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.
Development of an e-comic on biotechnology materials in high school
Biology learning in biotechnology materials already incorporates practical activities, but the limitations of the media and visual representations remain obstacles to students' understanding. Therefore, media development e-comic potentially facilitate learning through a combination of interesting images, text, and stories. This research aims to determine students' eligibility and responses to the media e-comic, which includes biotechnology materials, as well as to explore its potential as an attractive educational resource. This research uses a modified research & development methodology based on Borg & Gall, adapted by Sugiyono. Selecting participants through purposive sampling, involving 20 tenth-grade high school students. This research uses validation sheets and student response questionnaires. The research instrument was validated by 5 expert validators. Using Aiken's V formula to analyze the data collected during the study. Reliability testing using intraclass correlation coefficients. Assessment of student response questionnaires using the Likert scale. Media validation analysis obtained an average value of 0.92, which is included in the valid category. Reliability test showing a reliability value of 0.946, which belongs to the excellent category. The assessment of student responses had an average score of 78.63%, indicating a good category. These results show that the media e-comic biotechnology materials received a positive response from students, and the media e-comic was effectively used in the learning process.
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Popperian analysis of positivistic inquiry in indonesian biology education
This study aims to examine the epistemological tendencies underlying inquiry-based biology learning in Indonesia and to critically interpret them through Karl Popper’s falsificationism. A systematic literature review was conducted using the PRISMA procedure across Google Scholar, SINTA, ERIC, DOAJ, and Garuda databases, focusing on studies published between 2018 and 2025. Fifteen articles that met the inclusion criteria were analyzed through open coding and philosophical interpretation to identify patterns of scientific rationality in inquiry-based biology education. The findings show that inquiry is predominantly implemented in a verification-oriented and procedural manner, with success mainly measured through quantitative learning outcomes, science process skills, and scientific literacy scores. These practices reflect a positivistic orientation and provide limited opportunities for students to formulate risky conjectures, examine counter-evidence, and revise ideas through critical reflection. Based on these findings, biology education should reorient inquiry toward a reflective–critical approach that emphasizes severe testing, argumentation-based discussion, and contextual biological problem-situations so that students can develop stronger epistemic understanding and a more authentic view of scientific inquiry.
Development of a STEM-based worksheet on biotechnology to enhance creative thinking of biology students
This study aims to develop STEM-based student worksheet on environmental biotechnology material and analyze their validity, practicality, and effectiveness in improving students' creative thinking skills. This study uses the 4D model development method, which includes the define, design, develop, and disseminate stages, with 40 students from the Biology Study Program at Surabaya State University class of 2025 as the research subjects. The research instruments included expert validation sheets, student response questionnaires, activity observation sheets, and pretest and posttest tests of creative thinking skills. The data were analyzed using validity and practicality percentages and N-Gain scores to measure effectiveness. The results showed that the STEM-based student worksheet were highly valid with a validity percentage above 85% and highly practical based on student responses. The readability level was appropriate for students. The effectiveness of the student worksheet was demonstrated by an increase in the average creative thinking ability score from 68.75 on the pretest to 95.00 on the posttest with N-Gain values in the high to very high category. These findings indicate that the integration of the STEM approach through experimental activities and the use of technology is effective in training student creativity. This study recommends the use of STEM-based student worksheet as innovative teaching materials to support biotechnology learning in higher education.
Empowering critical thinking and self-awareness through biology learning mosquito larva control project
This study investigates the effectiveness of a mosquito larva control project in enhancing students’ critical thinking skills and self-awareness within biology learning. Contemporary biology education increasingly demands the integration of cognitive and affective competencies through authentic learning contexts. A mixed-methods experimental design was employed involving 27 high school students in Bandung. Quantitative data were collected through pretest–posttest measures of critical thinking and a self-awareness questionnaire, while qualitative data were derived from student experiments, reflections, and group-based project activities. The intervention was implemented through a Problem-Based Learning (PBL) framework, encompassing problem identification, field investigation, and the design and testing of mosquito larva control solutions. Quantitative analysis using N-Gain indicated a moderate improvement in critical thinking skills (N-Gain = 0.7) and a high level of self-awareness (mean = 4.29). Qualitative findings revealed that students actively engaged in data-driven discussions, demonstrated analytical reasoning, and developed reflective awareness of their role in environmental health contexts. Most student groups successfully designed and implemented functional larval control strategies based on empirical observations.These findings suggest that the mosquito larva control project is effective in simultaneously strengthening students’ higher-order thinking skills and ecological self-awareness. The effectiveness of this approach may be further enhanced through extended project duration, structured reflective activities, and targeted teacher facilitation focusing on analytical and evaluative processes.
