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/
International Journal of Biology Education Towards Sustainable Development is licensed under a Creative Commons Attribution 4.0 International License Authors who publish with International Journal of Biology Education Towards Sustainable Development agree to the term of journal retains copyright that the copyright is transferred to International Journal of Biology Education Towards Sustainable Development
Analysis of Teacher-Learner Interpersonal Relationship and Learners' Attitudes Towards Biology
This study explored the interpersonal relationship between teachers' and students' attitudes toward biology. The research method used was a survey, where data were collected from 6 public senior high schools in Depok City, involving 88 grade 11 students selected through cluster random sampling. Two adapted and transliterated questionnaires were employed: the Questionnaire on Teacher Interaction (QTI) and the Test of Science-Related Attitudes (TOSRA). Data was analyzed using Rasch modeling with Winsteps software and other applications such as SPSS and Edraw.AI. The results indicated that the interpersonal relationship between biology teachers and senior high school students in Depok City was relatively positive. Biology teachers were perceived as somewhat dominant but highly cooperative with students in the classroom. On the interpersonal behavior scale, biology teachers exhibited higher leadership, helpful/friendly, and understanding behaviors than opposing behaviors. Furthermore, an analysis of the teachers' interpersonal behavior profiles revealed that biology teachers in Depok City were classified as directive. A two-variable relationship analysis showed a negative correlation between the closeness (CO) dimension, the Attitude Towards Scientific Inquiry dimension, and the influence (DS) dimension with students' career interest in biology.
Copyright (c) 2025 International Journal of Biology Education Towards Sustainable Development http://creativecommons.org/licenses/by/4.0
Goldfish Ethnozoology in Kasepuhan Citorek as Biology Learning Content
Indonesia has a diverse range of freshwater fish species, making it possible for people to cultivate them. Goldfish are among the most economically valued freshwater fish species. Goldfish can be cultivated traditionally, as demonstrated by the indigenous people of Kasepuhan Citorek Lebak, Banten Province, who continue to practice traditional natural resource management. This project aimed to investigate goldfish farming utilizing an ethnozoological strategy to develop goldfish potential in the Kasepuhan Citorek and use it as the biology learning content. This study has been conducted in January 2024. Data were gathered through observation, in-depth interviews, and document analysis. Data analysis is carried out in a systematic manner using the triangulation technique. The results of the study found that the process of cultivating Sinyonya and Kumpai goldfish types in the Kasepuhan Citorek area still follows the customs for generations by utilizing the surroundings and can be used as the learning content in biology learning for grade ten senior high school in the basic competencies of biodiversity and ecosystem studies. Goldfish are kept in cages along the river. Kijing and rice field snails constitute 90% of their daily diet. The spawning process of one female with three or four male goldfish on the rice field can be harvested eight months later. Goldfish farming gives considerable economic benefits to the indigenous inhabitants of Kasepuhan Citorek.The uniqueness of goldfish cultivation in Kasepuhan Citorek, it can be concluded that this study can be recommended used as a biology learning content of ecosystem and biodiversity studies in senior high school level.
Exploring the Educational Potential of Mutualistic Interaction between Cynometra cauliflora and Arbuscular Mycorrhiza in PT Chandra Asri’s Biodiversity Park: A Content Analysis for High School Biology Learning
Arbuscular mycorrhizal fungi (AMF) form mutualistic interactions with plants, including Cynometra cauliflora (Namnam), a tropical indigenous species from the Fabaceae family. This study explores the educational potential of this biological relationship to enrich high school biology education under the Kurikulum Merdeka framework. Field research was conducted at PT Chandra Asri’s Biodiversity Park in Cilegon, Banten Province, Indonesia, an area with rich local biodiversity and a tropical rainforest climate. The study used a qualitative content analysis approach following an exploratory-descriptive model. Nine naturally growing C. cauliflora individuals were selected for morphological observations and root sampling. Morphological characteristics were documented following standard botanical protocols, while AMF colonization was assessed through root clearing, Phillips and Hayman staining method, and microscopic observation. The percentage of AMF colonization was calculated using the gridline intersect method. Habitat characterization to understand the ecological context. Curriculum analysis reviewed Indonesian biology standards, textbooks, and scientific literature to map potential integrations. Key concepts such as mutualism, nutrient cycling, biodiversity conservation, and plant physiology were identified for curriculum enrichment. The findings suggest that studying C. cauliflora and its AMF association can effectively support Capaian Pembelajaran (Learning Achievement Targets), fostering student skills in scientific methods, environmental awareness, and critical thinking. Incorporating local examples promotes contextual and inquiry-based learning, aligning with the spirit of the Kurikulum Merdeka and strengthening students’ ecological literacy. In conclusion, the mutualistic relationship between C. cauliflora and AMF offers a valuable, locally relevant scientific model for enhancing biology education. It bridges scientific knowledge, cultural understanding, and sustainability, preparing students for real-world ecological challenges.
Students' Collaboration Skills through Project-Based Learning Model Using Digital Poster on Virus Reproduction Concepts
This study aimed to improve students' collaboration skills on virus reproduction material by using digital posters to apply the Project Based Learning (PjBL) model. Qualitative methods were used to analyze data collected through observation, interviews, and documentation in class X of one of the public high schools in Serang City, Banten. Students were tasked to create a digital poster due to group work, where they collaborated to identify the stages of the lytic and lysogenic cycles in viral reproduction. The results showed that the PjBL model improved students' collaboration skills, including communication skills, responsibility, and mutual respect for opinions. Most students have shown good collaboration skills, although some are still passive in the discussion. Teachers and students also faced obstacles, such as a lack of commitment from some group members. Thus, implementing PjBL using digital poster media effectively builds collaboration skills, although further support is needed to ensure that all group members are actively involved. This research suggests using innovative media and methods to optimize collaborative learning in the classroom.
Development of Rhino-Themed Mobile Learning for Critical Thinking Skills of Ecosystem Concepts for 5th Grade Students
Learning media plays an important role in supporting the success of the learning process, especially in developing students' critical thinking skills. This study aimed to develop mobile learning media with the theme of the One-Horned Rhinoceros, an endemic animal typical of Ujung Kulon National Park, as a contextual learning tool to improve elementary school students' critical thinking skills in ecosystem material. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study results showed that the media was developed to analyze student needs and local context through an interactive design process, expert validation, and classroom trials and evaluations. The validation results showed a feasibility level of 91% (very good category). The effectiveness of the media is reflected in the N-Gain value of 0.7171 (high category). The responses of teachers and students to the media were also very positive, 87% and 98.7% respectively. In conclusion, the product developed is feasible and effective and can improve students' critical thinking skills.