Biology Teachers Research Articles

Development of interactive learning media based on website chatbots on plant tissue material

The utilization of learning media is a valuable instrument in enhancing the learn-ing process, hence maximizing the attainment of learning objectives. The objec-tive of this study is to create an educational tool for biology instruction in the form of a website chatbot focused on plant tissue content. The research also seeks to evaluate the viability and efficacy of this tool when used by students. The pre-sent study used the ADDIE model, a widely recognized framework in the field of development research. This model encompasses five distinct stages, namely anal-ysis, design, development, implementation, and evaluation. The data utilized in this study was collected via interviews, questionnaires, and tests, and afterwards analyzed employing qualitative and quantitative descriptive statistical methods. The present study developed an educational tool in the form of a website chatbot focused on plant tissue materials. The validation process involved obtaining feed-back from media experts, material experts, and students. The assessment con-ducted by media experts resulted in a 91% rating, categorizing the chatbot as "very feasible." Similarly, the material expert's assessment yielded an 86.5% rat-ing, also falling into the "very feasible" category. Furthermore, students' respons-es indicated a 97.7% rating, categorizing the chatbot as "very feasible." Moreo-ver, based on the study conducted to evaluate the efficacy of learning media goods, the t-test findings revealed a significant difference between the pretest and post-test scores, as indicated by a Sig value (2-tailed) of 0.000, which is less than the predetermined significance level of 0.05. The mean gain for the website chat-bot learning media product is 0.77, falling inside the "high" category. This sug-gests that the product is very suited and effective as a learning medium.

Style Classifications in Biology Teaching: A Systematic Review of Literature

This study aims to analyse systematically the articles on teaching biology and concerning style classification which were published in international and national journals according to criteria set. For this purpose, articles of style classification which were conducted in the period between 1990 and 2022 and directed to teaching biology at pre-school, primary school, secondary school and higher education levels were reached. 48 articles published in international journals and 88 articles published in national journals were put to content analysis within the scope of the study. They were considered in terms of their theoretical framework, key words they had, methods they used, types of data sources used in their sample, the countries where they were conducted and the years when they were conducted and the conclusions they reached according to the criteria set in the sub-problems. It was found accordingly that mostly activity-based styles were examined, that “learning style(s)” were the most frequently used key words, that the research mostly used quantitative methods and that they were mostly conducted with the participation of teachers. It was also found that the articles published in international journals were mostly conducted in Turkey. The articles were observed to increase as of 2013. The results of journal articles research analysed in the final sub-problem were given in detail in four categories. This current study makes various recommendations for style classification studies concerning biology teaching.

New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship

For formal education to play a significant role in efforts for sustainable development, teachers must assume new roles, transform their beliefs about the essence of teaching and learning, and implement innovative pedagogies. Through a multiple-case study methodology, three patterns of shifts were identified in the beliefs of twelve high-school biology teachers who participated in a cultural-historical activity theory intervention aimed at supporting their transformative agency. These patterns corresponded with the tensions the teachers experienced and the mediating tools appropriated. These results highlight the role of contradictions and mediating tools when aiming for educational reforms to support health, well-being, and citizenship.

Validity and practicality of ethnovlog media on the production of typical Riau smoked fish (salai) as a science learning media

Scientific studies on vlogs, ethnosciences, and social media literacy are current studies. A study on the development of ethno-vlog that raises local character and can be used as a learning medium is crucial. This study aims to develop a valid and practical ethno-vlog on the production of typical Riau smoked fish (salai fish) as a science learning media, especially in food preservation studies. The research is development research using a 4D development model (Define, Design, Develop, Disseminate). The ethno-vlog validity is carried out by disseminating questionnaires to 5 validators from three universities, namely Universitas Lancang Kuning, Universitas Negeri Padang, and Universitas Negeri Semarang, whereas the ethno-vlog practicality was conducted by three lecturers and 27 students of prospective Biology teachers at Universitas Lancang Kuning, Indonesia. The feasibility test results in that the ethno-vlog of food preservation in the production of typical Riau salai fish is valid and practical to be used as a learning media of food preservation for students of prospective Biology teachers at Universitas Lancang Kuning, Indonesia.

