Biology Students Research Articles

Effectiveness of Biology E-Module Teaching Materials Based on Flip Pdf Professional Application to Improve Learning Outcomes and Critical Thinking Skills

This study aims to develop e-module teaching materials that can be used by teachers and students both in school and outside school by developing one of the Plip Pdf Professional applications as an innovation media in a fun learning process. The type of research used is research and development (R&D). The sample in this study were biology teachers and students of SMA Negeri 5 Samarinda and SMA Negeri 11 Samarinda. The results of the expert validation of the teaching materials produced were very good with an average score of 3 validators of 91.33% with the category (very valid). The practicality of the teaching materials assessment from the teacher showed a result of 95.31% (very practical), while the assessment from students got a score of 89.06% (very practical). The effectiveness of the teaching materials produced was able to provide an increase in cognitive learning outcomes with a gain score index of 0.83 (high) and the percentage value of students' critical thinking skills was 88.8%. The results of the effectiveness test using the paired sample t-test showed that there was an influence of the use of e-module teaching materials based on the Plip Pdf Professional application in improving the biology learning outcomes of students at SMA Negeri 5 and SMA Negeri 11 Samarinda on the Human Respiratory System material.

Development of Integrated Biodiversity Student Worksheets With Computational Thinking

Computational thinking is used in learning to improve problem-solving skills in Biology subjects. Classroom learning emphasizes students memorizing biological science concepts in problem-solving, resulting in students' computational thinking skills needing to be improved. So, efforts to overcome this so that students are actively involved in the learning process and to improve students' computational thinking skills in understanding biodiversity material are by providing teaching materials such as LKPD. This study combines the concept of biodiversity with computational thinking components in worksheets so that students can develop computational skills while understanding Biology concepts. This development research aims to develop student worksheets by integrating computational thinking into biodiversity material. This development research was conducted using the 4-D method through 4 stages: define, design, develop, and disseminate. Data was collected using a questionnaire instrument by two validators consisting of language experts, material experts, and teaching material experts, as well as a readability test instrument by three teachers and ten students in class X at SMAN 3 Depok. The results of this study are in the form of student worksheets, which were successfully developed and suitable for use in learning because they obtained a valid category based on assessments from validators and a highly valid category from biology teachers and students.

The Impact of Community-Focused CUREs on Biology Student Identity, Persistence, and Career Outcomes at an HBCU

Course-based undergraduate research experiences (CUREs) have been widely hailed as an innovative approach to engage students in college coursework through exposure to authentic research, leading to improved persistence and more equitable access to research opportunities. This article presents an analysis of the impact of implementing a novel type of CURE across the biology curriculum at one public historically black university, introducing a community focus through a partnership with a local nonprofit organization working to restore a polluted local river. The analysis incorporates survey research on student science identity and sense of belonging with administrative records on persistence to graduation and limited data on graduates’ further education and careers. We find that more of the students who completed these novel CUREs graduated on time with a biology degree than those who did not complete CUREs, and that most biology graduates do go on to use their degrees in further education and/or careers in science or healthcare. We discuss the limitations of our analysis, including the relatively short timeframe covered by our data, the almost incalculable impact of the COVID-19 pandemic, and the retrospective nature of our assessment.

Development of a Sustainability Awareness Tool for High School Biology Students

In the context of classroom-based learning, the majority of students tend to acquire cognitive knowledge. It is essential for students to not only acquire cognitive knowledge but also develop awareness of sustainability as a result of teaching and learning activities. The purpose of this study was to develop an instrument to measure sustainability awareness among high school students. Developing an instrument of sustainability awareness for students is important to measure and encourage their understanding and actions in preserving the environment sustainably. The instrument developed consists of three subdimensions: economy, society, and environment. This instrument assesses awareness of the concept of sustainable development and practices, attitudes, and moral values ​​for sustainability at the individual level. This study used the Rasch modeling analysis technique. The instrument is a closed questionnaire containing 21 items using a 4-point Likert scale. The results of the Rasch modeling showed that the overall Cronbach's alpha reliability coefficient was in the "good" category, while the item reliability coefficient was in the "very good" category. However, the student reliability coefficient was in the "weak" category. The results of the instrument validity test showed four invalid items. These items showed ZSTD and Pt Mean Corr values ​​that did not meet the established criteria. However, the existence of invalid instrument items and weak student reliability coefficients did not affect the overall quality of the instrument. Therefore, it can be concluded that the developed instrument is considered appropriate for measuring the sustainability awareness profile of students.

