Assimilation: Indonesian Journal of Biology Education
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Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Link"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <![endif]--><!--[if gte mso 9]><xml> <o:shapedefaults v:ext="edit" spidmax="1026"/> </xml><![endif]--><!--[if gte mso 9]><xml> <o:shapelayout v:ext="edit"> <o:idmap v:ext="edit" data="1"/> </o:shapelayout></xml><![endif]--> Assimilation: Indonesian Journal of Biology Education (AIJBE), ISSN 2621-7260 (Online) is a peer-reviewed scientific journal published by the Department of Biology Education, Universitas Pendidikan Indonesia collaborates with Perkumpulan Pendidik IPA Indonesia (PPII) and Himpunan Pendidik dan Peneliti Biologi Indonesia (HPPBI). This journal aims to facilitate scholars, researchers, and practitioners of education to publish a scientific paper on the results of the study/research and review of the literature in the sphere of biology education including learning strategy, learning media, assessment, teaching materials, curriculum, and teacher professional development in all level of education (primary, secondary, and higher education). This journal has been accredited by the Ministry of Education, Culture, Research, and Technology of Indonesia from Vol. 5, No. 1, 2022 until Vol. 9, No. 2, 2026 with 3rd grade according to decree No. 177/E/KPT/2024. The publication frequency is three times a year in March, July, and November. Editors accept the article manuscript written in English and follow the author's guidelines. If you have trouble submitting the manuscripts, feel free to contact the journal administrator via E-mail: aijbe@upi.edu or WhatsApp: https://wa.me/6282318334432
The copyright holder is the journal. The author transfers the copyright and the associated rights along with it to the journal. This means the journal is now responsible for the article. The journal can elect to license back certain rights to the author. The author(s) by signing this form (click here to download) hereby assign worldwide copyright of the Work in all forms and media (whether now known, or hereafter developed), in all languages for the full term of copyright and all extensions and renewals thereof.
Mangrove-based discovery learning with JAS-integrated electronic worksheets: Impact on students' critical thinking and science literacy
The development of students’ critical thinking skills and scientific literacy remains a major challenge in biology learning, particularly when learning is not connected to real-world contexts. This study aimed to analyze improvement in critical thinking and scientific literacy among Phase E high school students through the implementation of an electronic worksheet (e-worksheet), based on Discovery Learning (DL) and integrated with the Jelajah Alam Sekitar (JAS) approach, utilizing the local potential of the Baros mangrove ecosystem. This study employed a pre-experimental one-group pretest–posttest design. The participants consisted of 36 tenth-grade students selected through cluster random sampling. The instruments included an essay test to measure critical thinking skills and a multiple-choice test to assess scientific literacy, both of which were validated and deemed reliable. Data were analyzed using N-Gain to determine the level of improvement in each aspect. The results showed that all aspects of critical thinking skills improved, with N-Gain scores in the medium-to-high categories: interpretation (0.71), analysis (0.76), inference (0.71), evaluation (0.77), explanation (0.69), and self-regulation (0.59). Similarly, scientific literacy skills showed great improvement across all aspects, including context (0.72), competence (0.73), and knowledge (0.71). These findings indicate that integrating e-worksheets, DL, and the JAS approach effectively creates contextual, active, and meaningful learning experiences, thereby enhancing students’ critical thinking skills and scientific literacy. This study implies that integrating structured learning media with inquiry-based and environment-based approaches can support the development of higher-order thinking and scientific understanding
Copyright (c) 2026 Assimilation: Indonesian Journal of Biology Education
AI-assisted authentic assessment in higher education: Mapping research trends and implications for deep learning
The rapid integration of artificial intelligence (AI) in higher education is fundamentally reshaping traditional assessment practices. This transformation is particularly evident in the development of authentic assessments designed to monitor, support, and strengthen deep learning processes continuously. Consequently, this study investigates current global research trends and explores how AI-assisted authentic assessment frameworks can be strategically designed to optimize student learning outcomes. Employing a comprehensive mixed-methods approach, the research combines a rigorous bibliometric analysis to map historical and emerging publication patterns with a detailed narrative literature review to extract deeper thematic insights. The collected bibliographic data were systematically analyzed and visualized using VOSviewer software. This quantitative phase was followed by an in-depth qualitative examination of meticulously selected articles, specifically focusing on underlying theoretical frameworks, practical AI-supported assessment models, and their broader educational implications. The findings reveal a significant increase in scholarly interest in real-time AI-enabled feedback mechanisms, the enhancement of task authenticity to mimic real-world scenarios, and their direct connection to holistic 21st-century skills development. By combining these multifaceted insights, the study proposes actionable strategies for educators and institutions to effectively implement AI-driven authentic assessment, ultimately serving to advance deep learning, ensure academic integrity, and better prepare students for future professional challenges.
