Biology Lecture Research Articles

Validity of problem-based learning biodiversity e-book integrating Ruwat Petirtaan Jolotundo's local wisdom for science literacy

The problems faced in school textbooks and student worksheets are common problems globally and there are no daily problems that are in accordance with the surrounding environment and current problems so that they do not train students' scientific literacy skills. This research focuses on validity and readability of developing an integrated e-book that incorporates Jolotundo temple local wisdom into Biodiversity material to enhance high school students' Science Literacy skills. The study addresses the challenge of limited teaching materials due to the shortage of teachers capable of preparing suitable content for 21st-century learning, which emphasizes Science Literacy. The Research and Development (R&D) method was employed using the ADDIE framework, encompassing analysis, design, development, implementation, and evaluation stages. Data was collected through validation by two biology lecturers, material experts, and media experts, as well as a readability test. The e-book received high validation scores: 3.65 for presentation, 3.66 for content appropriateness, and 3.72 for language appropriateness. The readability test indicated a level 10, aligning with the cognitive level of grade X high school students, and was categorized as very positive and appropriate. In conclusion, the integrated e-book is highly feasible and valid for enhancing science literacy skills in grade X high school students, making it an effective tool for 21st-century learning.

Development of Canva-based Website Media on Class X for Virus Topic in Biology Learning

The current technological advancements have a crucial role in education, bringing about innovations in the learning process. One form of innovation is using website media as a learning tool. This research aims to assess the feasibility and students' responses towards a Canva-based website learning media on viruses for high school X grade. The study follows the research and development approach using the ADDIE method. In this research using random sampling technique. The sample research used 10 students of XI MIPA 2 at SMAN 2 Teluk Keramat. Instruments utilized include validation sheets and student response questionnaires. The data analysis calculates the validation using Aiken's V formula and average score of student response and classifies into available categories. Validation was carried out by 2 biology lecturers at Untan and 3 biology teachers. The validation analysis using Aiken's V yielded a score of 0.89 for the Canva-based website media on virus topic, categorized as valid. The questionnaire analysis revealed an average response rate of 83.82%, indicating a very strong category of acceptance. Based on these results, it can be concluded that the Canva-based website media is suitable for use as a learning media on class X for virus topic

Exploring Integrated Learning with Local Wisdom: Sendang Made Ecosystem E-book to Train Critical Thinking Skills for Class X High School Students

This research focuses on developing an integrated e-book that incorporates Sendang Made local wisdom into ecosystem material to enhance high school students' critical thinking skills. The study addresses the challenge of limited teaching materials due to the shortage of teachers capable of preparing suitable content for 21st-century learning, which emphasizes critical thinking and technology use. The Research and Development (R&D) method was employed using the ADDIE framework, encompassing analysis, design, development, implementation, and evaluation stages.nData was collected through validation by two biology lecturers, material experts, and media experts, as well as a readability test. The e-book received high validation scores: 3.73 for presentation, 3.73 for content appropriateness, and 3.54 for language appropriateness. The readability test indicated a level 10, aligning with the cognitive level of grade X high school students, and was categorized as very positive and appropriate. In conclusion, the integrated e-book is highly feasible and valid for enhancing critical thinking skills in grade X high school students, making it an effective tool for 21st-century learning.

ICT in biology education: teachers’ readiness and implementation challenges in the context of Bangladesh

Information and Communication Technology (ICT) is commonly employed in biology classes to facilitate students' comprehensive comprehension of biological processes and enable them to see living phenomena. The purpose of the study was to explore the use of ICT in enhancing the teaching and learning process of biology in the secondary schools of Bangladesh. In our study, sequential explanatory mixed method design has been followed. Data was collected from purposively selected ten secondary schools of Dhaka city. The study reveals that teachers have a positive attitude towards incorporating ICT in biology lessons and possess operational understanding of data processing tools and online browsing. Nevertheless, it also emphasizes the fact that teachers are devoid of personal computers in their houses and have restricted availability to school computers. Furthermore, the existing curriculum and teachers' guides lack adequate instructions for integrating ICT into biology lectures. The study also suggests that the process of developing ICT-based curriculum is complicated, which deters teachers from incorporating ICT into their classes. Furthermore, there is a limited availability of educational materials related to ICT in the Bangla language. This study recommends continuous in-servicing training on ICT to teachers, interest free loan to teachers for purchasing laptops, developing interactive biology educational ICT contents in Bangla and include specific instructions in the curriculum and teachers’ guide on how to use ICT in biology classes. These findings have important implications for policy makers, educators, and researchers who are dedicated to expanding the use of ICT in education.

Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments.

Investigating definitions of success and failure among introductory biology students is essential for understanding what underlies their self-efficacy; a student who gets a B on an exam may lose self-efficacy if they define failure as anything less than an A. Yet, whether students have the same definitions for success as they have for failure in these classes is unknown, nor how those definitions relate to course performance. To better understand student definitions for success and failure and their implications, this mixed-methods study collected survey data from students in two introductory biology courses about their definitions of success and failure and their self-reported grades. Coding of open-ended responses revealed four broad themes related to both success and failure: Performance, Content, Preparation, and Attitude. Although there were common themes in how students defined success and failure overall, individual students often (65%) described success or failure in relation to different standards. We also found some definitions of success and failure were predicted by grades. These results highlight the complexity of building self-efficacy in introductory biology and suggest the need for greater awareness and acknowledgment of the different standards students use to judge their success and failure.

Stepping Together with Nature of Malang Raya: The Development Environmental Changes E-Book Based on Problem Based Learning (PBL)

The development of teaching materials that are integrated with local wisdom is needed as a teaching tool to support learning using the Merdeka curriculum. To practice some of these skills, teaching materials are needed that support the application of the Merdeka curriculum for learning activities. This research aims to determine the theoretical feasibility of teaching materials in the form of environmental change e-books based on problem based learning integrated with local wisdom in Malang Raya. This research uses the ADDIE model with analysis, design, development, implementation and evaluation stages. Data was obtained from validation results by two biology lecturers and readability tests. The environmental change e-book developed has very valid criteria. The validation results are based on aspects of presentation, content, suitability of problem based learning steps. E-book readability test at level 11 or according to the level of thinking of class X high school students which is categorized as very positive and appropriate. So, it is concluded that the environmental change e-book based on problem based learning integrated with Malang Raya local wisdom is very suitable to be applied in the learning of class X high school students.

Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.

Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.

Increasing undergraduate student interpreters’ fluency and accuracy in interpreting STEM content

Interpreters who are skilled in interpreting science, technology, engineering, and mathematics (STEM) content fluently and accurately are few and far between. This issue is particularly true at the post-secondary level. Those interpreters who are available often do not have command of the vocabulary needed to interpret more specialized content and rely heavily on letter-for-letter fingerspelling and word-for-word transliteration. This project looked at the knowledge of the principles of fingerspelling on undergraduate student interpreters’ ability to interpret typical introductory biology lecture material accurately and fluently. Research involved modifying a signing bioscience dictionary (SBD), developing life science content summaries, creating videos of fingerspelling principles, and conducting an evaluation. Key findings showed participants’ knowledge of bioscience vocabulary was significantly improved with use of the SBD and that their ability to interpret typical biology lecture material fluently and accurately improved. After watching the videos and learning to apply the principles of fingerspelling, their fingerspelling scores also improved significantly. However, there was no significant improvement in biology content knowledge.

Biology lecturers’ perceptions of genetics literacy in Indonesia: an explanatory sequential mixed methods study

ABSTRACT Given its impact on medicine, agriculture, and society, genetics literacy has attracted international interest. Biology lecturers play a crucial role in supporting students’ genetics literacy empowerment. However, research into biology lecturers’ perceptions of genetics literacy still needs to be undertaken. This study aimed to explore the understanding, perception, and awareness of genetics literacy among Indonesian biology lecturers. We performed an explanatory sequential mixed method study in two phases: online survey and semi-structured interviews. Results showed that (a) most biology lecturers agreed that genetics literacy was correlated with scientific literacy, information and communication technology literacy, reading literacy, and numerical literacy, and then genetics literacy is understood as consisting of genetics concepts and skills; (b) most biology lecturers agreed that argumentation, informal reasoning, and decision-making skills were appropriate for enhancing genetics literacy development; (c) despite less than half of the biology lecturers teaching skills related to genetics literacy and only a fourth assessing skills related to genetics literacy, most biology lecturers were willing to teach and assess skills related to genetics literacy comprehensively. The findings revealed that biology lecturers’ perceptions of genetics literacy must be explored, given their critical role in ensuring effective and successful genetics educational practice.

