engagement with learning materials. Conversely, first- and second-year students demonstrated a preference for surface learning approaches (SM and SS), which are typically associated with extrinsic motivation and superficial engagement. However, statistical analysis revealed that these differences were not significant, indicating that the year of study does not exert a substantial influence on the adoption of learning approaches. These results underscore the complexity of learning approach development and suggest that factors beyond academic progression may play a more pivotal role. Further research incorporating larger sample sizes and mixed method is recommended to elucidate the underlying mechanisms that shape students’ learning approach preferences over time.
Profiling students' critical thinking skills in the human digestive system
Critical thinking is an important component in 21st-century Biology education, which demands the ability to critically analyze scientific concepts and information. However, students' critical thinking skills are still relatively low. This study aims to describe the profile of critical thinking skills of eleventh-grade students at a high school in North Sulawesi on the human digestive system. The method used is a quantitative approach with a descriptive design. The sample consisted of 19 randomly selected students. The research instrument was a test developed based on five critical thinking indicators according to Ennis, providing simple explanations, building basic skills, concluding, providing advanced explanations, and developing strategies and tactics. Data were analyzed descriptively quantitatively by looking at the percentage of achievement in each indicator. The results showed that most students' critical thinking skills were in the low category. As many as 74% of students were very low in providing simple explanations, and 89% were in the very low category in the advanced explanation indicator. The highest achievement only reached the sufficient category. These findings indicate that conventional Biology learning practices have not been able to encourage the development of critical thinking skills optimally. Therefore, this study emphasizes the importance of implementing profile-based diagnostic assessments and integrating active, contextual learning strategies that are oriented towards higher-order thinking skills in Biology learning.
Developing an innovative worksheet to foster critical thinking and scientific literacy on the topic of plant growth and development
This innovative worksheet is designed based on the Search, Solve, Create, and Share (SSCS) model integrated with the Summarizing strategy to foster scientific literacy and critical thinking in students. This research aims to produce a worksheet based on the SSCS learning model integrated with the summarizing strategy that is valid and suitable for use in learning. This research is a developmental research and development (R&D) adapting the 4D model by Thiagarajan, Sammel, and Semmel. The research instruments used were an interview guide, expert validation sheet, teacher and student response sheets, and an integrated test instrument for critical thinking and scientific literacy. Data were analyzed descriptively. The resulting worksheet is suitable for use in learning because it meets the criteria for good preparation, namely didactic, constructive, and technical requirements. This product was declared highly valid with a score of 3.78 by media experts and 3.69 by material experts. Student and teacher responses also indicated that this worksheet product was suitable for use, with scores of 90.00% and 95.75%, respectively. Worksheets based on the integrated summarization strategy and the SSCS model can improve students' critical thinking skills and scientific literacy.
Effectiveness of the SrVER learning model assisted by augmented and virtual reality media in biology learning
This study aims to analyze the effectiveness of the SrVER learning model assisted by Augmented Reality (AR) and Virtual Reality (VR) media in Biology Learning. The study employed a quasi-experimental method with a pretest–posttest nonequivalent control group design. The population comprised high school students in Mataram City, and samples were selected using purposive sampling. Data were collected through a validated multiple-choice test (25 items, α = 0.82). Data analysis used Quade’s Rank Analysis of Covariance followed by the Least Significant Difference (LSD) test. The findings revealed a significant difference (p < 0.001) in students’ learning outcomes between the conventional, AR-assisted SrVER, and VR-assisted SrVER classes. The AR-assisted SrVER group achieved the highest improvement (52.31%), showing that AR effectively enhances visual understanding in biological concepts. Therefore, integrating AR in visual-based learning is recommended to improve student engagement and learning outcomes in Biology Learning
Developing and validating a project-based environmental education (PjBEE) model to enhance sustainability competencies
The enhancement of students’ sustainability competencies remains a critical challenge in higher education. While project-based learning approaches have been effective in improving students’ problem-solving and collaboration abilities, their capacity to address complex environmental and sustainability issues is still limited. To overcome these limitations, this study developed and validated a Project-Based Environmental Education (PjBEE) model that integrates project-based learning with sustainability-oriented education. Employing a Research and Development (R&D), this study aimed to determine the model’s validity, practicality, and effectiveness in enhancing students’ sustainability competencies. The PjBEE model was implemented in environmental education courses and structured around six stages: Inquiring, Collaborating, Decision Making, Digital Action Planning, Creating Artifacts, and Action. Research instruments included expert validation sheets, observation sheets, student response questionnaires, and sustainability competency tests. The validation results confirmed that the PjBEE model met the criteria of high validity, feasibility, and practicality. Implementation findings demonstrated positive student engagement and significant improvement in sustainability competencies particularly in systems thinking, collaboration, strategic planning, and problem-solving. Therefore, the PjBEE model can serve as a pedagogically sound and empirically supported framework for integrating sustainability education into higher education curricula, particularly in biology teacher education programs.
