VISUAL REPRESENTATIONS ANALYSIS OF SENIOR HIGH SCHOOL BIOLOGY TEXTBOOKS ABOUT THE HUMAN LOCOMOTION SYSTEM

The profile component ‘Knowledge and understanding in science’ for Key Stages 1 and 2 in the National Curriculum has placed new demands on primary school teachers. This article discusses the findings of a survey of British primary school teachers and their understanding of certain biological concepts that are required to be taught by the National Curriculum. Initial in‐depth hour‐long interviews identified key areas for further investigation. These were followed by a survey phase which used questionnaires to elucidate the prevalence of certain views expressed in the interviews. Particular concepts held by the teachers and which were at variance with current scientific thinking concentrated upon gas exchange in the process of respiration and photosynthesis. Subject and pedagogic content knowledge is discussed in relation to primary school teachers' training and the need for INSET material, which is being developed out of this research, is briefly mentioned.

Biology learning aims to develop critical thinking abilities and problem-solving skills, so that students can understand biological concepts, solve problems, and communicate solutions systematically. The aim of this research is to increase students' understanding of biological concepts through the application of contextual teaching and learning models. This type of research uses classroom action research which is carried out in two cycles. The subjects of this research were students in class XI MIA I SMA Negeri 5 Balikpapan, with a total of 32 students, consisting of 3 female students and 29 male students. The research instrument used was a test sheet. The data analysis technique used is quantitative. The results of the research showed that the test results evaluating students' understanding of biological concepts in cycle I had a classical completeness percentage of 45.14%. In cycle II, the test results evaluated students' understanding of biological concepts with a classical completeness percentage of 99%. There was an increase in the percentage of classical completeness by 53.86%. So it can be concluded that the contextual teaching and learning model has succeeded in increasing the understanding of biological concepts in class XI MIA I SMA Negeri 5 Balikpapan students.

This study aims to identify the relationship between students' understanding of biological concepts and their critical thinking skills. This research uses a quantitative approach with a correlational study design. The research was carried out in Tanjung Jabung Barat Regency, which involved a sample of 328 class XI students, who were selected using simple random sampling from a population of four selected high schools. The data was collected using two validated research instruments, namely the biology concept understanding test and the critical thinking skills test. Descriptive statistics and Pearson Product-Moment correlation were used to test the strength and direction of correlation between the two quantities. The average score for students' understanding of biology concepts was 59.32 (SD = 15.28), while the average score for critical thinking skills was 53.15 (SD = 9.20). This indicates that, on average, students still face difficulties in both aspects. The analysis results showed a significant positive correlation between students' understanding of biological concepts and their critical thinking skills (r = 0.797, p < 0.01). These findings indicate that a good understanding of biological concepts can improve students' critical thinking skills, which are essential for the development of higher-order thinking skills. The critical thinking scores are significantly explained by the students' conceptual understanding since R² = 0.635, which shows that the biological concepts comprehension could account for 63.5% of the critical thinking variance, while the other 36.5% will be due to other factors. These findings highlight the importance of understanding concepts for developing critical thinking skills. The study suggests that teaching strategies focusing on understanding the biological concepts that the students are being taught should come first for students to develop their higher-order thinking skills. Moreover, it is advisable to broaden the scope of contributing factors to encompass such issues as teaching approaches and students’ active participation in future studies. The findings offer useful information for the development of curricula, the goal of which is to integrate the conceptual understanding and critical thinking skills of those being taught biology.

Science learning at junior high school level plays an important role in providing students with a good understanding of complex biological concepts. However, conventional learning approaches limited to the use of textbooks and lectures are often less interesting for students and less effective in facilitating their learning. This research aims to explain how the utilization of interactive multimedia can improve science learning at MTs N 7 Sleman. In addition, this study also discusses the role of interactive multimedia in facilitating collaborative learning in the classroom along with the tools applied. The type of research used in this study is qualitative with a descriptive approach. The technique used in data collection uses semi-structured interview techniques conducted virtually using the Google meet platform. By applying interactive multimedia in Biology learning at MTs N 7 Sleman, it is expected that students can be more involved, enthusiastic, and gain a better understanding of Biology concepts. This will help improve the quality of education at MTs N 7 Sleman and prepare students to face the challenges of science and technology in the future.

The Influence of Interest and Self-directed Learning on Understanding Biology Concepts. The aim of this study is to determine: 1) The combined influence of interest and self-directed learning on the understanding of Biology concepts among high school students in East Jakarta. 2) The influence of interest in learning on the understanding of Biology concepts among high school students in East Jakarta. 3) The influence of self-directed learning on the understanding of Biology concepts among high school students in East Jakarta. The research method used is correlational survey with multiple regression analysis. The sample used in this study consisted of 62 students from State Senior High Schools 31, 22, and 36. The results of the study concluded that 1) There is a significant combined influence of interest and self-directed learning on the understanding of biology concepts among high school students in East Jakarta. This is evidenced by the significance value (sig.) = 0.004 < 0.05 and F-value = 6.012. 2) There is a significant influence of interest in learning on the understanding of Biology concepts among high school students in East Jakarta. This is evidenced by the significance value (sig.) = 0.019 < 0.05 and t-value = 2.420. 3) There is a significant influence of self-directed learning on the understanding of Biology concepts among high school students in East Jakarta. This is evidenced by the significance value (sig.) = 0.035 < 0.05 and t-value = 2.163.

