Journal title Bioedukasi: Jurnal Pendidikan Biologi Initials BJPB Frequency 2 issues per year (February and August) DOI Prefix 10.20961 Online ISSN 2549-0605 Print ISSN 1693-265X Editor-in-chief Murni Ramli Managing Editor Alanindra Saputra Publisher Department of Biology Education,Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta Indonesia Bioedukasi-Jurnal Pendidikan Biologi is a peer review journal published by the Department of Biology Education, Universitas Sebelas Maret, Indonesia collaborated with the Himpunan Pendidik dan Peneliti Biologi Indonesia (HPPBI) or Indonesian Society of Biology Educators and Researchers (ISBER). The journal receives research, review, report manuscripts on biology education. Starting from February 2021, the journal will publish manuscripts written in English. Manuscripts focus on biology curriculum, instruction, assessment, media and sources of learning, as well as teacher training and education are highly invited to be submitted in this journal. The priority will be given to the manuscripts on SDGs issues. The journal is published twice a year, in February and August. See Google Scholar Profile by clicking here
Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal. This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
Development of an Integrated Biology Learning Module with Al-Qur’an Verses on Ecosystem Subject for Grade X at MAN 1 Banyumas
This study aims to develop an integrated biology learning module incorporating Al Qur’an verses on the ecosystem subject for grade X and to determine the module’s feasibility. The research is of the Research and Development (RD) type, using the 4-D research model (Define, Design, Develop, and Disseminate). Data collection methods used questionnaires. The questionnaires used in the research were validation, practicality, and module readability questionnaires. Data analysis was done using the Gregory formula and supported by percentage techniques. The results of the validation test by subject-matter and religious experts yielded an overall average of 97.77%, a very high validity rating, and were deemed appropriate for use. The results of the practicality test by teachers had an overall average of 83%, indicating that the test was considered very practical. The suggestions from the expert validators and teachers included changes in font color, the addition of Al Qur’an verses, modifications to images, and the addition of questions. The results of the module readability test showed that students obtained an average of 93%, placing them in the very good category. The research concludes that the biology learning module on the ecosystem subject can be developed by integrating Al Qur’an verses and is highly feasible for experts, very practical for teachers, and easily readable for students.
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The Influence of Augmented Reality (AR) Learning Media with Assemblr Studio on Students’ Technological Literacy
Technological literacy is one of the essential competencies of the 21st century; however, the level of technological literacy among students at MAN 2 Kota Tasikmalaya remains relatively low. This condition underscores the need for innovative learning approaches grounded in digital technology. This study aims to analyze the effect of Augmented Reality (AR) learning media using Assemblr Studio on students’ technological literacy in biology subjects. The research employed a quasi-experimental, post-test-only, non-equivalent-group design. The sample consisted of two classes: class XI 4 as the experimental group (using AR media) and class XI 1 as the control group (using PowerPoint), selected through purposive sampling. Data were collected using a technological literacy questionnaire with a Likert scale comprising 20 statements across four indicators: content, process, context, and attitude. The results of the Independent Samples T-Test showed a significant value of 0.000 (<0.05), indicating a significant effect. Additionally, the effect size (Cohen’s d) was 1.14, which falls into the high category. Therefore, AR-based learning media developed with Assemblr Studio proved effective in enhancing technological literacy through interactive, visual, and engaging learning experiences.