Bringing cell biology into classroom: tips to culture and observe skeletal muscle cells in high school and college

Watching living cells through a microscope is much more exciting than seeing pictures of cells in high school and college textbooks. However, bringing cell cultures into the classroom is challenging for biology teachers since culturing cells requires sophisticated and expensive instruments such as a CO2 incubator and an inverted phase-contrast microscope. Here, we describe easy and affordable methods to culture and observe skeletal muscle cells using the L-15 culture medium, tissue culture flask, standard dry incubator, standard upright microscope, and modified Smartphone microscope. Watching natural living cells in a “Do-It-Yourself (DIY)” way may inspire more students’ interest in cell biology.

The biology teacher profile of junior and senior high school and the use of learning models in Ternate Indonesia

The implementation of instructional models in the classroom significantly impacts students’ learning abilities and achievements. The adoption of a teacher-centered learning approach might lead to reduced student engagement in the learning process, consequently influencing their ability to acquire life skills. The current study aimed to determine the educational attainment, teaching experience, utilization of learning media and application of learning models by junior and senior high school biology teachers in Ternate, Indonesia. This study employed a qualitative research method that utilized survey questionnaires. The respondents were 25 biology teachers of junior high school and 30 biology teachers of senior high school. The research findings showed that (1) 84% of the junior high school biology teachers have the undergraduate education and 16% of them have the master education; 69.77% of those of the senior high school have the undergraduate education and 30.23% of them have the master education. (2) Both the junior and the senior high school biology teachers have over 15 years of teaching experience. (3) Among the junior high school biology teachers, the use of student worksheet is only 20%, and the use of learning media is 14%; Among the senior high school biology teachers, the use of student worksheet is 36.66% and the use of learning media is 23.33%. (4) The uses of conventional learning and the use of cooperative learnings among junior high school biology teachers are 83% and 17%, respectively; where as among those of senior high school are 73.34% and 26.66%, respectively. In conclusion, the educational qualifications of junior and senior high school biology teachers in Ternate have satisfied the necessary criteria for teaching. However, the teachers have not been able to enhance the quality of education in the city. This highlights the importance of developing innovative learning models to improve the learning abilities and achievements.

The Potential of Narrative for Understanding Protein Biosynthesis in the Context of Viral Infections

The Potential of Narrative for Understanding Protein Biosynthesis in the Context of Viral Infections

Pengembangan E-Booklet Berbasis Aplikasi Android Pada Sub Konsep Sistem Peredaran Darah Manusia Kelas XI SMA

Electronic booklets are learning resources that are in accordance with online learning conditions, the 2013 curriculum and IT advances in education. The research model used is 4D namely: 1) Define, 2) Design and 3) Development which then in the Development stage uses the Tessmer Formative Evaluation design namely 1) Expert assessment and 2) individual test 3) small group test. The subjects of the validity test were 2 Biology Education lecturers and 1 Biology teacher at SMA Negeri 4 Banjarmasin. The individual test subjects were 3 class XI MIPA 3 students at SMA Negeri 4 Banjarmasin and the small group test subjects were 4 students in the same class. The results of the study show 1) the validity of the Android application-based E-Booklet based on 5 aspects has a valid category; 2) the practicality of the contents of the Android application-based E-Booklet has attractiveness based on the responses of students in the at least good category, the practicality of the hope that the E-Booklet is easy to use based on the responses of students in the least good category; and 3) the effectiveness of expectations based on critical thinking assessments obtains a very good category in interpretation, analysis, evaluation, explanation, and self-regulation skills, and has a good category in the aspect of inference

Using Arts-Based Methodologies: Facilitating First-Year Pre-Service Teachers' Collaborative Teaching of Cell Biology

Even with well-prepared lectures, some of my students still struggled to understand some of the concepts of cell biology. I therefore wondered if an exploration of teaching methods involving the arts would help them to engage with the subject content in ways that made it more accessible, and help them to understand the concepts better. Building on earlier approaches of using collaborative learning, I requested students to discuss, plan, and present to each other on cell biology concepts using arts-based teaching methods. In groups of 4-6 members, they could use any strategy such as dance, drama, music, poetry, and drawing to teach the concepts. The students collaboratively prepared content for a concept of their choice and presented it using their chosen and developed teaching strategy. Some of the strategies that students seemed to enjoy using included rapping the concepts, songs, dance, role play, and poetry. A few students resorted to individual PowerPoint presentations. The hope was that the enjoyment would translate into students' familiarisation with and understanding of the concepts better than through traditional teaching. Although the approach demonstrated that students could teach these concepts in versatile and fun ways, it did not assess their understanding of the concepts presented.