Implementation of augmented reality herbarium malangensis website tour to enhance conservation literacy

The biodiversity of Indonesia showed by the numerous of plant species, including one of the 89,326 species of spore plants. Along with the high diversity of various threat factors that will affect the status of a plant, knowledge about plants can be enhanced through conservation literacy using modern technology-based learning media, such as 3D modeling and augmented reality (AR) websites. AR acts as an interactive window that opens the view of conservation reality. The aim of this research is to produce a rare plant learning media product in the Bromo Tengger Semeru National Park that exists on the Malangensis Herbarium with the integration of 3D modeling websites. The method used is R&D, referring to the ADDIE model. The practicality test results obtained 91.54%, while the media effectiveness test showed with n-gain scores obtaining a result of 0.66 that media can improve conservation literacy skills in biology students of the State University of Malang. This research could provide a benchmark and literature for advanced media development on plant divisions other than Pteridophyte.

Evaluating the Impact of YouTube Educational Videos in Teaching Pollination Concepts among Secondary School Biology Students in Sabon Gari, Kaduna State

Evaluating the Impact of YouTube Educational Videos in Teaching Pollination Concepts among Secondary School Biology Students in Sabon Gari, Kaduna State

Pilot Study of Digital Competency Mapping of Indonesian Preservice Teachers: Rasch Model Analysis

Typically, biology students pursue natural sciences. As the world becomes increasingly interconnected and reliant on digital technologies and platforms, it is essential to evaluate their technological preparedness. This study aims to validate a mapping instrument of the digital competence of pre-service Biology teachers in a leading private university in Indonesia. The analysis used the Rasch model to measure the validity and reliability of questionnaire instrument utilizing the Logit Value of Item (LVI). The Digital competency (Digcom) questionnaire contains 36 statements in the Indonesian language (Bahasa). This questionnaire aims to record respondents' answers to digital skills for preservice teachers. The statement is adapted from the digital competence area for EU citizens combined with the Digital Literacy guidelines of the Indonesian Ministry of Communication and Information. The result of the retranslation has been validated to remove the ambiguity of each item of the statement by English language experts. The pilot research was conducted on preservice teachers from different backgrounds (gender, department, and year of study) in a private University (n=261). The findings indicated that all the items were deemed acceptable as they met the criteria for the PTMEA-CORR range, MNSQ outfit, and ZSTD outfit. This study is among the few that have explored the digital competency framework of preservice teacher students in Indonesia, specifically in relation to the difficulty level of each competency area.

Developing of Canva-based learning media to increase student creativity and learning outcomes

The availability of teaching materials at school are still not enough to motivate students to learn because of lack interest, so integration of technology is needed stimulate their motivation. This research aims to develop teaching materials that can be used by teachers and students both within the school and outside the school by developing one of the Canva applications as a media for innovation in a fun learning process. The type of research used is research and development (R&D). The samples in this study were biology teachers and students of State Senior High School 1 of Long Ikis and State Senior High School 2 of Long Ikis. The data analysis technique used to measure the level of creative thinking ability through tests as well as the feasibility, practicality and effectiveness of learning media. The instruments used in this research have been tested for validity and reliability. The results of expert validation of the resulting teaching materials were very good with an average score from 3 validators of 91.15% in the (very valid) category. The teacher's assessment of the practicality of teaching materials showed a result of 91.66% (very practical), while the assessment from students received a score of 93.12% (very practical). The effectiveness of the resulting teaching materials is able to provide an increase in cognitive learning outcomes with a gain score index of 0.74 (high) and learning motivation of 0.75 (high). The results of the effectiveness test using the paired sample t-test show that there is an influence of using Canva media-based teaching materials in improving the biology learning outcomes of students at State Senior High School 1 and 2 of Long Ikis on plant tissue material.