Think talk write and critical thinking in biology education
The 21st century is characterized by rapid change, innovation, and increasingly intense globalization. This condition demands individuals to have skills capable of facing various challenges. One of the skills that need to be possessed is critical thinking skills. Critical thinking skills are important for students to help in analyzing problems, evaluating, and identifying solutions to complex problems. The results of observations that have been carried out indicate that students' thinking skills are still not optimally developed. Steps that can be used are implementing cooperative learning Think Talk Write (TTW). The aim of this study was to determine the effect of the cooperative learning model Think Talk Write (TTW) on the critical thinking skills of class XI MIPA students at SMA Negeri 3 Enrekang. The design of this study was a one-group pretest-posttest design. The research instruments used were a critical thinking skills test and a student activity observation sheet. Data were analyzed using descriptive statistical analysis and inferential statistical analysis using the Paired Sample Test. The results showed that the average pre-test score of students' critical thinking skills was 35.25 in the "very low" category and the post-test score was 77.58 in the "high" category. The results of the statistical analysis obtained a probability value of sig (2-tailed) = 0.000 <α (α = 0.05). These results indicate that learning using the Think Talk Write (TTW) cooperative learning model has an effect on the critical thinking skills of Class XI MIPA students at SMA Negeri 3 Enrekang.
Microorganism knowledge and hygiene behavior among senior high school students
Public understanding of microorganisms is a critical component of scientific literacy, particularly in the context of infectious disease prevention. However, research consistently documents persistent misconceptions and fragmented knowledge among secondary school students, underscoring the need for evidence-based evaluation of microbiology literacy in formal education settings. This study aimed to evaluate the levels of knowledge, attitudes, perceptions, and behaviors of senior high school students regarding microorganism-related issues within a biology education context. A cross-sectional survey design was employed involving 188 eleventh- and twelfth-grade students from senior high schools in Tuban Regency, East Java, Indonesia. Data were collected using a structured questionnaire encompassing four dimensions: knowledge (6 Likert-scale items), attitudes (6 Likert-scale items), perceptions (7 multiple-choice items), and behaviors (7 multiple-choice items), and were analyzed descriptively. Results revealed that students' knowledge was categorized as high (mean = 3.15). However, conceptual understanding remained fragmented, with students predominantly perceiving microorganisms as harmful agents. Perceptions fell within the moderate category, reflecting a gap between factual knowledge and integrated scientific understanding. Attitudes were very high overall (mean = 3.48), though inconsistencies were evident in food safety decision-making. Hygiene-related behaviors were generally high; however, discrepancies were observed in food storage practices and disinfectant use. These findings indicate that strong basic knowledge and positive attitudes do not automatically translate into consistent and appropriate health behaviors. Biology education programs must therefore adopt integrative instructional approaches that explicitly connect microbiological concepts with real-world applications to bridge knowledge-attitude-behavior gaps and promote health-literate graduates.
Diagnosis of plant morphology misconceptions using a two-tier diagnostic test
Misconceptions are a problem in biology education because of the mismatch between individual knowledge and scientific concepts. Misconceptions need to be identified promptly to prevent them from hindering further knowledge construction. This study aims to identify misconceptions about plant morphology among 11th-grade high school students in Surabaya. The research design was a descriptive survey, with 114 11th-grade students from 9 high schools in Surabaya as participants. The research instrument was a plant morphology two-tier diagnostic test (PLANT-MOOD) consisting of 10 questions covering conceptual questions at the first level and reasons for answers at the second level. The research was carried out in two main stages, namely the test instrument development stage and the test implementation stage. PLANT-MOOD was highly valid (96.9%) as assessed by four botany experts and was declared 100% valid based on the MNSQ, ZSTD, and Pt Measure Corr criteria. PLANT-MOOD was also highly reliable with a Cronbach's alpha of 0.85. Data analysis used the Rasch option probability curve model and simple statistics expressed as percentages. The study found that students had a high level of misconceptions, namely 63% (17 misconceptions identified). The highest misconception was 77% regarding achene, known as strawberry seeds, and the lowest misconception was 38% regarding the concept of sweet potato tubers resulting from stem modification. The results of the misconception profile diagnosis provide educators with information for designing more effective learning strategies.