Multimedia Development Based on The Assemblr EDU Application in Human Reproductive System Material for Grade XI High School Students
Based on an analysis of potential and problems involving 90 students in class XII in 3 top high schools in Blitar city/regency in 2023, the specific learning styles were 31,1% kinesthetic, 7,8% auditory, and 58,9% audiovisual. Data states that 64.4% of students find the material on the human reproductive system difficult to understand. Based on interviews with 3 biology teachers, it was revealed that preparing differentiated learning media is time-consuming. Teachers still predominantly use PPT-based media. The design of the multimedia, based on the Assemblr EDU application, is informed by data indicating that 93.3% of students favor multimedia-based learning. The objective of this Research and Development (R&D) is to develop and assess the feasibility of a multimedia platform based on the Assemblr EDU application as a teaching medium for material on the human reproductive system for grade XI high school students. This study research utilizes the R&D method, the research design following Sugiyono’s development model, limited to 7 stages with a quantitative descriptive approach. The feasibility test, validated by material, language, and media experts, yielded scores of 92.5%, 90.6%, and 89.23%, respectively, all falling within the “Very Feasible” criteria. Additionally, the feasibility test, conducted through limited trials with teachers and students, yielded scores of 87.3% and 93.2% under the “Very Feasible” criterion. Thus, the developed Assemblr EDU application-based multimedia material on the human reproductive system for grade XI High School Students is considered suitable for learning activities
Needs Analysis for the Development of a Project-Based Learning–Based E-Module on Virus Topics as Teaching Material for Grade X (Phase E) Senior High School Students
Virus materials are inherently abstract and present considerable challenges for Grade X (Phase E) senior high school students when taught using conventional instructional methods. Therefore, effective instruction on virus concepts requires innovative teaching materials that facilitate conceptual understanding and promote active learning. One promising medium is an electronic module (e-module). Accordingly, this study aimed to conduct a needs analysis for developing a Project-Based Learning (PjBL)-based e-module on virus topics as instructional material. The study used a descriptive, quantitative design to examine the need to develop the proposed e-module. The analysis investigated current learning practices, students’ learning experiences, perceptions of e-modules, and the need for a virus e-module integrated with the PjBL model. Participants included 33 students and 15 biology teachers. Data were collected through questionnaires distributed via Google Forms and analyzed using descriptive quantitative techniques. Results showed that 97% of students experienced difficulties understanding virus material. Furthermore, all students (100%) reported the need for additional learning resources and preferred e-modules containing visual representations, instructional videos, and interactive exercises. Most students also favored resources that were accessible anytime, anywhere via digital devices. Teachers likewise emphasized the need for e-modules that provide clearly structured project stages, contextual case studies, and standardized project report formats to support PjBL implementation. These findings indicate that developing a PjBL-based e-module is essential to enhance biology learning effectiveness, support independent learning, and help students develop competencies aligned with modern educational demands in secondary education contexts, and strengthen engagement with complex biological concepts through project activities and reflection.
The Influence of Infographic Learning Media on Analytical Thinking Skills and Student Learning Outcomes
The ability to think analytically is essential for students in the 21st century because it helps solve problems and make decisions. When students’ analytical thinking skills are low, it also affects their learning outcomes. One effort to improve this is through infographics. This study aims to determine the effect of infographic learning media on analytical thinking skills and student learning outcomes on the Genetic Substance material in class XII MIPA Madrasah Aliyah Negeri (MAN) 3 Tasikmalaya City. The research method used was a quasi-experimental design with a nonequivalent control group. The population in this study consisted of all XII MIPA MAN 3 Tasikmalaya City School Year 2023/2024, totaling 54 students. The sampling technique used was purposive sampling; class XII MIPA 2 was the experimental class, and class XII MIPA 1 was the control class. The instruments used were a multiple-choice test to measure learning outcomes (23 items) and a description test to measure analytical thinking skills (7 items). The data analysis technique used was ANCOVA. Based on the results of data analysis and hypothesis testing, the significance value for analytical thinking ability and learning outcomes is 0.000 (p ≤ 0.05). Therefore, it can be concluded that the infographic learning media has an effect on analytical thinking skills and student learning outcomes in the Genetic Substance material in class XII MIPA MAN 3 Tasikmalaya City.
The Interdisciplinary Approaches in Climate Change-Based Education: Bibliometric Analysis and Literature Review
An interdisciplinary approach to climate change-based education is a growing field, but previous research has been limited in mapping trends, gaps, and directions for comprehensive research development. Therefore, this study aims to visualize research trends of interdisciplinary approaches in climate change-based education during the period 2020–2025, identify research gaps, and explore potential innovations and development strategies. This study uses a bibliometric approach and a systematic literature review, drawing on data from the Scopus database. A total of 609 articles were identified at the initial stage of the search, then selected and filtered, leaving 130 that met the criteria for analysis. Data analysis was conducted using VOSviewer and Microsoft Excel 2021. The analysis shows a significant increase in publications over the last six years, with six main keyword clusters. The dominant keywords include “interdisciplinary in education”, “climate change-based education”, and “climate change”. In addition, temporal analysis reveals that topics such as education for sustainable development, strategic approaches, case studies, and prevention and control are emerging themes that have high potential for further research. This research provides a comprehensive mapping of research trends and directions, as well as identifies areas that are still underexplored, serving as a basis for the development of more effective interdisciplinary learning strategies in climate change-based education in the future.