Do students have sufficient knowledge of physics to take marine biology courses?

Physics and biology are two branches of science that have many connections. In marine biology courses, students must have a good basic concept of physics. The purpose of this study was to determine whether students’ physics knowledge is sufficient to follow marine biology lectures. This study is a quantitative descriptive study. The study was conducted in May 2024 in the Biology Education study program at Raja Ali Haji Maritime University involving 27 students in their third year of study. Data collection was carried out by testing and analyzing descriptively. The results of the study showed that students did not have sufficient knowledge of physics to be able to follow marine biology courses. This is indicated by the problems found by students in solving questions related to the Effect of the position of the earth, moon, and sun on sea tides, the relationship between salinity and density of seawater, the specific heat of seawater, and the impact of global warming on increasing temperature and rising sea levels. Therefore, action is needed to strengthen the basic concepts of physics of biology students so that when taking biology lectures related to physics, students will be able to understand them well.

Pembekalan Teknik Propagasi Kultur Jaringan Tumbuhan bagi Guru SMA/Sederajat di Samarinda untuk Mendukung Kurikulum Merdeka

Background: The transition of the 2013 curriculum to the Merdeka curriculum requires teachers to be more creative, applicable, and able to stimulate students' critical powers in understanding selected subjects. However, students' elective subjects in Modern Biotechnology, such as Plant Tissue Culture, are poorly understood in practice. This activity aims to improve practical skills in plant propagation techniques by providing plant tissue culture techniques for high school/equivalent teachers in the field of Biology in Samarinda and surrounding areas. Method: This service was carried out by Biology lecturers at FMIPA Mulawarman University and was attended by 22 Biology and agriculture teachers in Samarinda and surrounding areas. Service activities consist of 4 stages, namely the initial stage, theoretical provision stage, practicum stage, and evaluation stage. Results: There was an increase in participants' understanding of plant tissue culture from 'poor' to 'good' level. Evaluation of material presentation and suitability of theory and practice reached the very good category with percentages of 80% and 92%, respectively. Reflections on debriefing showed that 80% of participants thought this activity added insight and was fun. Conclusion: Activities were carried out according to the target and can contribute to the student learning process at school, especially in plant tissue culture.

Development of Digital Books Based on the RANDAI Learning Model Integrated with West Sumatra Local Wisdom on Environmental Change Material

Environmental damage can occur due to a person's lack of understanding about the environment, so the role of local wisdom needs to be revived to increase understanding regarding the environment. In understanding Environmental Change material, students need problem solving abilities. This problem-solving ability can be supported through problem-based learning models such as the RANDAI (Reciting, Analyzing, Narrating, Doing, Assesing & Implementing) learning model which is realized in the form of digital books. This type of research is development research using the Plomp model with preliminary research stages, prototyping phase, and assessment phase which are limited to practicality testing. The research subjects were three biology lecturers at Padang State University, two biology teachers and 26 students in class XI MIPA 3 at SMA Negeri 5 Pariaman. The instruments used were initial investigation questionnaires, self-evaluation questionnaires, expert review questionnaires, one to one evaluation questionnaires, small group evaluation questionnaires, field test questionnaires, and practicality questionnaires. Based on research conducted, the average validity value is 90.23% in the very valid category. The average practicality test by teachers and students is 88.21% in the practical category, so it can be concluded that the Digital Book Based on the Integrated RANDAI Learning Model of West Sumatra Local Wisdom on Environmental Change Material developed is very valid and practical

Cell-Wolf game: A teaching tool for understanding Meiosis in form four Biology

The complexity of meiosis, combined with a lack of knowledge about chromosomes and misconceptions, contributes to students' difficulty understanding this process. Therefore, this study aimed to develop a Cell-Wolf Game as a teaching tool for form four biology students learning about meiosis and to assess its usability based on teacher trainees' perceptions. This study uses a developmental research design by employing ADDIE model as the instructional design model. Two instruments were used in this study: expert validation form and the usability perception of the questionnaire. Two biology lecturers have been appointed to assess the validity of teaching aid material content and questionnaires. A total of 103 trainee teachers from the Bachelors of Education (Biology) programme were selected as respondents for the field study. The study showed the content validity index for both the teaching aid material, and the questionnaire is 1.0, meanwhile, the reliability index for questionnaire was 0.76. The study showed that the trainee teacher's perception of the teaching aid material’s design, teaching aid material’s content, and the usability of the teaching aids is 3.76 (SD = 0.33), 3.68 (SD = 0.42) and 3.64 (SD = 0.47), respectively. In conclusion, the Cell-Wolf Game was successfully developed and validated in this study. Furthermore, trainee teachers' perceptions of the game have a high mean value, indicating that it is appropriate to be implemented as a teaching aid during teaching and learning sessions to create a fun learning environment, thereby strengthening students' understanding.