Mediating role of new environmental paradigm in predisposing factors of environmental citizenship behavior
Modern society's environmental uncitizenship behavior is reflected in the accelerating impacts of climate change, biodiversity loss, natural disasters, environmental health problems, and resource depletion. This study aims to examine the influence of Environmental Leadership (EL), Ecological Intelligence (EI), and Personality Traits (PT) as predisposing factors of Environmental Citizenship Behavior (CB) among 40 university students selected through purposive sampling, with the New Environmental Paradigm (NEP) serving as a mediating variable. This research employed a quantitative approach using a causal study design. Data were collected through a calibrated questionnaire as the research instrument, and the data were analyzed using path analysis. The findings reveal that students' Environmental Citizenship Behavior (CB) in Bukittinggi is directly and significantly affected by Environmental Leadership (EL) (ρ = 0.520, p < 0.01) and the New Environmental Paradigm (NEP) (ρ = 0.388, p < 0.05). Furthermore, Environmental Leadership (EL) also exerts a significant direct effect on shaping students' environmental worldview, represented by the New Environmental Paradigm (NEP) (ρ = 0.257). In contrast, Personality Traits (PT) (ρ = 0.027) and Ecological Intelligence (EI) (ρ = 0.007) exhibit direct but statistically insignificant effects on both Environmental Citizenship Behavior (CB) and the New Environmental Paradigm (NEP). A highly significant direct effect on the development of students' New Environmental Paradigm (NEP) (ρ = 0.575). Sustainability interventions should not rely solely on students' inherent personality characteristics or theoretical ecological intelligence. A practical recommendation is to design and implement a Green Transformational Leadership program across the university through environmentally oriented leadership training for lecturers and student organization leaders.
The effect of decision-making infusion strategy on pre-service biology education teachers’ self-efficacy
Teacher self-efficacy is essential for effective teaching, yet many pre-service teachers still lack confidence in managing classrooms, selecting instructional strategies, and engaging students. This suggest that they need for an instructional approach that can strengthen their pedagogical decision-making. To address this issue, the Decision-Making Infusion Strategy (DMIS) is introduced as an innovative learning strategy integrated into the teacher education curriculum. This study aims to examine the effect of the Decision-Making Infusion Strategy (DMIS) on the self-efficacy of pre-service biology teachers, particularly in making pedagogical decisions related to classroom management, instructional strategies, and student engagement. The study employed an explanatory sequential mixed-methods design, in which DMIS was implemented as an instructional intervention during a pedagogy course. Quantitative data were collected using a Teacher Self-Efficacy Scale (TSES) adapted from Tschannen-Moran and Hoy, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed using a paired-sample t-test, whereas qualitative data were analyzed using thematic analysis. The results showed a significant increase in self-efficacy scores following the DMIS intervention (p < 0.05). Qualitative findings further supported these results by identifying three key contributions of DMIS in strengthening pre-service teachers’ self-efficacy: (1) developing decision-making competence, (2) shifting from theoretical to reflective practice, and (3) mastery of pedagogical knowledge. These findings indicate that DMIS is effective in enhancing pre-service teachers’ self-efficacy and suggest that integrating DMIS into teacher education curricula can better prepare future biology teachers for classroom challenges. Future studies should apply experimental design with larger samples to confirm the longterm impact of DMIS on teacher development.
