EVALUATION OF THE IMPLEMENTATION OF PROCESS STANDARDS IN THE 2013 CURRICULUM IN BIOLOGY LEARNING AT SENIOR HIGH SCHOOLS IN KUNINGAN REGENCY
DOI:
https://doi.org/10.31849/bl.v12i1.26329Keywords:
Process standards, Biology Learning, Scientific Approach, Online LearningAbstract
This study aims to evaluate the implementation of process standards in the 2013 Curriculum in Biology learning at the senior high school level in Kuningan Regency. This research employs a qualitative descriptive approach with a purposive sampling technique, involving six schools with one Biology teacher representing each school as respondents. Data were collected through observations, interviews, documentation, and questionnaires. The findings indicate that most schools have developed lesson plans (RPP) following Circular Letter No. 14 of 2019, yet the actual implementation in the learning process does not fully align with the initial planning. The scientific approach has not been optimally applied, particularly in questioning and developing students' critical thinking skills. The primary challenges faced by teachers include limited learning media, difficulties in implementing scientific-based methods, and low student engagement in online learning. Additionally, the introductory and closing activities need improvement, particularly in terms of student motivation, reflection, and feedback. Therefore, strengthening scientific-based learning strategies, utilizing technology more effectively, and providing teacher training are essential to enhancing the effectiveness of Biology learning under the 2013 Curriculum
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Darici, D., Reissner, C., Brockhaus, J., & Missler, M. (2021). Implementation of a fully digital histology course in the anatomical teaching curriculum during COVID-19 pandemic. Annals of Anatomy-Anatomischer Anzeiger, 236, 151718.
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Lazarus, M. D., Truong, M., Douglas, P., & Selwyn, N. (2024). Artificial intelligence and clinical anatomical education: Promises and perils. Anatomical Sciences Education, 17(2), 249–262.
Levy, B. L., Oliveira, A. W., & Harris, C. B. (2021). The potential of “civic science education”: Theory, research, practice, and uncertainties. Science Education, 105(6), 1053–1075.
Li, W. (2021). [Retracted] Multimedia teaching of college musical education based on deep learning. Mobile Information Systems, 2021(1), 5545470.
Lubis, M. S. A., Fatmawati, E., Pratiwi, E. Y. R., Sabtohadi, J., & Damayanto, A. (2022). Understanding curriculum transformation towards educational innovation in the era of all-digital technology. Nazhruna: Jurnal Pendidikan Islam, 5(2), 526–542.
Momsen, J., Speth, E. B., Wyse, S., & Long, T. (2022). Using systems and systems thinking to unify biology education. CBE—Life Sciences Education, 21(2), es3.
Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the Sekolah Penggerak curriculum using the context, input, process, and product evaluation model in high schools. JPPI (Jurnal Penelitian Pendidikan Indonesia, 7(3), 377–384.
Musaxonovna, K. L. (2022). General secondary schools’ requirements for the introduction of informed educational resources for the development of natural sciences. Academicia: An International Multidisciplinary Research Journal, 12(5), 855–860.
National Academies of Sciences, Division on Earth, Life Studies, Board on Life Sciences, Committee on Biological Collections, Their Past, … & Options for Sustaining Them. (2021). Biological collections: Ensuring critical research and education for the 21st century. National Academies Press.
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as an online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, 648552.
Odden, T. O. B., Marin, A., & Rudolph, J. L. (2021). How has science education changed over the last 100 years? An analysis using natural language processing. Science Education, 105(4), 653–680.
Pramana, C., Chamidah, D., Suyatno, S., Renadi, F., & Syaharuddin, S. (2021). Strategies to improve education quality in Indonesia: A review. Turkish Online Journal of Qualitative Inquiry, 12(3).
Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education, 8, 1–26.
Radin, A. G., & Light, C. J. (2022). TikTok: An emergent opportunity for teaching and learning science communication online. Journal of Microbiology & Biology Education, 23(1), e00236-21.
Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped classroom—Digital game-based learning (FC-DGBL): Enhancing genetics conceptual understanding of students in a bilingual programme. Journal of Turkish Science Education, 19(1), 332–352.
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Rossi, I. V., de Lima, J. D., Sabatke, B., Nunes, M. A. F., Ramirez, G. E., & Ramirez, M. I. (2021). Active learning tools improve learning outcomes, scientific attitude, and critical thinking in higher education: Experiences in an online course during the COVID‐19 pandemic. Biochemistry and Molecular Biology Education, 49(6), 888–903.
Samoylenko, N., Zharko, L., & Glotova, A. (2022). Designing online learning environment: ICT tools and teaching strategies. Athens Journal of Education, 9(1), 49–62.
Sánchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2022). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method, and project-based learning. Journal of Biological Education, 56(5), 540–551.
Schiering, D., Sorge, S., Keller, M. M., & Neumann, K. (2023). A proficiency model for pre‐service physics teachers’ pedagogical content knowledge (PCK)—What constitutes high‐level PCK? Journal of Research in Science Teaching, 60(1), 136–163.
