SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi

PEMANFAATAN VIDEO REELS INSTAGRAM SEBAGAI MEDIA PEMBELAJARAN PADA PROGRAM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM)

2026-05-18T14:56:40+00:00

The Independent Learning and Independent Campus (MBKM) program launched by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia is a transformative policy in the higher education system. MBKM provides students with the freedom to study outside their study program and even outside the campus, with the primary goal of increasing the relevance of higher education to the world of work. One of the activities that is an integral part of MBKM is the Independent Internship Program. The Independent Internship Program provides students with the opportunity to engage directly in the world of industry, organizations, or other institutions, to gain practical skills not always available in the classroom. The implementation of the internship program applies several theories from integrated courses in the field. As a form of conveying the learning outcomes obtained during the internship, it is realized through the creation of instagram video reels that serve as learning media for conveying activities and also the applied material.

INTEGRASI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN BIOLOGI DI ERA DIGITAL

2026-05-18T14:24:19+00:00

The rapid development and advancement of digital technology have brought significant changes to the field of education. On the one hand, digital technology provides considerable benefits by facilitating teachers and students in accessing a wide range of information and pedagogical innovations. On the other hand, it also raises serious concerns, particularly regarding challenges in the formation of students’ character. Character education is a fundamental foundation that must be integrated into all learning processes, with the aim of ensuring that students not only possess strong cognitive competencies but also demonstrate good morals and positive attitudes. This study aims to examine the concept of integrating character education, particularly in biology learning in the digital era. The research employed a literature review method, drawing on various sources such as educational policies, journal articles, and relevant books. The integration of character education in biology learning in the digital era represents a holistic approach that combines mastery of biological concepts, character development, and the cultivation of 21st-century skills in a sustainable manner. The findings indicate that digital technology is not merely a supporting tool but also serves as an effective medium for strengthening students’ character. However, its success largely depends on teachers’ competencies in utilizing technology to design innovative, meaningful learning experiences that are oriented toward character values.

POTENSI MICROLEARNING SEBAGAI STRATEGI PEMBELAJARAN BIOLOGI DI ERA DIGITAL

2026-06-02T02:52:17+00:00

The transformation of education in the digital era has brought about fundamental changes in learning. One approach that has developed in the digital era is microlearning. This article aims to examine the potential of microlearning as a strategy in biology learning in the digital era. This study uses a qualitative approach with descriptive methods. Research data were obtained through library research, involving the review of journal articles, books, and relevant research reports. Based on the results of the study, it shows that: (a) microlearning has great potential as a biology learning strategy in the digital era because it can provide learning that is more flexible, effective, and in accordance with the characteristics of today's students; (b) microlearning as a biology learning strategy supports the development of 21st-century skills such as digital literacy, critical thinking skills, and independent learning; and (c) The implementation of microlearning still faces several challenges, such as limited technological infrastructure, educators' readiness in designing digital content, and the potential for reduced material depth if content preparation is not carried out systematically.

PENGUATAN PEMBELAJARAN EKOLOGI TUMBUHAN MELALUI PRAKTEK KULIAH LAPANGAN DI TAMAN SEWAKA DHARMA KOTA DENPASAR

2026-05-19T00:47:37+00:00

Improving the quality of learning requires innovative and creative efforts to bring students closer to the object directly so that it is easy to learn and understand. Plant ecology is one of the courses that requires direct introduction in the field in the form of field lecture practice. Field Lecture Practice (PKL) is carried out to bring students closer to actual conditions through direct observation in the form of observation, , discussion and finding solutions as a form of desire to know the actual condition. The purpose of this study is to identify the types, local names, Latin names and vegetation of plants in the Taman Sewaka Dharma Denpasar area. The plants in Taman Sewaka Dharma Denpasar are quite varied from herbs, shrubs and trees arranged according to their vegetation. The presence of plants in this park is not only for shade, research, education but also as ceremonial materials. These plants are arranged in such a way based on the vegetation to create a beautiful, beautiful, shady and pleasant atmosphere.

IMPLEMENTASI UDL DALAM MICRO LEARNING: PEMBELAJARAN BIOLOGI INKLUSIF UNTUK LITERASI SAINS DAN BERPIKIR MATEMATIS

2026-05-19T00:27:59+00:00

Learning transformation in the digital age requires adaptive, flexible, and inclusive learning strategies. One relevant approach is Universal Design for Learning (UDL) combined with micro learning as a small unit and modular-based learning strategy. This study aims to describe the implementation of UDL in micro learning in inclusive biology learning and analyze its impact on students' science literacy and mathematical thinking skills. The study used a mixed methods approach with an embedded design. The research subjects were students in inclusive classes at the secondary school level. Data were collected through science literacy tests, mathematical thinking tests, observations, questionnaires, and interviews. The results showed that the implementation of UDL in micro learning was able to improve students' science literacy and mathematical thinking, especially for students with special needs, as well as provide a more meaningful and accessible learning experience.