Synergizing PBL–SETS and e-worksheets: Enhancing conceptual understanding and scientific argumentation skills in science education
This study addresses a gap in science education research where problem-based learning (PBL) is often implemented separately, while its integration with the Science-Environment-Technology-Society (SETS) approach and E-worksheet support to simultaneously enhance conceptual understanding and scientific argumentation remains underexplored at the junior high school level. A quasi-experimental study with a pretest–posttest control group design was conducted involving two classes. Conceptual understanding was measured using seven indicators within the understanding dimension, while scientific argumentation was analyzed based on the Toulmin framework. The MANOVA results revealed significant multivariate differences between groups (Pillai’s Trace = .793, p < .05). Follow-up univariate analyses indicated significant differences in conceptual understanding (F = 90.170, η² = .600) and scientific argumentation (F = 207.431, η² = .776). These findings suggest that SETS-based PBL, assisted by E-worksheets, is associated with higher learning gains than direct instruction. The results highlight the role of integrating contextual learning environments and structured digital scaffolding in supporting students’ conceptual understanding and the quality of their scientific argumentation.
Contribution of practical activities to students' science process skills and digital literacy about photosynthesis
Photosynthesis, as part of plant physiology, is an important topic, but students' mastery of the material remains low. One way to master learning material is through practical activity. Sometimes the laboratory facilities and equipment at school are inadequate, so practical activity can still be carried out using local materials and virtually. The aim of this study is to reveal the contributions of practical activity using local materials and virtual laboratories to students’ science process skills and digital literacy. A quasi-experimental design was used in this study, with three experimental classes: class L1, which used local materials; class V1, which used the Olabs virtual laboratory; and class V2, which used the Melati virtual laboratory. The research was conducted at a high school in grade 12, and the sample consisted of 89 participants. The results show that students' science process skills in class L1 have reached a good level with an N-gain of 0.66; classes V1 and V2 have also reached good levels with N-gain values of 0.64 and 0.61, respectively. Likewise, students’ digital literacy is at a good level, and both classes achieved N-gain in the medium category, with values of 0.54 and 0.59, respectively. Thus, implementing practical activities with local materials or virtual laboratories helps improve students' competency. Changes in students' science process skills are, on average, at the complementation level, whereas changes in digital literacy are at the revision level. To improve students' competency, practical equipment needs further development.
Case method versus project-based learning: Effects on students' ecological literacy
Learning in schools has not yet effectively utilized appropriate learning models, leading to low reasoning abilities and critical thinking skills among students, particularly in environmental literacy. Therefore, the appropriate learning models to solve these problems are the case method and project-based learning. This study aims to ascertain differences in ecological literacy skills between high and low ecological literacy levels using the case method and project-based learning, and to examine whether there is an interaction effect between learning models and ecological literacy skills. This study uses a quasi-experimental design. The population in this study consisted of 90 fourth-grade students at a public school. The sample used consisted of 60 students, selected using random sampling. The research results showed that the project-based learning strategy had a higher average ecological literacy score than students taught using the case method learning (F = 20.067; p-value = 0.000 < 0.05). A noteworthy interplay between learning techniques was observed (case-based and project-based learning) and ecological literacy ability (high and low) on ecological literacy (F = 9.127; p-value = 0.004 < 0.05). Ecological literacy ability with the case method learning strategy was lower compared to the project-based learning strategy at both high and low ecological literacy levels. In conclusion, to get the most out of learning, teachers should use project-based learning methods that fit their students’ ecological literacy levels.
Exploring solid waste management behaviors among undergraduate biology education students
Environmental education is expected to foster responsible waste-management behavior among university students; however, empirical evidence on the stability of solid-waste management beliefs and attitudes across academic levels remains limited. In particular, few studies have examined whether progression in semester level is associated with differences in belief- and attitude-based behavioral tendencies among biology education students. This study aimed to analyze students’ solid waste management behavior based on two components of the Theory of Planned Behavior (TPB), namely beliefs and attitudes, and to examine whether these indicators differ across semesters. This research employed a descriptive quantitative design with a cross-sectional survey approach involving undergraduate Biology Education students who had completed the Environmental Knowledge course. Data were collected using a structured questionnaire and analyzed using descriptive statistics and one-way ANOVA after meeting the assumptions of normality. The findings indicate that both belief and attitude indicators are generally categorized as very good across semesters. However, the ANOVA results reveal no statistically significant differences in belief scores across semesters (p = 0.262) or in attitude scores (p = 0.269), with small effect sizes indicating minimal practical differences. These results suggest that students’ cognitive (belief-based) and evaluative (attitude-based) orientations toward solid waste management remain relatively stable regardless of academic progression.