The Local infographics enhance critical thinking and conceptual understanding in biology education
This study addresses the persistent challenge of low critical thinking skills and inadequate conceptual understanding among junior high school students in science, particularly concerning ecology and biodiversity topics that require contextual relevance. The core gap identified is the lack of integration of contextually relevant and visually engaging teaching materials to support the development of these competencies. The research aimed to develop, validate, and evaluate the effectiveness of infographic-based learning media that integrates local environmental issues to enhance these two competencies in Grade VII students. Employing a Research and Development (R&D) approach, the study utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to systematically design and test the learning product. The implementation phase used a One-Group Pre-test–Post-test Design involving 17 students from a public junior high school located in Gorontalo Regency, Gorontalo Province. The developed media achieved an average expert validation score of 93.74% (Very Valid Category), confirming its quality. Effectiveness analysis using the Normalized Gain (N-Gain) score demonstrated significant improvement in student outcomes: the N-Gain for critical thinking was 0.72 (High Category), and for conceptual understanding, it was 0.77 (High Category). Furthermore, the media was highly practical, with student responses showing an overwhelming 98.1% positive feedback. Given the demonstrated high levels of validity, practicality, and effectiveness, the use of infographic-based learning media that connects abstract scientific concepts with local environmental contexts is proven to be a robust resource for fostering students' critical thinking skills and conceptual mastery in biology education.
Smart snack module using peer learning to improve biological science literacy
Non-communicable diseases (NCDs) and adolescent malnutrition remain significant public health challenges, particularly among school-aged populations. Unhealthy snacking behaviors, combined with limited science literacy, reduce adolescents’ ability to make informed dietary decisions, underscoring the urgent need for effective, school-based educational interventions. This study aimed to develop and assess the effectiveness of a Smart Snack Strategy e-module that integrates peer education and problem-based learning (PBL) to enhance science literacy. The research used a Research and Development (R&D) approach with the ADDIE model, comprising needs analysis through health screening and stakeholder consultation, followed by design, development, expert validation, and product trials. The e-module covers three main topics: the smart snack concept, basic food microbiology, and food label reading. Validation by content, language, media, and learning experts confirmed that the module is highly feasible in terms of quality and usability. Subsequent limited and broader trials with 25 students demonstrated a significant improvement in science literacy, with an average gain of 30.92 points (p < 0.05). The e-module also fostered greater motivation, problem-solving skills, and healthier snack decision-making. These findings indicate that integrating peer education and PBL is effective in promoting active learning and healthy lifestyle behaviors. Therefore, the Smart Snack Strategy e-module represents a viable and innovative medium for enhancing science literacy and supporting adolescent health promotion in school settings.
The effect of the emkontan model on students’ creative thinking skills in environmental pollution topics
Creative thinking skills are a crucial component of 21st-century competencies, particularly in issue-based learning such as environmental pollution. This study aimed to examine the effectiveness of the EMKONTAN learning model in enhancing students’ creative thinking skills regarding environmental pollution. A quasi-experimental design with a non-equivalent control group was employed. The participants were seventh-grade students from a junior high school in Bandung, Indonesia. The sample consisted of two classes, with 27 students in the experimental group and 27 students in the control group. The instruments used in this study included several data collection tools, namely observation sheets used to assess students’ creative thinking skills during learning activities, written achievement tests used to measure students’ understanding of environmental pollution concepts, and student questionnaires used to collect information regarding students’ responses to the implementation of the EMKONTAN learning model. Data were analyzed using the Mann-Whitney test, revealing a significant difference between the experimental and control groups (p = 0.047 < 0.05). The normalized gain (N-Gain) score of 0.78 indicated a high level of improvement, with the originality indicator showing the greatest gain and fluency the lowest. The EMKONTAN model, grounded in real-life contexts, effectively facilitated the connection between learning and the students’ environment, promoting meaningful and creative ideas. These findings suggest that the EMKONTAN model is a practical and effective approach for environmentally-themed learning to enhance students’ creative thinking skills.