Using Arts-Based Methodologies: Facilitating First-Year Pre-Service Teachers' Collaborative Teaching of Cell Biology

Using Arts-Based Methodologies: Facilitating First-Year Pre-Service Teachers' Collaborative Teaching of Cell Biology

Turning the Art of Karanga Beer Brewing Into a Science: An Example of Humanising Biology Teaching and Learning

South African National Senior Certificate examination reports consistently reflect poor performance in STEM (science, technology, engineering, and mathematics) subjects when compared to other subjects. This has resulted in a decline in the uptake of STEM subjects because many students perceive them as being difficult to learn. This phenomenon is not unique to South Africa, as many other African and developed countries are facing similar difficulties in terms of student participation in STEM subjects. Reasons for the low uptake of STEM subjects include perceived difficulty, perceived lack of ability, classroom experience of STEM subjects, and lack of enjoyment. Thus, STEM educators across the globe are confronted with the challenge of making the subjects attractive, accessible to, and relevant for students. Humanising the teaching of STEM subjects by building on Indigenous knowledges has been suggested as a way that secondary education could deal with these challenges, and turn them into STEM capabilities. The incorporation of Indigenous and other local knowledges into STEM subjects could promote authentic learning experiences, relevance, and inclusivity if teachers were prepared for this, and appropriate resources made available. In Africa, many children enrol in school while they are concurrently engaged in subsistence economic activities rooted in Indigenous practices. Leveraging the insights gained from these activities could humanise and enhance the relevance of school STEM curricula. Karanga beer brewing is one such activity that we participated in as children and, in this paper, we report our exploration of the science related to Karanga beer brewing and how it can be a way of humanising and promoting the relevance of school science and other STEM subjects.

Turning the Art of Karanga Beer Brewing Into a Science: An Example of Humanising Biology Teaching and Learning

Turning the Art of Karanga Beer Brewing Into a Science: An Example of Humanising Biology Teaching and Learning

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers’ enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App’s usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training.

Development e-module on genetic materials to enhance student’s critical thinking skills

Genetic material is classified as material that is difficult for students to understand because the material is abstract, there are many foreign terms, and there are many complex molecular reactions, so students have difficulty developing critical thinking skills. Therefore, developing a good, suitable, effective, and attractive media is necessary. . This study aims to develop an e-module on the topic of genetic substance, to test the feasibility of the e-module, and to determine the differences in critical thinking skills before and after the implementation of the e-module. This type of research is research and development research with a 4D Thiagarajan model consisting of define, design, development,and disseminate. . This research was conducted without the dissemination stage. The results of the validation of media experts are 81.7% (fair enough) and material experts are 85.5% (very feasible). The results of the trial were limited to 10 students, namely 92.1% (very decent) and 80.4% biology teachers (quite decent). The results of field trials are 90.2% (very feasible). The results of the t-test indicate that there are differences in critical thinking skills before and after the implementation of the e-module. This study implicate that e-modules on the topic of genetic substances are feasible to use and to empower students’s critical thinking skills.

Creativity profile of biology teacher candidates: An exploratory study

Abstract: Creativity is one of the important skills that teachers must have today. Creativity can be defined as the human ability to generate new and valuable ideas. In addition, creativity is considered as a basic competency that needs to be possessed by students in higher education. The purpose of this study was to determine the creativity of prospective biology teachers and its relationship with students' knowledge mastery. For this purpose, a descriptive and correlational study was conducted on 13 biology pre-service students. The instrument used in this study was the Torrance creativity test based on 4 creativity indicators: fluency, flexibility, originality and elaboration. Descriptive and correlational analyses were conducted to identify students' creativity profiles and the relationship between students' creativity and their knowledge mastery. The results showed that there were three types of creativity owned by prospective biology teacher students, namely students with low (38.46%), medium (38.46%) and high (23, 07%) levels of creativity. The correlation test results show that concept mastery correlates with student creativity (r=0.3). The conclusion of this study is that prospective biology teacher students have different creativity, and there is a correlation between students' concept mastery and their creativity level so that there needs to be an effort from lecturers by designing learning strategies that can increase student creativity and concept mastery.

