Biological Motivation Research Articles

Effectiveness of STAD with Digital Bingo Media on High-Order Thinking Skills and Learning Motivation in Middle School Biology

The aims of this research are to determine the effectiveness of the STAD learning model assisted by digital bingo media on human excretory system topic of the high-order thinking skills of middle school student and to determine students' learning motivation when using the STAD model assisted by digital bingo media. This research uses quantitative research with true experimental methods. Pretest-Posttest Control Group Design is the design in this research. The results of the research show: (1) Teacher activities in implementing the STAD model are appropriate to syntax, with a 92% accurancy; (2) The results of high-order thinking skills show that posttest scores in the experimental class are higher than those in the control class, namely 74.81 > 67.97. Independent sample T-test results obtained t count > t table, namely 2,220 > 2,000 with a significance of 0.03 < 0.05; (3) Students' learning motivation, as seen from the test percentage, shows 72%, which is included in the high category, so it can be concluded that the use of the Student Teams Achievement Division (STAD) model assisted by digital bingo media is effective for high-order thinking skills and has a positive impact on the learning motivation of second year middle school students in the learning excretory system in humans at MTs Negeri Salatiga in 2023/2024 academic year. Abstrak. Tujuan penelitian ini adalah untuk mengetahui keefektifan model pembelajaran STAD berbantuan media bingo digital pada materi sistem ekskresi manusia terhadap keterampilan berpikir tingkat tinggi siswa sekolah menengah dan untuk mengetahui motivasi belajar siswa pada saat menggunakan model STAD berbantuan media bingo digital. Penelitian ini menggunakan penelitian kuantitatif dengan metode eksperimen sejati. Pretest-Posttest Control Group Design merupakan desain dalam penelitian ini. Hasil penelitian menunjukkan: (1) Aktivitas guru dalam menerapkan model STAD sudah sesuai sintak, dengan akurasi 92%; (2) Hasil keterampilan berpikir tingkat tinggi menunjukkan skor pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol yaitu 74,81 > 67,97. Hasil Uji Independent Sample T-test diperoleh t hitung > t tabel yaitu 2,220 > 2,000 dengan signifikansi 0,03 < 0,05; (3) Motivasi belajar siswa dilihat dari persentase tes menunjukkan 72% termasuk dalam kategori tinggi, sehingga dapat disimpulkan bahwa penggunaan model Student Teams Achievement Division (STAD) berbantuan media bingo digital efektif untuk keterampilan berpikir tingkat tinggi dan berdampak positif terhadap motivasi belajar siswa sekolah menengah tahun kedua pada pembelajaran sistem ekskresi pada manusia di MTs Negeri Salatiga tahun pelajaran 2023/2024

Effectiveness of Role-Play Methods on Performance, Interest, and Motivation in Biology: A Study of Form 4 and 5 Pupils in Public Schools

Effectiveness of Role-Play Methods on Performance, Interest, and Motivation in Biology: A Study of Form 4 and 5 Pupils in Public Schools

Who is afraid of modelling time as a continuous variable?

Abstract Most models of ecological and eco‐evolutionary processes involve creating trajectories of something, be it population densities, average trait values, or environmental states, over time. This requires decision‐making regarding how to represent the flow of time in models. Most ecologists are exposed to continuous‐time models (typically in the form of ordinary differential equations) as part of their training, especially since the famous Lotka‐Volterra predator–prey dynamics are formulated this way. However, few appear sufficiently well trained to produce their own work with continuous‐time models and may lack exposure to the true versatility of available methods. Specifically, knowledge that discrete individuals can be modelled in continuous time using the Gillespie algorithm is not as widespread as it should be. I will illustrate the flexibility of continous‐time modelling methods such that researchers can make informed choices, and not resort to discretizing time as a ‘default’ without a clear biological motivation to do so. I provide three example‐based tutorials: (1) a comparison of deterministic and stochastic dynamics of the Lotka‐Volterra predator–prey model, (2) an evaluation of matelessness in a hypothetical insect population (and of selection to mate more often by either searching more efficiently or by shortening the ‘time out’ after each mating) and (3) within‐season density dependence followed by a birth pulse leading to Beverton‐Holt or Ricker dynamics depending on whether the deaths of conspecifics help reduce the mortality of others or not (compensatory mortality). I highlight properties of the exponential distribution that, while counter‐intuitive, are good to know when deriving expected lifetime reproductive success or other similar quantities. I also give guidance on how to proceed if the so‐called memorylessness assumption does not hold in a given situation, and show how continuous and discrete times can be freely mixed if the biological situation dictates this to be the preferred option. Continuous‐time models can also be empirically fitted to data, and I review briefly the insight this gives into the so‐called ‘do hares eat lynx?’ paradox that has been plaguing the interpretation of the Hudson Bay hare and lynx dataset.