Comparing teacher, peer, and self-assessment of students' contributions in an ecosystem model project
Perceived unfairness in group work assessment often arises from unequal student participation, particularly when all group members receive the same grade based solely on the teacher’s evaluation, regardless of their individual contributions. This study investigates differences in peer assessment, self-assessment, and teacher assessment when evaluating students’ contributions to an ecosystem model project, and explores students’ perceptions of these assessment approaches. Using a quantitative pre-experimental one-shot case study design, the study involved one tenth-grade class from a private senior high school in Bandung, Indonesia. Data were analyzed through descriptive and inferential statistics and were complemented by semi-structured interviews. The results reveal that self-assessment (SA) yielded the highest average contribution score, with a mean of 83, followed by peer assessment (PA) at 78, and teacher assessment (TA) at 67. The highest observed score was found in SA (100). Statistically significant differences were identified between teacher assessment and both peer and self-assessment, whereas no significant difference emerged between peer and self-assessment. Overall, students demonstrated high levels of contribution and expressed favorable perceptions toward the implementation of peer and self-assessment. These findings suggest that no single method fully captures student contributions, and a combined approach integrating teacher, peer, and self-assessments provides a more holistic and accurate evaluation.
Embedding local potential and local wisdom into biology e-modules: Front and analysis
Biology education should be contextualized to students’ surroundings by integrating local potential and local wisdom so that learning becomes more meaningful, relevant, and engaging. This study aimed to analyze the need to develop an e-module based on local potential and local wisdom for biology learning in schools in the Toraja region. A descriptive cross-sectional design was employed. Data were collected from two teachers and 35 students selected through purposive and simple random sampling, respectively. The research instruments included questionnaires, interview guides, and document analysis sheets. The analysis of the curriculum, learning process, and teaching materials showed that Toraja has considerable local potential and local wisdom that can be integrated into biology learning. However, the findings also indicated that the available teaching materials are still limited in both quantity and content and have not fully optimized these local values. These findings suggest that learning resources need to be developed more systematically so that they better reflect the students’ cultural context and daily experiences. Therefore, the development of an e-module integrating local potential and local wisdom is necessary to support contextual biology learning, enrich students’ learning experiences, and improve the relevance and effectiveness of instruction in the Toraja region for school-based biology.
Academic anxiety among first-year biology education students in basic biology courses in Papua
Academic anxiety is a significant concern among first-year university students, yet its dimensional profile among biology education students in Papua remains empirically undocumented. This study aimed to describe the level and dimensional patterns of academic anxiety among first-year Biology Education students in the context of their Basic Biology course in Papua. A quantitative descriptive survey design was employed. The samples consisted of second-semester Biology Education students at a state university in Papua Province during the 2023/2024 academic year (n = 33), selected through total sampling. Data were drawn from the anxiety dimension of an instrument adapted from the Learning Stress Perception scale (LSP), comprising 11 items on an 8-point Likert scale, with established content validity and internal consistency (Cronbach's α = 0.70). Anxiety levels were categorized using the Mean ± 1SD normative criterion (M = 4.37, SD = 1.54). Results indicated that the majority of students (69.7%) fell within the moderate anxiety category, with equal proportions classified as low (15.2%) and high (15.2%) anxiety. Across the four dimensions examined, exam anxiety recorded the highest mean, followed by academic and future failure anxiety, learning anxiety, and personal anxiety, with all dimensions falling within the moderate range. These findings contribute preliminary empirical evidence on academic anxiety among first-year biology education students in a geographically underrepresented higher education context in Eastern Indonesia, though they should be interpreted cautiously given the descriptive design and limited sample size.
Augmented reality-assisted biology E-module with PBL-reading concept mapping: Development and its effect on student collaboration
This study aims to develop an Augmented Reality-assisted e-module integrated with a Problem-Based Learning-Reading Concept Mapping (PBL-Remap) to improve students’ collaboration skills. This research employed a research and development (R&D) approach using the Lee and Owens model, which consists of five stages: assessment/analysis, design, development, implementation, and evaluation. High school students were involved as trial subjects. At the same time, material experts, media experts, and Biology Education practitioners served as validators to assess the quality and feasibility of the augmented reality-assisted e-module. The research instruments were a validation questionnaire to assess the validity and feasibility, and a collaboration skills observation sheet. The study found that the e-module, supported by augmented reality and integrated with the PBL-Remap model, was valid, practical, and effective in improving students’ collaboration skills. Furthermore, the developed augmented reality-assisted e-module was deemed highly valid and practical for use in learning. Thus, the augmented reality-assisted e-module, integrated with problem-based learning and reading concept mapping, is worth implementing as an effective learning innovation to develop students’ collaboration skills. We hope that further researchers can expand this research to a wider scope of materials and implementation across other 21st-century skills.