Detection of environmental pollutants from cobwebs found in selected lecture rooms at the Faculty of Science, Federal University Dutse, Nigeria

The aim of this study was to assess the environmental pollutants present in the cobwebs found in selected lecture rooms; Mathematics lecture room (MTH), Chemistry lecture room (CHM), Biology lecture room (BIO) and Environmental Science lecture room (EMT) in the Faculty of Science, Federal University Dutse. Bacterial pollutants coupled with Arsenic (As) Lead (Pb) in the sampled cobwebs were isolated and identified using standard procedures. One-way Analysis of variance was used to determine the variation in the concentrations of Pb and As in the sampled cobwebs. Staphylococcus aureus (28.1%), Bacillus sp. (37.5%), Streptococcus sp. (18.8%), and Streptobacillus sp. (15.6%) were detected in all the cobwebs samples. MTH 4 had the highest Pb concentration (1.2800 mg/kg) while CHM 3 had the lowest (0.470 mg/kg) Pb concentration. CHM 3 and BIO 3 had very low concentrations of Pb, which were significantly different from each other (p˂0.05). This study has revealed that spider cobwebs can be an effective bio-indicator in determining indoor air quality. Keywords: Indoor air, Cobwebs, Lecture rooms, Bacterial contaminants, Lead, Arsenic

Problem-Based Learning Using Virtual Reality Media at Islamic Senior High School in Bekasi

This study aims to investigate the improvement in the quality of learning biology, especially about the anatomy of the human body after using virtual reality media “The Body VR: Journey inside a Cell”. This study employed pre-experimental research with a one-group pretest-posttest design which was chosen at random, and no stability and clarity tests were performed before the group was given treatment. According to the findings of data analysis and field research at an Islamic Senior High School in Bekasi, students struggled to understand the anatomy of the human body in biology lectures. Observation data suggest that learning outcomes remain poor, at 65%, and problem-solving abilities remain low, at 70%. There are significant differences in students' analytical abilities in distinguishing, organizing, and attributing using Virtual Reality media compared to those who do not participate in Virtual Reality media learning in biology subject XI MIPA. This research recommended to pay greater attention to the use of suitable learning material, as well as to create additional space and facilities for instructors and students to use throughout the learning process. Also, the school must provide new breakthroughs in learning, such as updating up-to-date or up-to-date learning media and educating instructors to design and apply them.

Understanding the concept of diversity, abundance, and distribution of marine invertebrates through practicum students of the Biology Education, Pattimura University

The application of marine biology courses cannot be separated from field practicum activities which are integrated with the main scientific pattern of Pattimura University, namely build nobleh marine, meaning that the marine biology lecture process is a goal of developing human resources. One of the competencies of marine biology courses which emphasizes is that students must understand the life of various types of marine invertebrates that live in each coastal water ecosystem and must also master how to observe and research various types of marine invertebrate life found in each zone of coast (intertidal zone and subtidal). The results of the findings of various types of marine invertebrates were carried out by diversity analysis, the results were 2.0 <H'=2.363836 ≤ 3.0, meaning the level of diversity was medium. The relative density of invertebrates on various substrates includes sand 25%, density on sandy gravel substrates 9.9%, muddy substrates 11.4%, coral substrates 15%. The distribution patterns of various types of invertebrates can also be explained according to the results of analyzes including (1) clustered distribution patterns occur in Crustacea (Emita sp, Harpiosquilla raphidae, Ocypoda cursor), Gastropoda (Nerita polita, Conus sponalis), Bivalvia (Venerupis corrugate), (2) The distribution pattern is uniformly occurs in invertebrates of Bivalvia (Anadara broughtonii, Mytilus trossulus, Tridacna rosewateri, Pinctada radiate), (Diadema setosum, Holothuria scabra), Gasropoda (Strombus decorus). Proving the truth of the concept or theory of various types of invertebrates in biology courses the truth of the sea has been tested through field practicums in the coastal waters of Salahutu District, Ambon Island