Souto‐Otero, M. (2021). Validation of non‐formal and informal learning in formal education: Covert and overt. European Journal of Education, 56(3), 365–379.
St. Louis, A. T., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st-century skill development into the undergraduate curriculum: The formation of the iBEARS network. Journal of Microbiology & Biology Education, 22(2), 10–1128.
Susanto, L. H., Rostikawati, R. T., Novira, R., Sa’diyah, R., Istikomah, I., & Ichsan, I. Z. (2022). Development of biology learning media based on Android to improve students’ understanding. Jurnal Penelitian Pendidikan IPA, 8(2), 541–547.
Totlis, T., Tishukov, M., Piagkou, M., Kostares, M., & Natsis, K. (2021). Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anatomy & Cell Biology, 54(3), 332–339.
Van Leeuwen, R., Attard, J., Ross, L., Boughey, A., Giske, T., Kleiven, T., & McSherry, W. (2021). The development of a consensus‐based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study. Journal of Advanced Nursing, 77(2), 973–986.
Zardecki, C., Dutta, S., Goodsell, D. S., Lowe, R., Voigt, M., & Burley, S. K. (2022). PDB‐101: Educational resources supporting molecular explorations through biology and medicine. Protein Science, 31(1), 129–140.
Zhou, C., & Lewis, M. (2021). A mobile technology‐based cooperative learning platform for undergraduate biology courses in common college classrooms. Biochemistry and Molecular Biology Education, 49(3), 427–440.
Zuin, V. G., Eilks, I., Elschami, M., & Kümmerer, K. (2021). Education in green chemistry and in sustainable chemistry: Perspectives towards sustainability. Green Chemistry, 23(4), 1594–1608.
Agustian, H. Y., Finne, L. T., Jørgensen, J. T., Pedersen, M. I., Christiansen, F. V., Gammelgaard, B., & Nielsen, J. A. (2022). Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education, 10(2), e3360.
Alam, A., & Mohanty, A. (2023). Discerning the application of virtual laboratory in curriculum transaction of software engineering lab course from the lens of critical pedagogy. In Sentiment Analysis and Deep Learning: Proceedings of ICSADL 2022 (pp. 53–68). Springer Nature Singapore.
Alt, D., & Naamati-Schneider, L. (2021). Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education, 21, 1–15.
Amon, L., & Bustami, M. R. (2021). Implementation of school-based management in curriculum and learning processes: A literature review. Jurnal Pendidikan Dasar dan Menengah (Dikdasmen), 1–11.
Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M. (2024). Contribution of 3D modelling and printing to learning in primary schools: A case study with visually impaired students from an inclusive biology classroom. Journal of Biological Education, 58(4), 795–811.
Arif, S., Massey, M. D. B., Klinard, N., Charbonneau, J., Jabre, L., Martins, A. B., & Nanglu, K. (2021). Ten simple rules for supporting historically underrepresented students in science. PLOS Computational Biology, 17(9), e1009313.
Aulia, D., Kaspul, K., & Riefani, M. K. (2021). Google site as a learning media in the 21st century on the protists concept. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 3(3), 173–178.
Bawaneh, A. K. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition COVID-19 crisis. Turkish Online Journal of Distance Education, 22(1), 52–65.
Darici, D., Reissner, C., Brockhaus, J., & Missler, M. (2021). Implementation of a fully digital histology course in the anatomical teaching curriculum during COVID-19 pandemic. Annals of Anatomy-Anatomischer Anzeiger, 236, 151718.
Dustman, W. A., King-Keller, S., & Marquez, R. J. (2021). Development of gamified, interactive, low-cost, flexible virtual microbiology labs that promote higher-order thinking during pandemic instruction. Journal of Microbiology & Biology Education, 22(1), 10–1128.
Fradila, E., Razak, A., Santosa, T. A., Arsih, F., & Chatri, M. (2021). Development of e-module-based problem-based learning (PBL) applications using Sigil for the course ecology and environmental education students master of biology. International Journal of Progressive Sciences and Technologies (IJPSAT, 27(2), 673–682.
Funa, A., & Talaue, F. (2021). Constructivist learning amid the COVID-19 pandemic: Investigating students’ perceptions of biology self-learning modules. International Journal of Learning, Teaching and Educational Research, 20(3), 250–264.
Ghosh, A., & Bir, A. (2023). Evaluating ChatGPT’s ability to solve higher-order questions on the competency-based medical education curriculum in medical biochemistry. Cureus, 15(4).
Gkintoni, E., Meintani, P. M., & Dimakos, I. (2021). Neurocognitive and emotional parameters in learning and educational process. In ICERI2021 Proceedings (pp. 2588–2599). IATED.
Greene, J. A., Plumley, R. D., Urban, C. J., Bernacki, M. L., Gates, K. M., Hogan, K. A., … & Panter, A. T. (2021). Modeling temporal self-regulatory processing in a higher education biology course. Learning and Instruction, 72, 101201.