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Scoring Levels in Biology in Kwara State

The study examined the effect of concept mapping instructional strategy on senior secondary school students’ scoring levels in biology in Kwara State. A quasi-experimental research design of pretest, posttest, and control group was used. The target population was 852 Secondary School Students (SSS II) from two selected public senior secondary schools in Ilorin, Kwara State. The sample consisted of 80 Senior Secondary School II Biology students purposively selected from two Public Secondary Schools in Ilorin, Kwara State, Nigeria. The adapted Biology Concept Map Instructional Strategy for Teaching Cell Division (BCMISTCD) and Scores from the Biology Performance Test (BPT) were used for data collection. The instruments were duly validated by experts. The reliability of the Biology Performance Test (BPT) instrument was .83. Frequency count, percentage, mean and standard deviation to answer the research questions (1-2). Analysis of Covariance (ANCOVA) and T-test were used to test the null hypotheses 1-2 at 0.05 level of significance. Results show that there is a significant difference in the scoring levels of Biology students when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). The study also indicates that there is a significant difference in the male and female students scoring levels when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). Based on the results, the study concludes that there is a significant difference in the post-test and post-posttest scoring levels of the students when concept mapping instructional strategy is used to teach them. The study also concludes that male students’ scoring level is higher than that of female students when concept mapping instructional strategy is used to teach Cell Division. The study recommends that Biology teachers should teach female students who have low-scoring levels in Biology by using concept concept-mapping instructional strategy. This would further improve the female students’ scoring levels in the Cell Division. The study recommends that Biology teachers should focus more on female students when concept mapping is used to teach Cell Division. Keywords: concept mapping, scoring levels, cell division, biology students, gender

Effectiveness of Computer Assisted Instruction on Secondary School Students’ Achievement in Biology: A Case Study in Samtse Dzongkhag

This study investigated the effectiveness of the use of Computer Assisted Instruction as an innovative instructional approach in enhancing students’ achievement in Biology. Study was conducted at two Bhutanese secondary level schools under Samtse district in southwest Bhutan. Sample size consisted of a total of 120 students and four Biology teachers. The study employed mixed methods since this method is particularly useful in understanding any contradictions between quantitative and qualitative findings. Quantitative data was collected based on test-retest approach (quasi-experiment) to establish a cause-and-effect of the interventions while qualitative data was collected based on semi-structured interview for both biology teachers and students. The simulation and animation were used as a mean of intervention for biological concepts teaching for the experimental group while the traditional method was applied for teaching the control group. Findings were analyzed descriptively and inferentially. Study revealed that Computer Assisted Instruction has positive impacts on students’ performance, evidenced by the findings that the students who were exposed to Computer Assisted Instruction (Experimental Group) have significantly outperformed the students who were taught using the Traditional teaching method (Control Group). The findings on gender difference revealed no significant difference in terms of academic performance in CAI. Further, both the teachers and students showed positive perceptions towards the use of CAI in teaching Biology. Therefore, the findings of this study would encourage Biology teachers to use CAI to enhance students’ achievement.

Holistic higher-order thinking in solving environmental problems: A profile of Indonesian undergraduate students

Holistic higher-order thinking (H-HOT) is needed by someone who lives in the 21st century to solve environmental problems. This study aims to determine the ability of H-HOT to solve environmental problems in undergraduate students of biology and biology education programs in Indonesia. The research used a survey method. The sample was taken using a purposive sampling technique, namely only undergraduate students from the biology and biology education program who had graduated from environmental theme lectures. The research instrument in the form of a H-HOT ability test in solving environmental problems is 10 numbers that have been validated by material and construction experts, and empirically validated given to 205 respondents online. Data in the form of H-HOT ability values ​​in solving environmental problems were analyzed descriptively and quantitatively. The results showed that the ability of H-HOT to solve environmental problems in undergraduate students of the biology study program obtained an average score of 24.81, biology education study program is 27.48, and overall average score of all undergraduate students from both the Biology study program and the Biology Education study program are 26.23. The conclusion of this study is that the ability of H-HOT in solving environmental problems in undergraduate students of biology and biology education programs is in a very low category so that efforts need to be made to improve. The study implies a need for improved educational approaches to enhance students' higher-order thinking skills for effectively solving environmental problems.