TGT-based crossword e-worksheets: interest, activity, and learning outcomes in biology education
This study aims to determine the effect of the Team Games Tournament (TGT) learning with crossword puzzles-based E-student worksheet on students’ learning interest, activity, and cognitive outcomes on the ecosystem material. This research is a quasi-experimental study using a pretest-posttest control group design. The subjects consisted of two classes: class X-2 (experimental) taught using the TGT model with crossword puzzles-based E-student worksheet, and class X-3 (control) taught using the Direct Instruction model. The TGT syntax included class presentation, team formation, games, tournament, and team recognition, while the Direct Instruction syntax included presentation of objectives and motivation, material delivery, guided practice, feedback, and independent practice. Data were collected using questionnaires (learning interest), observation sheets (learning activity), and tests (learning outcomes). The data obtained were analyzed using an independent sample t-test, which showed a significance value lower than 0.05. Students in the experimental class showed higher learning interest (71.2% > 58.9%), greater learning activity (81.15% > 59.04%), and higher cognitive outcomes (83.06 > 70.56) compared to the control class. It can be concluded that the TGT model with crossword puzzles-based E-student worksheet has a significant effect on improving students’ learning interest, activity, and cognitive outcomes. Teachers are encouraged to apply this model as a student-centered strategy to improve the quality of biology learning and to use similar interactive media to create more engaging and collaborative learning experiences.
AI-Based socioscientific learning media for collaborative skills in biology education
Limited availability of engaging and contextual learning media often limits students’ active participation and the development of collaborative skills in biology learning, particularly in environmental topics. This study aims to determine the validity, practicality, and effectiveness of developing Kling-AI application-based learning media through the Socioscientific Issue (SSI) approach in supporting students’ collaborative skills. This study employed a Research and Development (R&D) method using the ADDIE development model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects included media experts, subject matter experts, teachers, and students. Data were collected through expert validation, practicality questionnaires, and pre-test and post-test assessments. Data analysis was conducted using descriptive quantitative analysis. The results showed that the developed learning media achieved a high level of validity, with media expert validation reaching 86.50% and subject matter expert validation reaching 97.72%. The practicality of the media was categorized as very practical based on student responses (92.00%) and practical based on teacher responses (80.00%). The effectiveness of the media was indicated by an N-gain value of 0.33 in the moderate category and a collaborative skills mastery percentage of 86.36%, classified as highly effective. These findings indicate that the Kling-AI application-based learning media integrated with the SSI approach is valid, practical, and effective in supporting students’ collaborative skills.
SQ3R model in biology education: Linking creative thinking, problem-solving, and academic achievement
Creative thinking is an essential competency in biology education to support students’ problem-solving skills and learning outcomes in the 21st century. However, instructional strategies that effectively foster these abilities remain a pedagogical challenge. This study aimed to examine the relationship between creative thinking skills, problem-solving skills, and learning outcomes through the application of the Survey, Question, Read, Recite, Review (SQ3R) learning model in biology education. A correlational research design was employed involving 72 eleventh-grade students at Arjasa Public High School. Data were collected using creative thinking tests, problem-solving essay tests, and biology learning outcome assessments, and analyzed using Pearson product-moment correlation and simple linear regression. The results revealed a very strong positive correlation between creative thinking skills and problem-solving skills (r = 0.911), with creative thinking contributing 82.9% to problem-solving skills. In addition, creative thinking skills showed a strong positive correlation with learning outcomes (r = 0.613), contributing 37.5% to students’ biology learning outcomes. These findings indicate that the SQ3R learning model supports the development of creative thinking skills that are closely associated with improved problem-solving skills and learning outcomes. Therefore, SQ3R is recommended as an alternative instructional approach in biology education to promote active learning and higher-order thinking skills.