Student’s knowledge on primates: Long-tailed macaque educonservation efforts through primatology course

Within 15 years, the population of Macaca fascicularis has declined rapidly. In early 2022, the IUCN Red List classified them as “Endangered”, though they were considered a species of “Least Concern” in 2008. Land alteration, illegal hunting, and human-macaque conflict often halt long-tailed macaque conservation efforts. Through the Primatology course, anthropology students are taught the importance of macaque conservation and its complications. This preliminary study aims to reveal anthropology students’ knowledge regarding the long-tailed macaque’s status quo and its conservation efforts, pre- and post- their enrolment in the course. Employing a descriptive qualitative approach, this study conducted in-depth interviews with 10 consenting informants—active undergraduate anthropology students. After the transcription process, the data was analyzed by dividing it into multiple subchapters and reviewed with existing literature. More than half of the informants’ knowledge about Macaca fascicularis and primates, in general, is quite satisfactory, though they are still unaware of their current conservation status. According to the informants, cultural and religious factors are closely related to long-tailed macaque conservation, shown in Balinese Hindu temples, Javanese wayang, and topeng monyet. The study concluded that primatology is important because it raises awareness about human’s closest relatives, their ecological significance, and their conservation measures. Adoption or adaptation of the ethnoprimatological framework in biology education as a means of sociocultural exploration and primate conservation is highly recommended. Further research on ethnoprimatology in Indonesia is much needed since Indonesia has many cultural values that might assure the people about contemporary conservation efforts

Mastery concepts and misconceptions in biotechnology courses with a three tier diagnostic test

This research aims to determine the mastery of concepts and misconceptions of students in the Biology Education Study Program wich is in Pekanbaru. This type of research is survey research with a porpusive sampling type. The population of the study was all students who had taken biotechnology courses, while the research sample was 6th semester students who had just completed biotechnology courses in the previous semester. The total research sample was 32 students. The instrument used to measure mastery of concepts and misconceptions is a diagnostic test with 20 multiple choice questions accompanied by reasons and level of belief. The questions are given using a Google form and students work on the questions during class and are given 90 minutes.The research data were analyzed descriptively. Based on the results showed that for indicator 1 30.01% of students understood the basic concepts of biotechnology well and 55.63 had misconceptions. In indicator 2, only 5% of students understood the concept of biotechnology process while 64.38% had misconceptions and 29.38 did not understand the concept. Indicator 3, as many as 10.63% of students understand the concept of conventional and modern biotechnology characteristics and 59.38% of students have misconceptions and 25.63% do not understand the concept while indicator 4 as many as 30.63% of students understand the examples of biotechnology products while still 43.13% have misconceptions and 22.50% still do not understand the concept. Students' mastery of concepts in biotechnology courses is in a very low category and while more than half of the students still experience misconceptions and do not understand the concepts.

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process

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

Towards a model of plant awareness in education: a literature review and framework proposal

ABSTRACT The inattention to plants, known as ‘plant blindness’ or ‘plant awareness disparity’, is an established concern amongst biologists and educational practitioners alike. Many studies have called for a teaching and learning reform in botany, but there has been no thorough or critical examination of the pedagogic literature to date, an issue which this narrative review of studies (1998–2022) seeks to address. We use a framework based on theories of perceptual attention, interest, and attitude formation to derive novel insights about increasing plant awareness in education. Data were extracted using a suite of search terms, characterised using key words and subjected to a thematic content analysis, with 113 studies shortlisted for review. The dominant teaching and learning approaches were identification keys, laboratory investigations and discussion-based approaches. Educational interventions were found to increase plant awareness by providing memorable and meaningful first-hand encounters with plants and generating positive affect. We present a theoretical model based on these findings and discuss the implications for biology education.