Effects of Flipped Classroom Learning on Perception in Genetics Concepts among Secondary School Students in Gusau, Zamfara State, Nigeria

The study examined the effects of flipped classroom learning on perception in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The research design employed was quasi-experimental; specifically, pre-test, post test, non equivalent control group design. A sample of 279 SS 3 Biology students drawn using multistage sampling technique from 5,804 SS 3 students for 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Students’ Perception of Genetics Concepts Scale (SPGCS) was the instrument used in collecting data, as Pretest and Post-test. A reliability coefficient of 0.98 was found using Cronbach’s alpha. The data were analysed using mean, standard deviation and Independence Z-test at 0.05 level of significance. Results indicated that students taught using Flipped Classroom Learning possessed high level of perception in genetic concepts than those exposed to lecture method with significant difference in the mean perception scores. The findings equally indicated the insignificant difference between the perception of male and female students exposed to Flipped Classroom Learning. The study recommends among others that Biology teachers should be encouraged to use Flipped Classroom Learning as the main teaching strategy to improve students’ perception in genetics concepts in senior secondary schools. Similarly, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning for high level of perception in genetics concepts.

The potency of culture, technology, and context in a biology classroom: Culturo-Techno-Contextual Approach in action

ABSTRACT This study sought to investigate the efficacy of the Culturo-techno-contextual approach (CTCA) as an intervention in enhancing the knowledge retention of secondary school students in biology. A quasi-experimental (pre-test post-test non-equivalent group) design was employed. A total of 103 biology students in senior secondary year II (11th grade), comprising 56 females and 47 males in education district V, Lagos, Nigeria, participated in the study. The average age of the students was 14 years. The Achievement Test in Tissue and Supporting System (ATTSS), which had a reliability coefficient of 0.80, was designed to collect data on students’ achievement. The study revealed that (a) students taught using the culture-techno-contextual approach had a higher knowledge retention ability than those in the comparison group and (b) CTCA had no differential impact on students in the experimental group based on gender. Hence, the study concluded that the CTCA approach is an effective tool for enhancing student knowledge retention in biology and can help bridge the gap between male and female students’ performance in biology. Recommendations were made for the implementation of the findings of this study and further research.

Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one's conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one's (intuitive) conceptions did not lower students' self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students' cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students' metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units.

Using active learning methodologies to teach sequence analysis and molecular phylogeny.

The great development of high-throughput molecular biology techniques and the consequent generation of massive data have made Bioinformatics essential for undergraduate Bioscience students. The importance of this scientific discipline is evidenced by the huge number of specialized publications, tools, and databases available. Training in Bioinformatics equips undergraduates with transferable skills that can be applied in all fields of Biology, such as programming abilities, data analysis, database management, biological knowledge, statistics, problem solving, and interdisciplinary collaboration. Over the past decade, there has been a notable increase in the number of higher education institutions worldwide that have adopted a competency-based curricula. This approach places a significant emphasis on the actions and skills that students are expected to develop, rather than merely focusing on the information, they are required to memorize. In this educational context, the use of active learning strategies has been demonstrated to enhance student comprehension and competency development. This paper describes the implementation of an active learning approach in a hands-on lesson performed by undergraduate students of Biology at the University of Malaga (Spain). Its main objective is to introduce students to molecular databases and information search systems on genes, proteins, and phylogeny. This is achieved within the framework of a smart campus, which integrates technological and sustainable resources to promote a positive and productive learning environment for the university community. This work presents the content and procedure of this practical activity, as well as the evaluation method and the results of a student survey to assess their opinions.