Feasibility of learning videos on nutrient subtopics
This study aims to develop and assess the feasibility of learning video media on the sub-topic of food substances based on the results of an inventory of medicinal plants that increase appetite in toddlers. The research method used is Research and Development (R&D) with reference to the Borg and Gall model which is limited to five stages, namely potential and problems, data collection, product design, design validation, and design revision. Media validation was carried out by five validators using a purposive sampling technique with assessments on aspects of format, content, language, and appearance. Validity analysis uses the Aiken's V formula, while reliability is explained using the Intraclass Correlation Coefficient (ICC) method. The results of the study showed that the learning video media obtained an overall validity value of 0.92 with a valid category. The results of the reliability test showed a value of 0.733 with a moderate category. Based on these results, the learning video media on the sub-topic of food substances is declared suitable for use as a biology learning medium, although further testing is still needed to determine its effectiveness in improving student learning outcomes.
Implementation of virtual reality in biology education: Systematic literature review
This study aims to investigate how virtual laboratories, cloud-based laboratory platforms, interactive molecular modelling, and serious educational games influence student engagement, conceptual understanding, and motivation. A systematic literature review was conducted on Scopus-indexed studies reporting empirical evaluations or pedagogical implementations of immersive technologies. Eligible studies were screened, coded, and analyzed thematically, emphasizing learning outcomes, instructional scaffolding, user interface design, scalability, and assessment practices. The review found that immersive technologies integrated with inquiry-based pedagogy consistently enhance student engagement and motivation, producing measurable short-term gains in conceptual understanding when supported by explicit scaffolding, timely feedback, and active instructor facilitation. Virtual and cloud-based laboratories expand access to authentic experimental experiences and enable scalable delivery through real-time data integration, while interactive molecular modeling strengthens spatial reasoning and procedural competence. Furthermore, serious educational games effectively promote conceptual transfer when their mechanics are explicitly aligned with instructional objectives.
Besemah indigenous knowledge for forest conservation in biology education
Indigenous knowledge plays an important role in forest conservation; however, modernization has caused indigenous knowledge almost to disappear. This study aims to determine the Besemah Indigenous Knowledge for forest conservation in Biology Education at Benawa hamlet, Penjalang Village, South Dempo District, Pagar Alam City, Indonesia. This research used a descriptive qualitative method with observation through interviews and documentation with 22 affluent information respondents. The collected data were analyzed using thematic analysis to identify patterns and meaning related to indigenous knowledge in natural resource management. Based on the results of the research, it was found that some indigenous knowledge played a role in forest conservation including the prohibition of cutting down certain trees, the prohibition of clearing land and fire sources, the prohibition of killing protected animals, the prohibition of polluting water sources, and the prohibition of entering the forest without the permission of the customary leader. The findings of this study can serve as a model of good practice in forest management, in which indeginous knowledge, customary rules, and the active role of traditional leaders guide sustainable resource use and community participation in the Ayek Mude Tebat Benawa customary forest.
Student engagement and conceptual change through gamified flipped classrooms in biology education
The gamified flipped classroom (GFC) is an extension of the traditional flipped classroom (FC) that embeds gamification elements into digital independent learning prior to face-to-face sessions. This study addresses the limited student engagement and persistent misconceptions commonly found in ecosystem learning by comparing students’ cognitive engagement, conceptions, and conceptual change patterns when learning through FC and GFC. A quasi-experimental design was employed involving 70 tenth-grade students assigned to FC and GFC groups, with learning conducted over four meetings. Cognitive engagement was measured using the four-scale Student Course Cognitive Engagement Instrument (SCCEI) after the intervention, supported by semi-structured interviews and documentation of student learning notes. Students’ conceptions were assessed using a four-tier multiple-choice test administered before and after learning, and conceptual change patterns were examined based on shifts in conception categories from pretest to posttest. The data were analyzed descriptively. The results indicate that students who learned through GFC demonstrated higher cognitive engagement across all indicators, developed more scientifically accurate conceptions, and exhibited more positive conceptual change patterns than those who learned through FC. GFC was particularly effective in reducing misconceptions, increasing sound understanding, and promoting construction-type conceptual changes. These findings suggest that integrating gamification into flipped classroom learning can enhance cognitive engagement and support deeper reconstruction of students’ conception in biology education. It is recommended that GFC be considered as an alternative instructional strategy to improve concept mastery in ecosystem learning and to support more meaningful student engagement.