Effects of reality pedagogy on motivation and academic performance to learn biology in Class IX

Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, an experimental research design was employed, including a pre-test/post-test assessment, Biology Learning Motivation Questionnaires, semi-structured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.

The effect of augmented reality application (ARSINAPS) on learning motivation and outcomes in biology

This study aims to determine the effectiveness of using the ARSINAPS mobile augmented reality application on learning motivation and outcomes in high school and biology education students. The method used in this study was quasi-experimental with a post-test control group design. The research sample consisted of two experimental classes and two control classes from three schools in the Jakarta, Bekasi, and Tangerang areas, totalling 140 students, and from the college level, consisting of one experimental class and one control class, totalling 68 students. The data obtained were in the form of learning outcomes in the respiratory system and learning motivation scores in biology learning. The average high school-level motivation score in the control class was 85.99, and the overall average for learning outcomes was 77.33 and 63.05. Based on the results of the data calculations, the application effectively improves students’ learning outcomes at the high school and undergraduate levels

Discrete and continuous mathematical models of sharp-fronted collective cell migration and invasion.

Mathematical models describing the spatial spreading and invasion of populations of biological cells are often developed in a continuum modelling framework using reaction-diffusion equations. While continuum models based on linear diffusion are routinely employed and known to capture key experimental observations, linear diffusion fails to predict well-defined sharp fronts that are often observed experimentally. This observation has motivated the use of nonlinear degenerate diffusion; however, these nonlinear models and the associated parameters lack a clear biological motivation and interpretation. Here, we take a different approach by developing a stochastic discrete lattice-based model incorporating biologically inspired mechanisms and then deriving the reaction-diffusion continuum limit. Inspired by experimental observations, agents in the simulation deposit extracellular material, which we call a substrate, locally onto the lattice, and the motility of agents is taken to be proportional to the substrate density. Discrete simulations that mimic a two-dimensional circular barrier assay illustrate how the discrete model supports both smooth and sharp-fronted density profiles depending on the rate of substrate deposition. Coarse-graining the discrete model leads to a novel partial differential equation (PDE) model whose solution accurately approximates averaged data from the discrete model. The new discrete model and PDE approximation provide a simple, biologically motivated framework for modelling the spreading, growth and invasion of cell populations with well-defined sharp fronts. Open-source Julia code to replicate all results in this work is available on GitHub.

IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL (TARL) TERINTEGRASI KONSEP UNDERSTANDING BY DESIGN (UBD) UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA SMA PADA PEMBELAJARAN BIOLOGI

Teaching at the right level (Tarl) is a student-centered learning approach where students are grouped into groups with certain cognitive levels. Meanwhile, Understanding by Design (Ubd) is a reverse learning design or backward design where the process consists of determining objectives, then assessing and compiling learning activities which, if integrated, will be able to achieve optimal learning objectives and increase learning motivation. This research aims to determine whether the implementation of teaching at the right level (Tarl) integrated with the concept of Understanding by design (Ubd) can increase students' learning motivation at Surya Wisata Kediri Tabanan Senior High School. This type of research is classroom action research (PTK), using a cycle design from Kemmis & Mc Taggard. The location of this research is at Surya Wisata Kediri High School in class X MIPA 1 with research subjects of 32 students. Based on the research, the results obtained are that the implementation of the Teaching at the Right Level (TaRL) approach integrated with the Understanding by Design (UBD) concept can increase students' learning motivation, where in the pre-cycle the percentage of students was in the low category, in the first cycle the percentage was 24.21%. Student motivation increased to 59.24% in the medium category and in cycle II it increased to 80.56% in the high category. So it can be concluded that the implementation of the Teaching at the Right Level (TaRL) approach integrated with the concept of Understanding by Design (UbD) can increase high school students' learning motivation in learning biology.

