Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON
Mapping the Development of Biological Sciences and Philosophical Thought: A Bibliometric Analysis of Global Research Trends
This study aims to map the development of research at the intersection of biological sciences and philosophical thought, and to identify prevailing global trends within this interdisciplinary field. A bibliometric analysis approach was employed, utilizing data systematically retrieved from the Scopus database. A total of 95 English-language publications issued between 2021 and September 2025 were analyzed using VOSviewer to examine keyword co-occurrence patterns and visualize conceptual relationships among research topics. The findings reveal twelve distinct thematic clusters representing the intellectual structure of the field, encompassing themes such as evolution, philosophy of biology, ethics, biotechnology, and environmental issues. Overlay and density visualization analyses further indicate that topics pertaining to biotechnology, human enhancement, and ethical implications have emerged as prominent and rapidly developing research trends within the contemporary literature. Collectively, these findings demonstrate that the relationship between biological sciences and philosophical thought continues to evolve dynamically in parallel with ongoing scientific and technological advancements. This study further underscores the growing importance of interdisciplinary collaboration between biological sciences and philosophy in addressing the conceptual, ethical, and societal challenges inherent in modern biological research, while simultaneously offering a strategic roadmap for prospective scholarly inquiry at this productive disciplinary interface.
Uncovering the Potential of STEM-Based Biotechnology Materials Biology Learning: A Systematic Literature Review
The Science, Technology, Engineering, and Mathematics (STEM) approach has become a key paradigm for improving the quality of 21st-century science education, including biology learning. Biotechnology material, which has broad applications in daily life, can be taught more effectively through STEM integration. This study aims to examine the potential of STEM-based biotechnology learning through a Systematic Literature Review (SLR). The review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a transparent and systematic process. A total of 50 articles were initially identified from databases such as Google Scholar, Scopus, and Web of Science using the Publish or Perish application. After screening and eligibility assessment, 10 relevant articles were included in the final analysis. The results indicate that STEM-based biotechnology learning enhances students’ conceptual understanding, promotes critical thinking, and fosters innovation. However, its implementation still faces challenges, including limited infrastructure, insufficient teacher training, and lack of supporting teaching materials. In conclusion, STEM-based biotechnology learning has strong potential to be integrated into Indonesia’s biology curriculum but requires policy support, teacher capacity building, and resource development. This review provides a foundation for developing more effective implementation strategies.
Enhancing Critical Thinking Skills in Science Education Through a Local Wisdom-Based E-Module: An Inquiry-Based Learning Approach
Science education has historically relied on conventional teaching materials that are frequently disconnected from students' local cultural contexts, thereby diminishing learner engagement and undermining the contextual authenticity of the science learning experience. Furthermore, although the Inquiry-Based Learning (IBL) model has been widely recognized as an effective pedagogical framework for cultivating critical thinking skills in science education, its implementation within culturally responsive instructional contexts that meaningfully integrate local wisdom remains considerably underexplored in the existing literature. This study aims to analyze the implementation of a local wisdom-based e-module, developed in the context of the natural dyeing process of Mega Mendung batik, within the IBL framework, and to evaluate its effectiveness in enhancing eighth-grade students' critical thinking skills in science learning. A pre-experimental research design with a one-group pretest-posttest configuration was employed. The research sample comprised 32 eighth-grade students selected through random sampling. Data were collected using a validated critical thinking skills assessment instrument aligned with science learning objectives, and subsequently analyzed using a paired sample t-test and effect size calculation to determine the magnitude and practical significance of the instructional intervention. The findings demonstrate that the implementation of the local wisdom-based e-module significantly enhanced students' critical thinking skills across all assessed indicators, with an effect size classified within the high category. These results collectively affirm that science learning mediated through culturally contextualized, local wisdom-based e-modules within the IBL framework constitutes a promising and empirically supported pedagogical strategy for fostering critical thinking in science education. This study further offers practical guidance for science educators and curriculum developers engaged in designing culturally responsive, inquiry-based instructional materials for middle school science contexts.