What motivates students to learn about ecosystems in the socio-scientific issues classroom?
Research on student motivation within the Socio-Scientific Issues-based ASICC model for ecosystem topics remains limited, despite its critical role in achieving deep learning principles. This study aims to uncover students' motivation to learn biology. A standard Likert-scale-based instrument was used to measure student motivation. Data were obtained from this classroom action research based on lesson study. The average student motivation scores in each cycle were compared. Then, the student motivation data was also analyzed by comparing the dimensions of motivation according to Glynn's motivation theory. The results showed a significant and consistent increase in learning motivation from the pre-cycle to the second cycle, indicating better homogeneity of motivation. This increase was also reflected in the shift in the distribution of motivation categories, where students with high and very high motivation increased. An interesting finding from this study was that students were motivated to learn by the encouragement of grades motivation. The Socio-Scientific Issues approach to biology learning was realized by implementing ecosystem learning through the ASICC learning model. Environmental issues and cases can increase student learning motivation. However, an in-depth analysis conducted in this study revealed that students' grade motivation dimension was higher than other motivational dimensions. Presenting environmental issues or cases should be able to enhance intrinsic motivation. This finding suggests that grade motivation was the most easily stimulated dimension of motivation before developing motivation in other dimensions.
Enhancing critical thinking skills through ssi-based pogil in environmental pollution education
Critical thinking is a core 21st-century competency; however, evidence shows that many Indonesian students struggle with higher-order cognitive tasks. In a Surakarta public high school, over 50% of the Grade 10 students answered C3–C6 biology items incorrectly. The average student score represents 62.86, which falls below the minimum passing grade of 75. This significant gap indicates that lecture-based instruction provides insufficient support for student learning. This study examined the effectiveness of integrating Socio-Scientific Issues (SSI) into Process-Oriented Guided Inquiry Learning (POGIL) to improve students' critical thinking on environmental pollution. A quantitative quasi-experimental pretest–posttest design was applied to two homogeneous classes (n=36 each) selected from a total of 324 students: an experimental class receiving SSI-based POGIL and a control class receiving conventional instruction. Critical thinking was measured using a validated 10-item essay test with five indicators, supported by observations, interviews, and document analysis. Analyses were conducted using SPSS and N-gain software. The experimental class achieved a higher mean critical thinking score than the control class (89.4 vs. 56.6), with significant pre–post improvement in the experimental group (p=0.00<0.05) but not in the control group (p=0.20). The SSI-based POGIL implementation strongly correlated with critical thinking gains (r=0.835; p=0.000) and yielded a high N-gain (0.76). Observations showed the strongest performance in concluding with evidence (2.67/3.00) and a weaker performance in interpreting problems using local pollution cases over three 80-minute meetings. These findings indicate that SSI-based POGIL can enhance critical thinking in environmental pollution learning, although generalizability is limited by the small sample size.
Feasibility of a reproductive system booklet based on an inventory of postpartum medicinal plants
Biology learning encompasses complex material, thereby requiring engaging instructional media to enhance students’ understanding. The selection of interesting learning media can increase students’ interest and motivation in the classroom learning process. This study aims to determine the feasibility of a booklet as a learning medium for the reproductive system topic, based on the results of an inventory of traditional postpartum medicinal plants in Teluk Batang Selatan Village, Kayong Utara Regency, West Kalimantan. The research employed a Research and Development (R&D) approach using the Borg and Gall model, which was modified by Sugiyono. The process included five stages: identifying potential and problems, data collection, product design, product validation, and product revision. Data analysis was conducted using Aiken’s V validity index and the Intraclass Correlation Coefficient (ICC) reliability test. The analysis results showed that the average Aiken’s V validity value was 0.94, categorized as very valid, covering the aspects of format (0.91), content (0.97), and language (0.93). The reliability test produced an ICC value of 0.727, categorized as moderate. Based on these results, the developed reproductive system booklet was declared valid, reliable, and feasible for use as a learning medium that integrates scientific concepts with the local wisdom values of the community.