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

Fostering Metacognition, Motivation, and Problem-Solving in Secondary School Biology: A Mixed-Methods Study on Instructional Strategies and Student Outcomes

Fostering Metacognition, Motivation, and Problem-Solving in Secondary School Biology: A Mixed-Methods Study on Instructional Strategies and Student Outcomes

Examining Self-Perceived Competence in Biology Among Junior High School Students: A Descriptive Analysis

Students' self-perceived competence refers to students own perception of their level of competence or ability in a particular area or skill. This study aimed to provide a comprehensive understanding of the self-perceived competencies of Grade 10 students in the field of biology education, specifically focusing on Biology 7, 8, 9, and 10. The study was conducted in a public junior high school in the Philippines. Using a descriptive quantitative research design, data were collected from 76 Grade 10 students through a Rapid Competency Assessment Questionnaire. The questionnaire consisted of a comprehensive list of learning competencies in Biology, based on the K to 12 Science Curriculum outlined by the Department of Education. Participants assessed their understanding of each competency using a defined scale ranging from "Excellent" to "Poor." The results of the study revealed the Grade 10 students' perception of their competence in achieving the Grade 7, 8, 9, and 10 Biology competencies. Students believed they performed satisfactorily in the areas of Parts and Function: Animals and Plants, Biodiversity and Evolution, and Ecosystems. However, they perceived their performance to be fair in the domain of Heredity: Inheritance and Variation. The findings of this study have implications for educational interventions and teacher training programs. The results suggest the need to develop interventions that enhance students' interest and motivation in Biology, as well as improve teaching strategies to address the areas where students perceive their competence to be fair. Additionally, the study supports the Department of Education's efforts to create a favorable learning environment for students by identifying areas for improvement in biology education. Future research may focus on investigating the actual competencies of students in Biology and exploring the factors that contribute to students' perceived competencies. By understanding these factors, educators can better tailor their instructional approaches to enhance students' learning experiences in Biology.

Pathways towards truly brain-like computing primitives

Taking inspiration from biological information processing in neural assemblies, deep learning and artificial intelligence made solutions to complex problems more feasible. While at first realized by silicon-based hardware, memristive devices for vector-matrix multiplication are attracting huge focus due to their potential integration in large, parallel cross-bar arrays, mimicking the aspect of highly parallel processing (and in-memory processing) in biological neural networks. In real neuron assemblies, however, the connections are not strictly formed in a rigid 2D crossbar array, but form and degrade dynamically in a 3D environment with features of hierarchy, modularity and reconfigurability. To fully explore the capabilities of truly brain-like hardware computing, the transition towards a platform with dynamically reconfigurable connections is mandatory. This work showcases different approaches to address this biological motivation, covering the fields of Topology & Structure as well as Dynamics of biological systems, and classifies them with respect to seven fundamental principles of brain-like computing. The approaches are ranging from highly interconnected nanogranular networks with dynamically reconfigurable connections over liquid-solid composites rearranging connections via dielectrophoresis and guided redox-wiring to the mimicking of neural action potentials by relaxation-type oscillators that are used as input stimuli.

The analysis of motivation and students learning independence in learning biology in SMAN 1 Lalan during the Covid-19 pandemic

This study aims to analyze and determine the factors that influence students' motivation and independence in learning biology in SMAN 1 Lalan during the Covid-19 pandemic. The research method used is descriptive qualitative. The subjects of this study were students of class X IPA, XI IPA, and XII IPA, and biology teachers. Data were collected by direct observation, questionnaires for students via a google form, and direct interviews with teachers and students. Data analysis was performed using Miles and Huberman's interactive analysis technique. The results showed that students' learning motivation was in the high category. Although some students have difficulty understanding the material and are sometimes sleepy due to the online learning process, students try to be enthusiastic about learning. While students' independence learning shows that students' independence in learning is also in the high category, they try to follow the online learning process. Although being able to access the internet is sometimes hampered by signals and students are still found who do not have laptops and cell phones. This shows that the factors that influence students' learning motivation and independence in online biology learning at SMAN 1 Lalan include the goals to be achieved, a sense of desire to succeed, student conditions, difficulties in accessing the internet, the role of parents, the role of teaching and learning. environmental conditions. Keywords: learning motivation; independent learning; online learning