Scaffolding inquiry-based STEM: Enhancing problem-solving skills of preservice biology teachers
Ecology courses demand the capacity to analyze complex environmental phenomena and to design innovative solutions. However, conventional ecology lectures often lack structured guidance to develop problem-solving skills. This research aims to evaluates the impact of inquiry-based STEM learning with scaffolding on the problem solving skills of prospective biology teachers, focusing on the eutrophicated Cengklik Reservoir ecosystem. Employing a quasi-experimental pretest-posttest control group design, the sample consisted of 60 students, divided into an experimental group (n=30) received inquiry-based STEM with scaffolding and a control group (n=30) receiving standard inquiry. The experimental group designed a five-layer water filtration device as their engineering solution. Quantitative data were analyzed using ANCOVA with pretest scores as a covariate, partial eta squared (η²) as the effect size, and were integrated with qualitative interview data. The results indicate significant difference in problem solving skills between groups (F(1,57)=24.356; p<0.001; η²=0.391), with the experimental group achieving a higher results (adjusted mean=3.74) than the control group (adjusted mean=3.03). The developed five layer filtration device reduced water turbidity (89.7%) and effectively bridged ecological theory with engineering practice. Thus, results demonstrate that inquiry-based STEM with enhances problem-solving capabilities through authentic product design. It is recommended that biology teacher education programs systematically integrate scaffolded STEM frameworks into ecological and environmental curricula to better prepare candidates for addressing real-world socio-scientific challenges.
Project-based learning with canva advances students’ critical thinking in digestive physiology
Biology learning becomes meaningful when students can explain how organs, enzymes, and nutrients interact as an integrated physiological system. Yet digestive physiology is often reduced to memorized labels, leaving a representational gap in how learners reason about invisible biochemical processes. Addressing this gap, this study examined the uniqueness of Canva-supported Project-Based Learning (PjBL) as a student-generated visual representation strategy for strengthening critical thinking and cognitive learning outcomes in the human digestive system. A quasi-experimental pretest-posttest control group design was implemented with 66 Grade XI students selected through purposive sampling at a public senior high school in Riau Province, Indonesia. Students were assigned to an experimental class taught through Canva-integrated PjBL and a control class taught through conventional instruction. Data were collected using critical thinking essays, cognitive tests, observation sheets, and student response questionnaires, then analyzed through baseline comparison, independent-samples testing, and normalized gain. Initial ability was comparable between groups (p = 0.385), but the experimental class achieved significantly higher posttest scores in cognitive learning outcomes (82.62 vs. 73.13) and critical thinking (82.52 vs. 73.08), with p < 0.001. N-gain results also favored the PjBL class for cognitive achievement (0.65 vs. 0.47) and critical thinking (0.61 vs. 0.41). High implementation fidelity (95.24%) and positive engagement supported these gains, although scheduling remained a self-regulation challenge (76.14%). The study contributes evidence that digital artifact-based PjBL can move biology instruction beyond recall toward mechanistic reasoning, with broader implications for designing student-centered, representation-rich biology education in complex physiology topics.
Ethnobiology of wonosobo batik: Biology education reference book based on local wisdom
Wonosobo batik motif interprets the rich nature, the geographical conditions, and the existing culture through distinctive motifs and utilizes several plant parts as its natural dyes. Utilizing the potential of flora and fauna in batik is not yet widely known by the public due to limited information. This study aims to determine the ethnobiological profile of Wonosobo Batik and to determine the feasibility of a reference book entitled "Ethnobiology of Wonosobo Batik" from a material and media perspective. The research methods use a qualitative approach(field study) followed by research and development (R&D) using the 4-D model developed by Thiagarajan, which was later limited to 3-D (Define, Design, Develop). Based on exploration result, 22 species of flora and fauna were identified as being used in Wonosobo Batik. These flora and fauna are classified in 16 order groups for flora and 3 orders for fauna. The order groups in flora are Brassicales, Apiales, Agaricales, Arecales, Solanales, Fabales, Myrtales, Sapindales, Poales, Malpighiales, Gentiales, Ericales, and the order groups in fauna are Psittaformes, Anseriformes, and Galliformes. Each ordo group has its own philosophical significance and benefits. The developed Reference Book was categorized as excellent, with a score 85.4% for material validity and 95% for media validity.