PEMBEKALAN PEMBELAJARAN MENDALAM BERBASIS LINGKUNGAN SEKOLAH BAGI MAHASISWA ASISTENSI MENGAJAR PROGRAM STUDI PENDIDIKAN BIOLOGI

2026-05-18T14:44:23+00:00

Biology is the study of living things, both existing and extinct. Biology learning becomes more contextual when conducted within a school environment. In relation to the immersive learning approach, environment-based learning can increase awareness, meaning, and enjoyment. These three learning principles are implemented through thought, heart, feeling, and exercise. These four efforts are an integral part of education that shapes the whole person (personality or character). The Teaching Assistance Program in the Biology Education study program is crucial for implementing school-based learning within high school (SMA) units. Every essential material in each phase is taught by maximizing the school environment. This article is based on the concept of learning activities carried out for each essential material in phases E and F of high school (SMA) units.

INTEGRASI MICRO-LEARNING DALAM PENDIDIKAN BIOLOGI UNTUK PENGUATAN LITERASI SAINS DAN NUMERASI

2026-03-05T05:49:47+00:00

This article aims to comprehensively examine the integration of micro-learning in biology education and its implications for strengthening scientific and numeracy literacy. The writing method employed is a literature review. A total of 47 scientific literature sources (reference books, national journals, and relevant international journals) were analyzed using thematic analysis techniques. Thematic analysis was conducted to identify patterns, themes, and conceptual meanings related to the role of micro-learning in biology learning in the digital era. The synthesis results indicate that: (1) micro-learning is an innovative pedagogical approach that is modular, focused, flexible, and learner-centered, thereby improving effectiveness, engagement, and learning retention; (2) in biology learning, micro-learning functions as a deep learning technique that acts as cognitive scaffolding, encourages concept exploration, strengthens meaningful understanding, and supports active learning; and (3) micro-learning significantly contributes to strengthening scientific and numeracy literacy through gradual concept presentation, increased motivation, reinforcement of critical thinking, and the ability to interpret data and scientific phenomena. Despite its considerable potential, the implementation of micro-learning still faces challenges, particularly related to teacher readiness, content design quality, and technological infrastructure limitations. However, with policy support, continuous training, and integration with instructional models such as blended learning and flipped classroom, micro-learning has the potential to become a transformative and sustainable learning strategy. Overall, micro-learning is not merely a technical innovation but a comprehensive pedagogical approach capable of reconstructing biology learning to be more meaningful, inclusive, and relevant to 21st-century demands.

PEMANFAATAN VIDEO PEMBELAJARAN BERBASIS DEEP LEARNING UNTUK MENGASAH KEMAMPUAN SPEAKING BAHASA INGGRIS MAHASISWA DALAM DESKRIPSI TERMINOLOGI BIOLOGI TANAMAN

2026-05-20T03:57:47+00:00

his research explores the effectiveness of utilizing video

learning, designed with a deep learning approach, to enhance students'

English speaking skills, particularly in describing plant biology terminology.

In the era of globalization, mastery of academic English and a deep

understanding of scientific concepts are crucial, yet students often face

challenges in integrating these two aspects. This article outlines how video

learning can serve as a strategic medium to facilitate deep learning through

detailed visualizations of plant parts (roots, stems, leaves, twigs) and the

presentation of models for describing biological terminology in English. This

approach is also designed to stimulate speaking practice through student-

produced video assignments. The discussion findings indicate that well-

structured video learning can improve students' understanding of plant

biology terminology and significantly enhance their confidence and fluency in

academic English speaking. This integration fosters synergy between

scientific content mastery and the development of essential global

communication competencies.

TRANSFORMASI PEMBELAJARAN BIOLOGI MELALUI MICRO LEARNING BERBASIS KONSEP DAN DATA ILMIAH

2026-05-19T00:37:18+00:00

The transformation of biology learning in the digital era requires innovative approaches that integrate conceptual understanding with scientific data analysis. Biology learning should not only focus on theoretical concept mastery but also develop students’ ability to interpret data as part of the scientific process. This article aims to examine the implementation of micro learning based on concepts and scientific data as a strategy to transform biology learning. The study employs a conceptual-reflective approach by analyzing the characteristics of biology materials, the role of scientific data in learning, and the potential of micro learning to present concepts and data in concise and focused learning units. The results indicate that micro learning enables the gradual presentation of biological concepts while facilitating data interpretation through visual representations such as graphs, tables, and simplified diagrams. This approach helps students understand the relationship between biological concepts and empirical evidence. In addition, it supports the development of scientific literacy and numeracy skills, which are essential competencies in modern education. Therefore, concept and scientific data-based micro learning has the potential to become an effective strategy in transforming biology learning to be more meaningful, contextual, and relevant to the demands of digital-era education.