The IMPLEMENTATION OF PjBL TO INCREASE STUDENTS' LEARNING ACTIVITY AND MOTIVATION AT SMA MUHAMMADIYAH 3 JEMBER

This research was conducted with the aim of improving the engagement and motivation in learning biology through the implementation of a project-based learning model, namely Project Based Learning, among students of class XB at SMA Muhammadiyah 3 Jember. Project Based Learning is a contextual learning model that uses projects as a medium, with the expectation of transforming students' learning methods to be more independent by increasing their engagement and motivation. This study employed a classroom action research consisting of three cycles. Data analysis was carried out using quantitative descriptive analysis, and data collection was carried out through observation sheets, questionnaires and documentation. The steps in implementing the Project Based Learning model include determining fundamental questions, designing project plans, creating a schedule for producing the project outcomes, monitoring project engagement and progress, testing the outcomes, and evaluating the learning experience. The results of the study showed that the application of Project Based Learning was able to improve student engagement by 4% and 10%, reaching 62% in cycle 1 and progressively increasing to 66% in cycle 2 and 76% in cycle 3. Student motivation also increased by 4% and 11%, reaching 63% in cycle 1, and further increasing to 67% in cycle 2 and 78% in cycle 3. Therefore, Project Based Learning is recommended for implementation in biology education.

IMPLEMENTATION OF FLIPBOOK LEARNING MEDIA TO IMPROVE MOTIVATION AND ACHIEVEMENT IN BIOLOGY LEARNING IN CLASS XII MIPA2 STUDENTS OF SMAN 1 KUTA SELATAN

This study aims to increase motivation and achievement in learning biology in class XII MIPA2 SMA Negeri 1 Kuta Selatan through the implementation of flipbook learning media. This research was conducted from 26 July 2022 to 8 October 2022, with research subjects being class XII MIPA2. The object of this research is the motivation and achievement in studying biology. Student motivation data was collected through questionnaires and learning achievement data collected through learning achievement tests arranged in the form of objective tests. The data that has been collected, then analyzed descriptively. The results of this study indicate that there is an increase in student motivation and achievement through the implementation of flipbook learning media. good category. The average student achievement in the first cycle was 65.57 in the sufficient category and 51.43% student completeness, while in the second cycle the average student achievement was 79.71 in the good category and 88.57% student completeness.

Study of communication phenomenology of Tiktok users who have experienced fear of missing out on behavior

<p>TikTok users who experience fear of missing out behavior is a new phenomenon in the development of TikTok social media. This study aims to know the meaning of TikTok social media for TikTok users who experience Fear of Missing Out behavior. This study uses a qualitative research method with a phenomenological approach and uses qualitative research data analysis techniques according to the analysis of the Miles & Hubermen model. The results show that the utilization and use of TikTok for TikTok users who experience fear of missing out behavior are influenced by 2 motives, firstly, past motives (because motives) which are classified as sociogenetic motives, in the form of curiosity motives, documentation motives and future motives (in order). To motive which are classified as sociogenetic motives, namely curiosity motives, self-esteem motives, and competence motives, there are also biological motives, namely eliminating boredom as well as improving the mood where a person needs rest activities. Meanwhile, the meaning of TikTok for TikTok users who experience fear of missing out behavior is as a medium of information, as a versatile and functional medium, and as a space for creativity.</p>

Normalized L3-based link prediction in protein–protein interaction networks

BackgroundProtein–protein interaction (PPI) data is an important type of data used in functional genomics. However, high-throughput experiments are often insufficient to complete the PPI interactome of different organisms. Computational techniques are thus used to infer missing data, with link prediction being one such approach that uses the structure of the network of PPIs known so far to identify non-edges whose addition to the network would make it more sound, according to some underlying assumptions. Recently, a new idea called the L3 principle introduced biological motivation into PPI link predictions, yielding predictors that are superior to general-purpose link predictors for complex networks. Interestingly, the L3 principle can be interpreted in another way, so that other signatures of PPI networks can also be characterized for PPI predictions. This alternative interpretation uncovers candidate PPIs that the current L3-based link predictors may not be able to fully capture, underutilizing the L3 principle.ResultsIn this article, we propose a formulation of link predictors that we call NormalizedL3 (L3N) which addresses certain missing elements within L3 predictors in the perspective of network modeling. Our computational validations show that the L3N predictors are able to find missing PPIs more accurately (in terms of true positives among the predicted PPIs) than the previously proposed methods on several datasets from the literature, including BioGRID, STRING, MINT, and HuRI, at the cost of using more computation time in some of the cases. In addition, we found that L3-based link predictors (including L3N) ranked a different pool of PPIs higher than the general-purpose link predictors did. This suggests that different types of PPIs can be predicted based on different topological assumptions, and that even better PPI link predictors may be obtained in the future by improved network modeling.

Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology

The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinking classes. Although the results indicated that there was a statistically significant difference for teaching by the design-thinking method in improving students’ achievement according to students’ GPA, the results did not indicate a statistically significant difference in enhancing students’ motivation toward learning biology according to GPA. Therefore, instructors and curriculum developers should restructure the contents of their courses according to the design-thinking model to optimize students’ motivation and understanding of cell biology.

Needs Analysis on the Development of Integrated GITTW Hybrid Learning Model in the Learning of Biology at Senior High School

The rapid development of technology in the era of globalization affects the world of education. As a result, learning must be able to adapt by utilizing technology. in line with this, there are problems in learning biology such as the lack of understanding a biological concepts, learning motivation and learning independence of students. As the consequency, the learning outcomes is declining. This study aims to determine the needs and potentials of teachers and students in learning biology as the basis for developing an Integrated GITTW (Group Investigation and Think Talk Write) Hybrid Learning Model strategy in Biology learning. This research is a descriptive type with the research subjects of teachers and students of grade X science at Senior High School in the city of Surabaya. Data were collected through observation, documentation, questionnaires and interviews. The results of the study reveal that teachers and students need the learning innovations by utilizing learning technology. The integration of technology in learning makes it easier for students to obtain information from various media and learning resources. The hybrid learning model integrated with the GITTW strategy with Moodle-based media makes learning more effective, efficient, and interesting and according to students' interests in using media such as smartphones and laptops. Through the model that will be developed, learning problems in comprehending biological concepts, learning activities and motivations as well as students' learning independence that are lacking in biology learning are expected to be resolved. Based on this fact, it is necessary to develop a hybrid learning model that integrates the GITTW strategy in biology learning.

P versus B: P Systems as a Formal Framework for Controllability of Boolean Networks

Membrane computing and P systems are a paradigm of massively parallel natural computing introduced by Gheorghe P\u{a}un in 1999, inspired by the structure of the living cell and by its biochemical reactions. In spite of this explicit biological motivation, P systems have not been extensively used in modelling real-world systems. To confirm this intuition, we establish a state of the art investigation comparing the use of P systems to that of Boolean networks in this line of research. We then propose to use P systems as a tool for setting up formal frameworks to reason about other formalisms, and we introduce Boolean P systems, specifically tailored for capturing sequential controllability of Boolean networks. We show how to tackle some technical challenges and prove that sequential controllability properly embeds in the framework of Boolean P systems.

Hubungan Antara Keterampilan Metakognisi dan Motivasi Belajar dengan Hasil Belajar IPA Siswa Kelas VIII SMP Negeri di Kecamatan Ujung Pandang Kota Makassar

This study aims to (i) analyze how metacognitive skills are; (ii) analyze how learning motivation is; (iii) analyze how science learning outcomes (iv) analyze the relationship between metacognitive skills and science learning outcomes; (v) analyze the relationship between learning motivation and science learning outcomes; (vi) analyze the relationship between metacognitive skills and learning motivation with learning outcomes together with science learning outcomes for class VIII SMP Negeri Makassar City students. This research is an ex-post facto research. The population in the study was all students of class VIII of SMP Negeri in Ujung Pandang sub-district, Makassar City in the 2021-2022 academic year with a total of 717 students. The research sample was 345 students using cluster random sampling. Data collection techniques are questionnaires and documentation. Data were analyzed by descriptive and inferential statistical techniques. The results showed that (i) students' metacognition skills were classified as moderate, (ii) students' learning motivation was classified as moderate (iii) students' science learning outcomes were in the medium category, (iv) there was a relationship between metacognitive skills and science learning outcomes, (v) there were there is a relationship between learning motivation and learning outcomes in Biology, (vi) there is a relationship between metacognitive skills and learning motivation with science learning outcomes for eighth grade students of SMP Negeri in Ujung Pandang District, Makassar City.