Citizen science learning in human anatomy and physiology education: a design-based approach
Occupational Safety and Health (OSH) education requires instructional approaches that integrate scientific understanding with collaborative and contextual learning experiences. However, anatomy and physiology courses are often disconnected from authentic occupational health problems. The present research aimed to design and validate a Citizen Science Project (CSP) learning model for Human Anatomy and Physiology Education within occupational health contexts through a Design-Based Research (DBR) approach. The study involved iterative stages consisting of needs analysis, model design, expert validation, implementation, and evaluation. Collaborative competence was positioned as the primary learning outcome and assessed through structured classroom observations involving undergraduate OSH students. The CSP model integrated five learning stages: mapping, project design, presentation, execution, and gallery walk activities. The findings showed that students demonstrated consistently high collaborative competence across instructional meetings, with mean scores ranging from 81.67 to 85.31 and an overall average of 82.28. Improvements were particularly observed during project execution and reflective dissemination activities. The results indicate that the CSP model effectively promotes collaborative learning and authentic inquiry in Biology Education. These findings contributes to the development of contextual and participatory instructional models that support collaborative competence in occupational health learning.
The development of the zingiberaceae book as an exploration of sabang's local wisdom
The integration of local wisdom into biology learning resources remains limited, particularly in transforming ethnobotanical knowledge into scientifically validated instructional materials. This study aimed to develop a Zingiberaceae book based on Sabang’s local wisdom as a contextual biology learning resource. The research employed the 4D development model (Define, Design, Develop, Disseminate), but was limited to the Develop stage through expert validation. In the Define stage, curriculum needs, learner characteristics, and local biological potential were analyzed. The Design stage produced a prototype integrating scientific concepts of Zingiberaceae—such as taxonomy, morphology, phytochemistry, and ecological roles—with ethnobotanical information and cultural practices of the Sabang community. In the Develop stage, the product was evaluated by material experts, language experts, and teaching material experts using structured validation instruments. The results showed that material expert validation reached 92%, language expert validation reached 88%, and teaching material expert validation reached 90%, all categorized as very valid. The overall average validity score was 90%, indicating that the book fulfills the criteria of scientific accuracy, linguistic clarity, and instructional feasibility. The findings demonstrate that ethnobotanical knowledge can be systematically transformed into a valid contextual biology learning resource. Therefore, the developed book is recommended as an enrichment material to support contextual learning and strengthen the integration of local wisdom in biology education.
Mapping the ocean literacy essential principles and fundamental concepts in the movie avatar: The way of water for high school students
Ocean literacy competences are important for Indonesia as an archipelagic country, yet it’s integration into learning remains limited. Popular movie Avatar: The way of water can used as alternative learning media to introduce ocean-related concepts. This research aimed to connect and map the 7 essential principles and 45 fundamental concepts of the ocean literacy in the movie Avatar: The way of water. Type of research conduct was qualitative research with semiotic method that had been done by identified detonative and connotative signs with data sheets concepts map as an instrument. Research had been conducted by identification of scenes, dialogues, and narrations on the whole duration movie. After that, mapping of the key scenes had been done as samples to be analysed. All the scenes, dialogues and narrations be identified for the ocean representation. Then, all the samples been categorized to connect with ocean literacy that had been globally developed by NOAA and UNESCO-IOC. Data had been qualitative analysed by comparison for each scene, dialogue and narration based on principles and concepts of ocean literacy. The results showed that movie of Avatar: The way of water contains 6 essential principles and 11 fundamental concepts of ocean literacy. It means that movie of Avatar: The way of water can be used for learning resource of ocean literacy.
Students’ understanding of ecology: Identifying interaction between ecosystem components
Ecology learning in schools should go beyond explaining isolated concepts, involving visual representations to help students comprehend the complexity of ecological systems. This study aimed to analyze high school students’ understanding of the interactions among ecosystem components using student-generated drawings. Sixty-three 10th-grade students participated in the study. This study employed a pre-test and post-test design by collecting student-generated drawings at two time points: before the instructional intervention to establish a baseline and after the intervention to assess its impact on students’ understanding. The students’ drawings of river ecosystems were analyzed and coded on three system levels: biotic-abiotic (BA), micro-macro (MM), and components-mechanisms-phenomena (CMP). Results from the Wilcoxon Signed-Rank Test indicated significant improvements in students’ ability to represent interactions across these system levels. Effect size calculations revealed large effects between BA:MM and BA:CMP, suggesting substantial learning gains. A moderate effect was observed between MM:CMP. While students showed a clear improvement in describing BA:MM interactions, their depictions of CMP remained limited. These findings highlight the importance of teaching strategies on ecosystem that explicitly integrate abiotic mechanisms at multiple biological scales. Such approaches can support students in visualizing ecological processes as interconnected systems, rather than fragmented components.