Development e-module through problem-based learning on ecosystem concepts to improve environmental literacy
This study developed an e-module based on problem-based learning (PBL) on ecosystem materials to enhance environmental literacy using the 3D model. The research novelty lies in the systematic integration of environmental literacy indicators directly into the PBL syntax, synchronizing ecosystem problem-solving with ecological knowledge. The development progressed through define, design, and development stages, involving rigorous competency analysis, interactive storyboarding, and expert validation. Results demonstrated an overall feasibility score of 74.8% (feasible), with the material expert rating it at 66.6% (Feasible) and the media expert at 83.3% (very Feasible). Based on these findings, it is recommended that educators utilize this e-module as a supplementary tool to foster environmental awareness. Furthermore, future development should refine the material depth by incorporating recent local ecological data and expanding into the Dissemination stage through large-scale field testing to measure long-term behavioral impacts. This digital-interactive approach effectively bridges abstract biological concepts with real-world environmental challenges for students.
Problem-solving skills and self-efficacy in biology education: A systematic review
The study aims to analyze how both constructs have been investigated in empirical research, the reported relationships between them, the educational levels at which they are studied, and the methodological approaches and instruments employed. A systematic literature review (SLR) combined with bibliometric analysis was used as the method to provide a comprehensive overview of research trends, thematic clusters, and conceptual structures. Articles published between 2015 and 2025 in the Scopus database were screened and selected following PRISMA guidelines, resulting in seven studies that met the inclusion criteria. The bibliometric analysis identified five main thematic clusters, indicating the interaction between cognitive, affective, social, and pedagogical dimensions. The review shows that problem-solving skills are predominantly treated as indicators of cognitive achievement, while self-efficacy is positioned as a separate affective factor. Only two studies explicitly examined the relationship between these variables, reporting positive and mutually reinforcing interactions, whereas most studies analyzed them independently. Quantitative approaches with experimental or quasi-experimental designs dominated, with cognitive aspects assessed through performance tests and self-efficacy measured via Likert-scale questionnaires. Overall, the findings highlight the limited integration of cognitive–affective constructs in biology education research and emphasize the need for conceptual and methodological models that capture the dynamic interplay between self-efficacy and problem-solving performance. These insights provide implications for designing holistic and developmentally appropriate learning interventions in biology education
Gamification-assisted project-based learning in biology education: Critical thinking and collaboration among students in urban Medan, Indonesia
In 21st-century learning, students are required to develop critical thinking and collaboration skills. Project-Based Learning (PjBL) integrated with gamification is considered a potential approach to support these competencies. This study aimed to examine the effect of gamification-assisted PjBL on Grade X students’ critical thinking and collaboration skills in the biodiversity topic at SMAN 21 Medan. The study employed a quasi-experimental method using a Non-Equivalent Control Group design, involving class X5 as the experimental group and class X7 as the control group selected through random sampling. Critical thinking skills were measured using ten essay questions representing five indicators, while collaboration skills were assessed through an observation sheet based on four indicators. The results showed a significant difference between the experimental and control groups. The t-test analysis of critical thinking skills yielded a significance value of 0.016 (< 0.05), with the experimental group achieving a higher posttest mean score (75.25) than the control group (61.60). Similarly, collaboration skills showed a significant difference with a significance value of < 0.001. These findings indicate that gamification-assisted PjBL has a positive effect on improving students’ critical thinking and collaboration skills compared to PjBL without gamification. Therefore, it is recommended that biology teachers integrate gamification elements such as points, badges, and challenges into project-based learning to enhance students’ critical thinking and collaboration skills.