This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning.

The low understanding of concepts can be caused because the learning process is not maximized which makes students inactive, unable to think independently, more practical to find answers on the internet, and unable to express what they have learned. Digital School Books as a medium and learning model Survey, Question, Read, Reflection and Review (SQ4R) is an alternative that can activate students and make it easier to remember concepts so that learning is more meaningful. The purpose of this study was to describe the effect of the SQ4R learning model with digital school books on students' understanding of biology concepts in class VII at the Madrasah Tsanawiyah Nurussa'adah Sangkulirang Islamic Boarding School. This research is a quasi-experimental study with a pretest-posttest control group design. The study population was students of class VII, using cluster random sampling technique which produced class VII.B as the experimental class and class VII.A as the control class. The results of the data analysis showed that there was an influence of the SQ4R learning model with digital school books on the understanding of biology concepts for class VII students at the Madrasah Tsanawiyah Nurussa'adah Sangkulirang Islamic Boarding School.

Biology education at the secondary school level plays a crucial role in shaping students' understanding of scientific concepts related to life. One of the main challenges in biology learning is the low level of students’ conceptual understanding, which can impact their critical thinking and problem-solving abilities. This study aims to examine the effect of the Problem-Based Learning (PBL) model on students' understanding of biology concepts. The subjects of the study were students from class X-A Science and X-B Science at MA Miftahul Ulum Nagasari Congkop Tlambah, Karang Penang, Sampang, during the second semester of the 2022/2023 academic year. This research employed a quantitative approach with a quasi-experimental design, specifically using the non-equivalent pretest-posttest control group design. The instruments used are the Student Worksheet (LKPD), test devices (pretest and posttest), and observation sheets for the implementation of PBL syntax. The data analysis used is inferential statistics with parametric statistical techniques. Students’ conceptual understanding of biology was measured using a scoring rubric based on the revised Bloom’s Taxonomy by Anderson & Krathwohl, integrated into a written test. Data analysis was conducted using Quade’s Rank test with the help of SPSS version 28.00. The results showed that the PBL model had a significant effect on students' understanding of biology concepts, with an effect size of 0.299.

This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The difference in students’ understanding and the gaps in understanding between UA and LA students were analyzed. The results showed no difference in students’ understanding if treated with Novick’s and collaborative constructivist. Differences in students’ understanding were found in the treatment of STAD. Students’ understanding was higher if treated with collaborative constructivist and Novick’s constructivist than STAD. Collaborative constructivist strategies can reduce the gap in students’ understanding and optimize gain in students’ understanding to the other two strategies.

Understanding concepts has a very important role in teaching and learning activities and is the basis for achieving learning outcomes. In terms of understanding concepts, students are not limited to just knowing, but must be able to connect one concept to another. Even though national education aims to form people who are faithful and devout and have noble character, it does not only develop the potential for cognitive intelligence. This research aims to determine the relationship between students' understanding of biological concepts in the digestive system material and eating ethics according to the Sunnah at MAN 1 West Lombok. This research methodology uses a correlational method. The research population is students of MAN 1 West Lombok KLS XI in the 2023/2024 academic year. The sample in this study was KLS XIA as many as 20 people. Data was taken using test questions and questionnaires. The results of the research show: Understanding of Biological Concepts of Digestive System Material at MAN 1 West Lombok is classified into two categories, namely Good (45%), and Fairly Good (55%). Meanwhile, student behavior towards eating and drinking ethics according to the Sunnah at MAN 1 West Lombok is classified into three categories, namely very good (40%), good (55%), and quite good (5%). And correlation calculations show that there is no significant relationship between the understanding of biological concepts regarding the digestive system material and the ethics of eating and drinking according to the Sunnah at MAN 1 West Lombok, namely a significance value of 0.495 > 0.05.

This study aims to evaluate the impact of implementing virtual simulation in Biology learning on concept understanding by Agrotechnology students. Along with the development of technology, technology-based learning, especially virtual simulation, has begun to be applied to support the understanding of more complex concepts. Although a number of previous studies have shown the successful use of virtual simulations in various disciplines, there are still research gaps that need to be filled regarding the application of virtual simulations in the context of Biology education, especially in Agrotechnology study programs. This creates a phenomenon where students have difficulty in understanding these concepts. This research fills the gap by evaluating the application of virtual simulation as a learning method in overcoming this challenge. Using an experimental method, this study involved 30 students as samples, who were tested using pretest and posttest to measure the improvement of their understanding of Biology concepts. The results of the analysis showed that the application of virtual simulation resulted in a significant increase in students' understanding, which was reflected in the N-gain score with an average of 78.25. This value indicates a substantial increase in understanding of Biology concepts after using virtual simulation as a learning method. This finding supports the effectiveness of virtual simulation in improving the understanding of complex concepts, so it can be an effective alternative in learning in Biology. The results of this study provide positive implications for the use of technology in education, especially in improving the quality of learning in higher education