Development of instruments for problem-solving, cultural literacy, and conservation attitudes in biology education
Assessment instruments are essential for evaluating students’ competencies in biology learning, particularly problem-solving skills, cultural literacy, and conservation attitudes. However, validated instruments specifically designed for biosystematics and plant taxonomy learning are still limited. This study aims to develop assessment instruments that can be used to measure students' problem-solving skills, cultural literacy, and conservation attitudes in biosystematics and plant taxonomy learning. The study employed a research and development (R&D) approach by adapting the ADDIE model, focusing on the analyze, design, and develop stages. The instrument development process was carried out through theoretical studies, indicator determination, grid preparation, instrument item formulation, expert validation, limited testing, and validity and reliability analysis. The developed instruments consisted of a problem-solving skills test in the form of essay questions, a cultural literacy questionnaire, and a conservation attitude questionnaire using a Likert scale. Validation was conducted by two experts in Biology Education, assessing content, construct, language, appearance, and instruction aspects. The validation results indicated that all instruments were valid, with average scores of 4.25 for the problem-solving skills test, 4.375 for the cultural literacy questionnaire, and 4.25 for the conservation attitude questionnaire. Reliability analysis showed Cronbach’s alpha values of 0.730, 0.910, and 0.733, respectively, indicating good to very high reliability. These findings demonstrate that the developed instruments are valid and reliable for assessing students’ problem-solving skills, cultural literacy, and conservation attitudes. Future studies are recommended to conduct broader field testing to further examine the effectiveness and generalizability of the developed instruments.
Developing contextual biology curriculum for natural resource conservation and sdg-oriented learning
This study aims to design, develop, and test a contextual biology curriculum focused on natural resource conservation, aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 15 (Life on Land). The Research and Development (R&D) method, using a modified 4D model (define, design, develop, disseminate), was employed to create a practical and effective curriculum. The Define stage identified gaps in the existing high school biology curriculum, particularly the lack of integration of local environmental issues and SDGs. The Design stage resulted in the development of syllabi, lesson plans, modules, and conservation-based teaching materials, systematically linking biological concepts such as ecosystems, biodiversity, and the life cycle of organisms with local conservation topics. Project-based learning and field activities were incorporated to enhance student engagement and promote environmental responsibility. The Develop stage involved expert validation and classroom trials, confirming the feasibility and effectiveness of the curriculum. The results showed significant improvement in students’ understanding of biological concepts and conservation, as well as positive changes in their pro-environmental attitudes and behaviors. This research provides a new framework for integrating sustainability into the biology curriculum, addressing local and global environmental challenges. The implications of this study are significant for curriculum development, offering a model for educators to foster environmental literacy and contribute to the achievement of the SDGs through practical, real-world learning experiences.
Eco-quest: Integrating gamification and direct observation in biology education
Biology education requires interactive digital media capable of supporting direct observation activities and student engagement. However, the application of gamification-based media integrated with field observations in biology education remains limited and is rarely evaluated in terms of its validity and practicality. This study aims to analyze the validity and practicality of a gamification-based Google Sites platform named “Eco-Quest” for observation-based biology learning. The study employed a Research and Development (R&D) approach using Tessmer’s formative evaluation model, which includes expert review and one-to-one evaluation stages. Study participants consisted of three expert validators and ten students. Data were collected via expert validation sheets and student response questionnaires, then analyzed descriptively using a 1–5 rating scale and percentage conversion. The expert validation results showed an average score of 3.37, categorized as valid, while the system test achieved an average score of 4.63, categorized as excellent. The study findings indicate that the integration of gamification features, visual navigation, and observation-based activities enhances student engagement, interaction, and the effectiveness of task management. The aspects students found most helpful were the gamification system and visual display, while the main challenge identified was internet connectivity. Therefore, the “Eco-Quest” platform is suitable for use in biology education and requires further development through improved accessibility and testing of learning outcomes.