The Role of Generative Learning Strategy in Bridging the Gap between High and Low Achievers in Genetics Studies in Sefwi-Wiawso Municipality, Ghana

The study sought to investigate the use of the Generative Learning Strategy (GLS) in bridging the performance gap between high- and low-achieving students in genetics in Ghana's Western North region's capital, Sefwi-Wiawso Municipality. The study adopted an embedded research design involving the quasi-experimental pretest/posttest groups with a sample size of 106 SHS 3 Biology students. Two intact classes were randomly selected, treated as one group and exposed to the same treatment conditions. The Genetic Concepts Test and a semi-structured interview guide collected the quantitative and qualitative data, respectively. The GCT's internal consistency was 0.784, indicating a preferable internal consistency. The quantitative data was analyzed using the SPSS version 26, by employing descriptive and inferential statistics. The study found no significant performance difference between high and low achievers after using the GLS. The approach improved the lower achievers’ performance. The interview results revealed that Senior High School Biology students perceived that the Generative Learning Strategy improved the understanding, motivation, retention and self-directed learning of genetic concepts, thereby enhancing their learning outcomes. The study recommended that SHS Biology teachers employ the Generative Learning Strategy in teaching genetic concepts to bridge the performance gap between high and low achievers.

The Effect of Kagan Models on the Achievement of First-Grade Intermediate Female Students in Biology

The research aimed to investigate the effect of Kagan models on the achievement of first-grade intermediate female- students in biology. The sample consisted of 84 students, divided into two groups: an experimental group of 42 students and a control group of 42 students. The experimental method was used for two independent and equivalent groups, with one group taught according to the Kagan models and the other taught using the traditional method. The experiment was conducted at Al-Jameaa Secondary School for Girls for a full academic semester. To verify the research hypothesis, an achievement test consisting of 36 multiple-choice questions was applied. The results showed a statistically significant difference in favor of the experimental group.

Effect Model (SAVI) in Mental Habits of Fourth Year Middle School Students in Biology

The research aims to identifymodel (SAVI) inmental habits forFourth year middle school students in biology. The researcher randomly selected Al-Tahrir Government Girls’ Day Secondary School in the center of Babil Governorate, as the school contains four classes for the fourth year of middle school and includes (155) students distributed in order.(38 - 39 - 40 - 38) in four sections (A - B - C - D)AndBy random drawing, Section D represented the experimental group, which would study biology according to(SAVI model) and division (b) represents The control group will study the same material in the usual wayThe total number of female students in both groups was:After exclusion(70) Reality student (35) female students in each group,The researcher conducted equality between the students of the two research groupstoFor the following variables (chronological age calculated in months, previous information, biology grades for the third intermediate grade, and intelligence test) Auteus LinyonAnd a measure of habits of mindThe research was limited to female students in the fourth year of middle school For the year Academic(2023-2024) for the first semester and the scientific subject specified in the semesters (first - second - third - fourth - fifth) of the biology textbook and after parity between...The two groupsThe researcher prepared the application requirementsFor both groupsAfter completing the experiment, the researcher applied her research tools to...The two groupsI got data It was processed by testing (t-Test) and the results showed that the experimental group outperformed the control group according to a model(SAVI)inHabits of mind.

Effect Strategy Network Questions On Self-Learning Skills For Second-Year Female Students In Biology

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Validity and Effectiveness of STEAM-Based Food Microbiology Electronic Booklet to Improve Critical Thinking Skills of Biology Students

Objective: This research and development aims to determine the validity and effectiveness of STEAM-based food microbiology electronic booklets based on the assessment of validators and the results of student critical thinking skills tests. Method: This research is an R&D study using the ADDIE development model. The developed product was tested on students using the One Group Pretest-Posttest research design. The validity test was carried out by giving a questionnaire to the validator, and the effectiveness test was carried out by giving a test in the form of 20 fill-in questions to 15 Biology students. Results: The results of this study are that STEAM-based electronic booklets are very feasible to use as teaching materials and learning media and are effective in teaching food microbiology because they can improve students' critical thinking skills. This study is recommended to carry out STEAM-based electronic booklet development innovations in other food microbiology materials. Novelty: The novelty of this study lies in the research variables, which focus on the validity and effectiveness of food microbiology electronic booklets integrated with the STEAM approach to obtain teaching materials that encourage students to be active in learning activities.