This classroom action research is aimed at improving activities and students' understanding of biological concepts by applying the strategies SQ3R. SQ3R strategies make it possible for students to learn systematically, effectively and efficiently in the face of various teaching materials. The research was done at SMA Negeri 5 Kendari, in academic year 2013/2014. The subject of the research were 42 student that registered in the second semester of the school year 2013/2014. The data collecting method were done by using interview and observation. Source data from this study was the measurement of student learning activities using observation sheet comprehension test and measurement concept that refers to indicators of understanding of the concept according to Anderson and Krathwoll in the first cycle, second cycle and third cycle. The data analysis was done by descriptive statistics. The research concludes that: 1) The percentage score activitiies students in first cycle is 77,08, second cycle is 82,14%, and the three cycle is 86,31%. 2) ) The percentage score understanding of the concept in first cycle is 72,62%, second cycle is 90,18%, and the three cycle is 92,62%.

Biology learning in high school often faces challenges due to students’ reliance on teacher explanations and conventional textbooks, which tend to be less engaging and limit the development of critical and entrepreneurial skills. To address this issue, innovative teaching materials are needed that not only improve students’ understanding of biological concepts but also foster creativity and independence through entrepreneurship-based approaches. This study aims to develop and test the validity of biopreneurship-based biology teaching materials for high school students. The research employed a 4D development model (Define, Design, Develop, and Disseminate) with a focus on the first three stages. Validation of the teaching materials was conducted by three expert validators using questionnaires, and the results were analyzed with the Aiken index. The construct validity assessment produced values ranging from 0.58 to 0.94, while content validity ranged from 0.63 to 0.75, both categorized as valid. Additionally, the readability test using the Flesch-Kincaid Grade Level showed that most of the text fell within the easy-to-moderate range, making it suitable for high school students. These findings indicate that the developed materials meet the scientific and pedagogical standards required for classroom use. Furthermore, the integration of biopreneurship elements into the biology content provides an innovative approach that not only enhances students’ conceptual understanding but also motivates them to develop an entrepreneurial spirit, particularly in managing biological resources. Overall, this study concludes that the developed teaching materials are valid, relevant, and beneficial for high school biology learning, making biology both meaningful and applicable to students’ real-life contexts.

This study aims to analyze the effectiveness of the implementation of the Project-Based Learning (PjBL) model in herbal plant processing as an ethnoscience-based biology learning strategy, determine its impact on students' understanding of biology concepts, and identify cultural values that can be developed through this learning. The study uses a mixed-methods approach with the following stages: (1) literature study and instrument development, (2) development of an ethnoscience-based PjBL module, (3) implementation in the Herbal Botany course at the University of Muhammadiyah Maluku, (4) observation and data collection through questionnaires, learning outcome tests, and interviews, and (5) descriptive quantitative and qualitative data analysis. The research subjects were 15 students of the Biology Education Study Program. The results showed that the implementation of PjBL was considered effective with an average score of effectiveness indicators in the range of 3.72–3.90 (scale 4), covering aspects of learning design, clarity of instructions, active student involvement, the role of lecturers, and increasing learning motivation. The impact on understanding biological concepts was also significant with an average indicator score of 3.65–3.98, particularly on the ability to link theory to practice, understand the structure and function of herbal plants, and produce products based on scientific concepts. Furthermore, the integration of ethnoscience was proven to strengthen local Maluku cultural values, with indicator scores of 3.74–3.98, such as respect for local wisdom, understanding traditional practices, and awareness of preserving culture through science. Thus, the ethnoscience-based PjBL model is effective as an innovative learning strategy that not only improves students' understanding of biology but also fosters an appreciation for local cultural identity

Biology helps students to understand the environment and expects students to develop awareness, positive attitudes, scientific temper, values and skills. From life processes, students develop an understanding of basic structure and functions and their interrelationship. Much research on students’ understanding of biological concepts has shown that students possess misconceptions of many concepts that are basic to a thorough knowledge of biology and leave secondary school with a distorted view of biological objects and events. In this research, students and teachers’ ideas about life processes were collected via an open-ended questionnaire, interviews and textbook analysis. The data were used to develop the Concept-Based Objective Test. The author analysed the rationale behind the misconceptions in life processes among students and teachers and found that misconceptions in life processes among students and teachers vary in nature, consequence and tenacity. The most important reason determined for these difficulties is the close relationship of various biology concepts and sub-concepts with each other. The author found that in the textbook analysed, the explanation of these concepts was abstract, complex, incomplete, ill-structured and erroneously interpreted. The study also found that the various biological processes are taught independently and that there is a need to help students to understand the interrelationship among the concepts and sub-concepts. Therefore, in the teaching and learning of biology, it’s essential to provide effective, complete and accurate understanding of sub-concepts and concepts.