Facilitating creativity and conceptual understanding in lower-plant botany assignments: Canva’s student perceptions
Understanding the multidimensional perceptions of ease-of-use, satisfaction, motivation, creative skills, and conceptual understanding is crucial for evaluating the effectiveness of the Canva platform in lower-plant botany courses. This study aims to describe students’ perceptions of ease-of-use, satisfaction, and motivation in using Canva, and to explore their impact on creativity skills and conceptual understanding in Canva-assisted lower-plant botany course assignments. The study design was mixed-methods research involving 40 subjects. The research instrument included 25 closed-ended and 10 open-ended questionnaires for data collection, which were analyzed using a mixed-methods approach. The analysis revealed that all five indicators were in the very high category, with the highest percentage recorded for creativity skills (90.1%) and the lowest for conceptual understanding (87.2%). The qualitative analysis also confirmed students’ positive responses to the five indicators. The study concluded that the majority of students experienced ease-of-use, satisfaction, and increased motivation when using Canva, which significantly enhanced their creativity and conceptual understanding when completing lower-plant botany assignments. It is recommended that future experimental studies utilize specific rubrics to evaluate the balance between visual creativity and conceptual accuracy.
Psychometric validation of rasch model for critical reasoning on virus material in high school biology
Critical reasoning assessment is crucial in supporting deep learning at the high school level, especially in viruses. However, valid and reliable Rasch-based assessment instruments are still very limited. This study aims to validate a critical reasoning assessment instrument based on the Partial Credit Model (PCM) Rasch on viruses in high school biology. The research used a research and development approach with the Plomp model involving 105 Class X students of state high schools in Banguntapan district through purposive sampling.The instrument consisted of 15 polytomous items (scale 0–3) covering four aspects of critical reasoning. Data analysis was conducted using Winsteps software with a focus on item fit (Infit/Outfit MNSQ), difficulty parameters (eta & beta), threshold, separation reliability, and Wright Map. The analysis results showed a separation reliability of 0.7677 (fairly good category). Most items had good variation in difficulty levels, although many items showed disordered threshold patterns. Items P13, P14, and P15 were the most difficult items, while P6, P7, and P8 were the easiest. The findings showed that the instrument was able to differentiate student abilities but still needed revision in the response categories. Recommendations on instrument improvements through simplification of response categories and item writing are needed before widespread use. The instrument has the potential to be a formative diagnostic tool that supports an in-depth learning approach in Biology learning.
Development of AR flashcards to improve students' ESD-based analytical skills in biology
The development of digital technology has opened new opportunities in education, especially in the creation of interactive learning media. One innovation relevant to 21st-century learning needs is Augmented Reality, which provides a more realistic learning experience by integrating 3D visual elements. In line with modern educational demands, students are expected not only to gain knowledge but also to develop analytical skills for solving real-world problems. This study aims to develop AR-based flashcard media to improve students' ESD-based analytical skills. The study used the R&D method with the ADDIE model, involving 30 10th-grade students at SMA Laboratorium Universitas Syiah Kuala in the 2025/2026 academic year. The research instruments included an expert validation sheet, a System Usability Scale (SUS) questionnaire, a teacher and student response questionnaire, and an analytical skills test. The validation results showed that the media was in the "very feasible" category, with percentages of 87.45% (media) and 77.45% (material). The responses from teachers and students were positive, at 94% and 89.6% respectively, with a SUS score of 80.08, indicating that the media is practical and easy to use. The analytical skills test obtained an average N-Gain score of 0.57 (moderate category). The AR-based flashcard media was valid, practical, and effective in improving ESD-based analytical skills, especially at the senior high school level.
PjBL-STEAM approach to enhance students’ creativity and science process skills in biology learning
The advancement of knowledge and technology in the globalization period has had a significant impact on various aspects of life, the most notable of which is the educational sector. A comprehensive learning plan is required for the 21st century. The learning model is one of the critical components of learning that promotes active and interactive participation among students. Using an appropriate learning paradigm, a variety of experiences for students can be maximized. This study aims to examine the effect of the PjBL learning model with the STEAM approach on students' creative thinking skills and science process skills on environmental pollution material. This study was conducted at SMAN 112 Jakarta, Indonesia in class X. This research method is quasi-experimental with a quasi-experimental research design with multiple control groups. The total number of selected samples is 132 students. Based on the hypothesis test using MANOVA, there is an effect of the PjBL-STEAM learning model on students' creative thinking skills and science process skills (p <0.05), so that the findings indicate that the PjBL-STEAM learning model has been proven to significantly influence students' creative thinking skills and science process skills in class X, on environmental pollution material.