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. 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 Development has been indexed by International Journal of Biology Education Towards Sustainable Development is cited by article in Scopus database at least 47 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.