Augmented Reality in Science Education: A Systematic Literature Review of Research Trends in Indonesia (2020–2025)
The rapid evolution of digital technology necessitates fundamental transformations in educational practice, most notably through the systematic integration of Augmented Reality (AR) as an innovative pedagogical tool. This study analyzes AR research trends in science education within the Indonesian context over the period 2020–2025. Employing a bibliometric approach guided by the PRISMA protocol, a final corpus of 471 relevant articles was systematically synthesized from an initial pool of 985 records retrieved from Publish or Perish and Mendeley databases. Bibliometric data were visualized using VOSviewer through network, overlay, and density analyses to map the intellectual structure and thematic evolution of the field. The findings reveal a consistent upward trajectory in annual AR publication output, peaking in 2024. AR implementation is most prevalent at the senior high school level, theoretically consistent with Piaget's formal operational stage, wherein learners require visual scaffolding to engage with abstract scientific concepts. A significant methodological gap is identified: existing research is predominantly characterized by quantitative efficacy testing, with a conspicuous scarcity of qualitative investigations into pedagogical barriers and shifts in student learning behavior. This study contributes a distinctive perspective through thematic mapping within the Indonesian educational context, identifying underexplored opportunities in collaborative AR-based learning and long-term cognitive retention. Two principal recommendations are proposed: teachers are encouraged to integrate AR into inquiry-based learning worksheets as dynamic pedagogical scaffolds rather than static visual aids, and policymakers are urged to standardize digital infrastructure and develop validated AR content repositories to ensure equitable technology adoption across all educational levels in Indonesia.
Guided Inquiry in Science Education: A Bibliometric and Systematic Review of Critical Thinking and Science Literacy Research
The Guided Inquiry model represents an increasingly prominent pedagogical approach in science education, demonstrating substantial potential to foster critical thinking skills and science literacy through structured investigative processes. This study aims to map research trends in the application of Guided Inquiry over a ten-year period (2016–2026), identify emerging research innovations, and delineate prospective directions for future scholarly development in this domain. Data were systematically retrieved from the Scopus database in February 2026, yielding an initial corpus of 609 articles. A rigorous selection process was subsequently conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, applying predefined inclusion and exclusion criteria, which resulted in 154 articles eligible for final analysis. A bibliometric approach was employed in conjunction with a systematic literature review, utilizing VOSviewer and Microsoft Excel 2021 as analytical tools. The findings reveal a consistent upward trajectory in annual publication output, with a notable peak recorded in 2025, alongside the identification of seven distinct, interconnected keyword clusters. The most frequently occurring keywords encompass Guided Inquiry, Inquiry-Based Learning, Critical Thinking, and Scientific Literacy. Overlay and density visualizations further indicate that these thematic areas remain dynamically evolving, while their integration with complementary pedagogical approaches constitutes a salient gap warranting further investigation in the context of science education. Future research is recommended to prioritize longitudinal and experimental studies examining the sustained impact of Guided Inquiry on critical thinking and science literacy, explore its integration with emerging digital technologies such as Artificial Intelligence and Virtual Reality, and conduct cross-cultural comparative investigations to broaden the generalizability of current findings across diverse educational contexts and systems.
Mapping Research on Immersive Learning Technologies in Science Education: A Bibliometric Analysis of VR–AR–MR Studies
Despite the growing prominence of immersive technologies in educational contexts, a comprehensive bibliometric examination of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) within science education remains notably underrepresented in the literature. This study addresses that gap by conducting a quantitative bibliometric analysis to systematically map the broad landscape of immersive learning research in science education. Data were retrieved from the Scopus database and filtered in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, yielding a final corpus of 188 articles for analysis. Bibliometric processing and visualization were performed using Biblioshiny software. The findings reveal that immersive learning research has transitioned from an initiation phase to a period of exponential growth, particularly between 2020 and 2025. Virtual Reality emerged as the dominant technology within this domain, with Augmented Reality and science education serving as primary enablers of interactive learning environments. Prominent keywords, including students, education, and e-learning, collectively underscore a sustained research focus on enhancing conceptual understanding, learner engagement, and overall learning experiences. Geographically, scholarly output is heavily concentrated in the United States, Germany, and China, a pattern attributable to the concentration of immersive technology developers, differential research funding structures, policy orientations, and national education priorities. Notably, the relatively modest international collaboration rate of 22.34% signals considerable untapped potential for cross-national research partnerships. These findings collectively offer a strategic roadmap for advancing innovation at the intersection of immersive technology and pedagogy, while underscoring the imperative for strengthened cross-institutional and international scholarly collaboration.