Validitas Modul Ajar Pola Pewarisan Sifat pada Hukum Mendel Berbasis Problem Based Learning

The implementation of the independent curriculum requires teachers to develop teaching tools in the form of complete and systematic teaching modules. This study aims to produce a valid Mendelian law of inheritance patterns teaching modules. The research method is R&D (Research and development) with the 4D development model. The subjects of this study were two biology lecturers at FMIPA UNP and six biology teachers. The data collection instruments were observation questionnaires, validity questionnaires, and legibility test questionnaires. This study found that the independent curriculum teaching modules in phase F were not yet available because the independent curriculum had just been implemented. Based on the research conducted, it was found that the teaching module on the pattern of inheritance on Mendel's laws based on problem based learning for biology subjects in phase F SMA/MA is valid with an average score of 91.20% and very valid criteria.

Development Project Based Learning Model with Performance Assessment Based Ethnoscience to Improve Students' Critical Thinking

Learning is an interaction between students and educators in a learning environment. The learning process and outcomes are measured using Performance Assessment. The Performance assessment is a suitable tool in biology learning to improve critical thinking skills. this research aimed to develop a project-based learning model with an ethnoscience-based performance assessment and determine the model's practicality for increasing students' critical thinking skills, especially in ethnoscience learning. The method used was a mixed-method design (quantitative and qualitative data) with a research and development model using the 4D model approach (define, design, develop, and disseminate). The research was conducted in SMA Negeri 1 Manyak Panyed, SMA Negeri 2 Patra Nusa, SMA Negeri 1 Langsa, SMA Negeri 5 Langsa, SMA Negeri 1 Sungai Raya and SMA Unggul Aceh Timur. The instruments used were validation sheets by biology lecturers and teachers and students’ questionnaires. The analysis was administrated through Aiken V coefficients for the critical thinking skills test. The results showed that the project-based learning model with an ethnoscience-based performance assessment was effective as a learning tool for students and teachers. In addition, the test of practicality regarding critical thinking skills revealed an improvement in students' knowledge of ethnoscience

Pengembangan Ensiklopedia Tanaman Obat Berbasis Potensi Lokal di Kota Subulussalam sebagai Sumber Belajar Materi Plantae

This study aims to determine the development of an encyclopedia of medicinal plants in the City of Subulussalam and the feasibility of an encyclopedia of medicinal plants in the City of Subulussalam as a source of learning material for class X plant diversity. The research method was used the Research and Development (R&D) research method with the Borg and gall development model which has been modified to 8 steps from 10 steps that should be, namely 1) Potential problems, 2) Data collection, 3) Product design, 4) Product validation, 5) Design revision, 6) Product validation, 7) Product revision, and 8) Final product with media feasibility conclusion. Based on the results of the validation analysis by material expert validators, media experts, and biology teacher, it is known that the results of material expert validation have a percentage of 97.22%, media expert validation has a percentage of 100%, and validation by biology teacher has a percentage of 98.21%, it can be concluded from the three validation results by biology lecturers and teacher that they can be categorized into very suitable criteria for use as a learning resource. In a field trial with a limited scope and a wider scope, it is known that the results of a limited scope trial have a percentage of 91%, and a wider field trial has a percentage of 96.67%, it shows that the encyclopedia of medicinal plants is very suitable to be used as a learning resource for participants educate.
 Keywords: Encyclopedia, Plantae, Local Potential.

Learning of Biology Concepts in a New World Order in a Nigerian Tertiary Institution

A new order crept into all walks of lives during the Covid-19 pandemic with its enduring impacts on modes of learning. Consequently, the conventional four-walled learning was pulled down, hence, the utilisation of various e-social platforms traditionally meant for social networking. Thus, this study adopts ex-post factor research design to ascertain the utilisation of some e-social platforms by students during and post Covid-19 lockdown. A questionnaire on utilisation of e-social platforms for learning of biology concepts (QUe-SPLBC) was administered on 80 randomly sampled 300 level biology education students who were in 100 level shortly prior the lockdown in the year 2020. The findings showed that unlike what the e-social platforms were used for prior the lockdown, students have integrated these platforms into their learning process. Hence, this study implies that biology lecturers (science educators alike) should brace up for the challenges in the e-social platforms in order to harness the inherent opportunities therein to further enhance learning beyond the four walls