International Journal of Biology Education Towards Sustainable Development
International Journal of Biology Education Towards Sustainable Development is a peer-reviewed journal that covers research publications in biology education or related towards sustainable development. Moreover, International Journal of Biology Education Towards Sustainable Development also covers the development of biology education such as Bioinformatics Education, STEM Education, STEAM Education, STREAM Education, MII-STEM, and others. Since the year 2025, the review articles are also welcome to be submitted to the International Journal of Biology Education Towards Sustainable Development. International Journal of Biology Education Towards Sustainable Development is published by Gemilang Maju Publikasi Ilmiah (GMPI). International Journal of Biology Education Towards Sustainable Development has become a Crossref member since year 2021 with prefix 10.53889. Therefore all articles published by International Journal of Biology Education Towards Sustainable Development will have uniques DOI numbers since Vol.1, No.1, December 2021. Since Vol.1, No.1, December 2021 International Journal of Biology Education Towards Sustainable Development uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. International Journal of Biology Education Towards Sustainable Development has e-ISSN 2809-5073. International Journal of Biology Education Towards Sustainable Developmen has been accredited at the 3rd grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 72/E/KPT/2024 and it has been reacredited at the 5th grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.5, No.1, 2025 until Vol.9, No.2, 2029 according to the decision No. 295/C/C3/KPT/2026. International Journal of Biology Education Towards Sustainable Development has been indexed by International Journal of Biology Education Towards Sustainable Development is cited by article in Scopus database at least 54 times since published in December 2021 available onlline on <a href="https://www.scopus.com/results/results.uri?src=dm&sort=plf-f&st1=International+Journal+of+Biology+Education+Towards+Sustainable+Development&sid=d5375f07c0fdc378777d251ba290da3b&sot=b&sdt=b&sl=79&s=%28REF%28international+AND+journal+AND+of+AND+biology+AND+education+AND+towards+AND+sustainable+AND+development%29+OR+REF%28Int.+J.+Bio.+Edu.+Sus.+Dev.%29%29&cl=t&ss=plf-f&ws=r-f&ps=r-f&cs=r-f&origin=searchbasic&zone=queryBar&sessionSearchId=d5375f07c0fdc378777d251ba290da3b&limit=10&offset=20" target="_blank">http://scopus.com/
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The Relationship between Teacher Interpersonal Interaction and the Biology Learning Environment in Senior High Schools
Biology learning that focuses more on conveying material concepts results in less classroom interaction. Each teacher's interaction skills vary, thus creating a different quality of learning environment. An ideal learning environment should stimulate curiosity and encourage active student involvement. To achieve this condition, the interpersonal interaction factor of teachers is an important variable that needs to be examined. This study was conducted with the primary focus of analyzing the relationship between teacher interpersonal interaction and the biology learning environment in Senior High Schools in South Tangerang City. The research method used was a survey with correlational techniques. There were 96 students as samples from seven different schools using the Cluster area sampling technique. Data were collected through questionnaires, specifically the Questionnaire on Teacher Interaction (QTI) and "What Is Happening In This Class?" (WIHIC). The study's results showed a positive and significant relationship between teacher interpersonal interaction and the biology learning environment. Teacher interpersonal interaction accounted for 5.85% of the quality of the biology learning environment, with the remaining quality influenced by other factors. The teacher's interpersonal interaction and the biology learning environment were categorized as moderate, with percentages of 80% and 73%, respectively. It is recommended that teachers develop interpersonal interaction skills and implement more interactive teaching approaches to improve the quality of the biology learning environment.
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Implementation of STEAM-Integrated Project-Based Learning Model with Ecoprint Techniques to Empower Students' Collaborative Skills
This study aims to describe students' collaboration skillsin science learning based on Project Based Learning(PjBL) integrated with STEAM with ecoprinttechniques. The research method used is descriptivequantitative with a population of 6th grade students ofCipocok Jaya 1 Elementary School. Data were obtainedthrough observations of 12 indicators of collaborationskills covering aspects of participation, communication, teamwork, and problem solving, then analyzeddescriptively. The results showed that students' overallcollaboration skills were in the very high category withan average score of 83.3% and 81% of students were in the very good category. This indicates that theimplementation of the PjBL STEAM ecoprint model successfully empowered students' collaboration skills in completing projects involving effective interaction andtask division. The responsibility aspect showed thehighest score (85.88%). This study makes an importantcontribution to the development of 21st century learning that emphasizes collaboration as a corecompetency.
Study of the Effect of Booklet Website Assisted-Game-Based Learning on Students' Motivation and Learning Outcomes in Biology Learning
The significance of this study is to investigate the efficiency of the Blooket platform in acting as a game-based learning tool in enhancing the motivation and outcomes of students learning biology. The approach adopted for this study is a literature approach involving the exploration of various articles and findings related to the topic. From the analysis above, it is evident that the platform has vital attributes of a game-based platform. The attributes include an interactive platform design that has proven effective in boosting student engagement and motivation and increasing student understanding. The findings of various researches indicate a significant improvement in students’ motivation and active engagement and improvement in students’ understanding and achieving mastery levels in understanding biological concepts. The platform is also valid and effective as a means of evaluation and concept reinforcement. It should be noted that for successful implementation of the platform within the school curriculum, valid educational policies and teacher capacity as well as sufficient technological resources are fundamental. The use of the Blooket learning platform has proved to offer a significant and more interactive and effective means of student learning.
The Correlation Between Test and Non-Test Assessments in the Structure and Function of Plants Course
The problem in this case is the requirement to examine the similarity between the students' theoretical knowledge (determined by the test results) and their competencies and engagement (determined by the results of the non-test assessment). The purpose of this study is to examine the relation between the test results and the non-test results among students in the Plant Structure and Function class. The data collected in this study came from 131 prospective junior high school teachers in the field of sciences. The results of the analysis in this case show that the Test results are positively associated and strongly significant with the results of the Non-Test results in this study with the value of the correlation coefficient (r = 0.357) and significance (p = 0.000). In fact, there is no causal relationship between the results in the two tests but there is an associative relation. The results in this study can be considered as a source for the teachers in constructing a comprehensive evaluation system.
Trends in the Use of Interactive E-Modules in Ecology Learning
This study aimed to analyze the trend of interactive e-module usage in Ecology learning and identify the gap between students' needs and experiences of using them. The research method used a mixed-method research design by combining Systematic Review and quantitative descriptive method, reinforced by student needs questionnaire data. The results of the study indicate that students' needs and interests in interactive e-modules are in the high category, especially for visual and interactive learning media. However, the experience of using interactive e-modules is still relatively low. This finding indicates a gap between students' needs and the implementation of e-modules in Ecology learning. Therefore, the development and implementation of interactive e-modules that are appropriate to students' needs need to be optimized to support more effective Ecology learning.