Publication and methodological trends in creative thinking research in Indonesian biology education
Creative thinking skills have become a central focus in biology education research in Indonesia, reflecting the growing demand for innovative and student-centered learning approaches. However, comprehensive evidence regarding research design and data analysis trends in this field remains limited. This study aims to analyze publication and methodological trends in creative thinking research published in SINTA-accredited biology education journals in Indonesia between 2012 and 2024. A content analysis was conducted on 121 peer-reviewed articles published between 2012 and 2024, focusing on research design, instruments, data analysis techniques, and biological content domains. The results indicate that quantitative and quasi-experimental designs dominate the field, with tests and questionnaires as the most frequently used instruments, while descriptive and inferential statistics remain the primary analytical approaches. These findings suggest the need for greater methodological diversity and deeper integration of biological content contexts, and this study recommends future researchers to adopt mixed-method approaches and advanced analytical techniques to strengthen the rigor and impact of creative thinking research in biology education.
Identification of urban waste based on environmentally friendly products in biology education
Environmental issues are a major concern worldwide. Improperly managed waste is one of the causes of environmental damage. Household waste is the largest contributor to waste in Indonesia. Household waste consists of food scraps, plastic, cans, bottles, and other liquid waste. This study aims to identify the types of materials that can be used as recycled products in biology education especially environmental education learning, processing methods, and suitability with learning plans. The method in this research is systematic literature review (SLR). Reference searches used the Publish or Perish 8 application by analyzing articles indexed by Google Scholar. After conducting the identification, screening, eligibility, and inclusion processes, 10 articles were obtained from Google Scholar. All articles were explained for their suitability with the content of the material in the Environmental Education lesson plan. The findings in this study indicate that materials that can be processed into environmentally friendly products are plastic packaging, plastic bottles, diapers, and used cooking oil. This waste processing can be done using easily available additional materials and simple tools. This study provides a reference for household waste management, contributes to reducing the volume of waste ending up in landfills, supports environmental conservation by encouraging the utilization of waste that is still useful, and increases awareness and implementation of sustainable waste management practices in the community.
Predictors of environmentally responsible behavior: The role of ecosystem conceptual and critical thinking skills
Strong knowledge of ecosystem concepts and critical thinking skills are essential for developing environmentally responsible behavior to address contemporary environmental challenges. This behavior ensures that students not only understand ecological solutions but also actively participate in preserving the environment. This study aims to determine the relationship between students' mastery of ecosystem concepts and critical thinking skills with environmentally responsible behavior. Conducted in February 2025 at SMP Shidqia Islamic School with 112 students, the research employed a descriptive method with a correlational design. Data analysis involved prerequisite tests for normality, homogeneity, linearity, and multicollinearity to ensure validity. The findings indicate a moderate correlation between ecosystem concept mastery and environmentally responsible behavior, as well as between critical thinking skills and environmental responsibility. Furthermore, a simultaneous correlation exists when both ecosystem mastery and critical thinking skills are combined. It is recommended that biology educators integrate critical thinking exercises within ecological curriculum to effectively foster students' environmental responsibility. School policies should prioritize the implementation of active learning models that effectively bridge theoretical ecological knowledge into tangible and sustainable environmentally responsible behaviors within the educational ecosystem.
The role of self-awareness and learning discipline during distance learning in urban students
Conceptual understanding is an essential component in achieving meaningful learning outcomes in biology. During distance learning, students are required to regulate their learning independently, making self-awareness and learning discipline important factors that may influence their conceptual understanding. This study aimed to examine the role of self-awareness and learning discipline in distance learning in improving students’ conceptual understanding of drug-related material among urban high school students. The research employed a quantitative descriptive correlational design. The study was conducted in a public high school in Jakarta, Indonesia, involving 85 grade XII science students selected through simple random sampling. Data were collected using validated instruments measuring self-awareness, learning discipline, and conceptual understanding. Data analysis included descriptive statistics, prerequisite tests, and regression analysis. The results showed that students’ self-awareness and learning discipline were generally in the high category. Regression analysis indicated that self-awareness and learning discipline together contributed 7.1% to students’ conceptual understanding of drug material, while 92.9% was influenced by other factors. These findings suggest that although self-awareness and learning discipline play a role in supporting conceptual understanding during distance learning, other internal and external factors should also be considered to improve students’ learning outcomes.