Effects of Problem-Based Learning on Biology Learning Outcomes of Phase E Students: A Meta-Analysis
This study aims to analyze and empirically substantiate the effects of the Problem-Based Learning (PBL) model on the biology learning outcomes of Phase E students. A meta-analysis research design was employed as the primary methodological framework. Data were collected through systematic documentation by retrieving journal articles using the following keywords: "PBL model," "biology learning outcomes," "class X," "PTK," and "MCML > 75" via Google Scholar. A total of 25 journal articles published within the period 2019–2024 satisfied the inclusion criteria and were retained for analysis. Data analysis was conducted using JASP software (version 0.8.4.0) to perform heterogeneity tests, hypothesis tests, and publication bias assessments. The outputs generated by JASP were subsequently interpreted based on relevant scholarly literature pertaining to meta-analytic methodology. Conclusions were drawn on the basis of how each research question was addressed through the corresponding statistical tests. The findings demonstrate that the PBL model exerted a significant positive effect on the improvement of biology learning outcomes among Phase E students, yielding an effect size (ES) value of 0.88, which falls within the high category. Furthermore, the analysis confirms the absence of publication bias, as evidenced by the funnel plot symmetry, the non-significant p-value obtained from the Egger test, and a fail-safe N value exceeding the threshold of 5k + 10, thereby affirming the scientific robustness and reliability of the reported findings. On the basis of these results, it is recommended that future researchers conduct more in-depth investigations into the PBL model across diverse biological content areas. It is further recommended that teachers and educational policymakers ensure that the problems presented during the problem-orientation phase are genuinely contextual and current, thereby fostering greater student participation in collaborative group discussions and ultimately enhancing overall biology learning outcomes.
Outcome-Based Education in Higher Education Curricula: A Systematic Literature Review of Implementation Strategies and Implications for Biology Education
The rapidly evolving paradigm of higher education necessitates curricula that are contextually relevant, empirically measurable, and rigorously outcome-oriented. Outcome-Based Education (OBE) responds to this imperative by systematically prioritizing learning outcomes as the foundational basis for curriculum design, instructional delivery, and student assessment. This study aims to examine the underlying principles, implementation strategies, and prevailing challenges of OBE in higher education, while further exploring its specific implications for biology education. A Systematic Literature Review (SLR) was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. An initial corpus of 50 articles was retrieved from Google Scholar, Scopus, and Web of Science databases, of which 10 peer-reviewed articles published between 2023 and 2025 satisfied the predefined inclusion criteria and were subsequently subjected to thematic analysis. The findings indicate that OBE implementation is characterized by a strong emphasis on student-centered learning, predominantly supported by active pedagogical approaches including problem-based and project-based learning. Principal challenges encompass inadequate institutional resources, organizational resistance to curricular reform, and insufficient faculty professional development, whereas identified opportunities include demonstrable improvements in graduate competency and the adoption of outcomes-aligned assessment frameworks. Within the context of biology education, OBE demonstrably fosters integrative and contextual learning experiences that are well-aligned with the demands of 21st-century scientific competencies. Collectively, these findings affirm the substantial potential of OBE to meaningfully enhance the quality of higher education, while underscoring that its sustained effectiveness is contingent upon institutional readiness, stakeholder commitment, and fidelity of implementation.