Hartono, H., Putri, R. I. I., Inderawati, R., & Ariska, M. (2022). The strategy of science learning in curriculum 2013 to increase the value of science’s program for international student assessment (PISA). Jurnal Penelitian Pendidikan IPA, 8(1), 79–85.
Hudha, A. M., Ullah, K., & Darmayanti, R. (2023). Osmosis: Chewy naked egg, in or out? Journal of Advanced Sciences and Mathematics Education, 3(1), 1–14.
Humphrey, E. A., & Wiles, J. R. (2021). Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID‐19 pandemic. Ecology and Evolution, 11(8), 3450–3458.
Jiang, X., & Ning, Q. (2021). The impact and evaluation of COVID‐19 pandemic on the teaching model of medical molecular biology course for undergraduates majoring in pharmacy. Biochemistry and Molecular Biology Education, 49(3), 346–352.
Kasman, K., & Lubis, S. K. (2022). Teachers’ performance evaluation instrument designs in the implementation of the new learning paradigm of the Merdeka curriculum. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 760–775.
Kotzebue, L. V., Meier, M., Finger, A., Kremser, E., Huwer, J., Thoms, L. J., … & Thyssen, C. (2021). The framework DiKoLAN (Digital competencies for teaching in science education) as a basis for the self-assessment tool DiKoLAN-Grid. Education Sciences, 11(12), 775.
Lazarus, M. D., Truong, M., Douglas, P., & Selwyn, N. (2024). Artificial intelligence and clinical anatomical education: Promises and perils. Anatomical Sciences Education, 17(2), 249–262.
Levy, B. L., Oliveira, A. W., & Harris, C. B. (2021). The potential of “civic science education”: Theory, research, practice, and uncertainties. Science Education, 105(6), 1053–1075.
Li, W. (2021). [Retracted] Multimedia teaching of college musical education based on deep learning. Mobile Information Systems, 2021(1), 5545470.
Lubis, M. S. A., Fatmawati, E., Pratiwi, E. Y. R., Sabtohadi, J., & Damayanto, A. (2022). Understanding curriculum transformation towards educational innovation in the era of all-digital technology. Nazhruna: Jurnal Pendidikan Islam, 5(2), 526–542.
Momsen, J., Speth, E. B., Wyse, S., & Long, T. (2022). Using systems and systems thinking to unify biology education. CBE—Life Sciences Education, 21(2), es3.
Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the Sekolah Penggerak curriculum using the context, input, process, and product evaluation model in high schools. JPPI (Jurnal Penelitian Pendidikan Indonesia, 7(3), 377–384.
Musaxonovna, K. L. (2022). General secondary schools’ requirements for the introduction of informed educational resources for the development of natural sciences. Academicia: An International Multidisciplinary Research Journal, 12(5), 855–860.
National Academies of Sciences, Division on Earth, Life Studies, Board on Life Sciences, Committee on Biological Collections, Their Past, … & Options for Sustaining Them. (2021). Biological collections: Ensuring critical research and education for the 21st century. National Academies Press.
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as an online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, 648552.
Odden, T. O. B., Marin, A., & Rudolph, J. L. (2021). How has science education changed over the last 100 years? An analysis using natural language processing. Science Education, 105(4), 653–680.
Pramana, C., Chamidah, D., Suyatno, S., Renadi, F., & Syaharuddin, S. (2021). Strategies to improve education quality in Indonesia: A review. Turkish Online Journal of Qualitative Inquiry, 12(3).
Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education, 8, 1–26.
Radin, A. G., & Light, C. J. (2022). TikTok: An emergent opportunity for teaching and learning science communication online. Journal of Microbiology & Biology Education, 23(1), e00236-21.
Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped classroom—Digital game-based learning (FC-DGBL): Enhancing genetics conceptual understanding of students in a bilingual programme. Journal of Turkish Science Education, 19(1), 332–352.
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8, 1–21.
Rossi, I. V., de Lima, J. D., Sabatke, B., Nunes, M. A. F., Ramirez, G. E., & Ramirez, M. I. (2021). Active learning tools improve learning outcomes, scientific attitude, and critical thinking in higher education: Experiences in an online course during the COVID‐19 pandemic. Biochemistry and Molecular Biology Education, 49(6), 888–903.
Samoylenko, N., Zharko, L., & Glotova, A. (2022). Designing online learning environment: ICT tools and teaching strategies. Athens Journal of Education, 9(1), 49–62.
Sánchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2022). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method, and project-based learning. Journal of Biological Education, 56(5), 540–551.
Schiering, D., Sorge, S., Keller, M. M., & Neumann, K. (2023). A proficiency model for pre‐service physics teachers’ pedagogical content knowledge (PCK)—What constitutes high‐level PCK? Journal of Research in Science Teaching, 60(1), 136–163.
Souto‐Otero, M. (2021). Validation of non‐formal and informal learning in formal education: Covert and overt. European Journal of Education, 56(3), 365–379.
St. Louis, A. T., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st-century skill development into the undergraduate curriculum: The formation of the iBEARS network. Journal of Microbiology & Biology Education, 22(2), 10–1128.
Susanto, L. H., Rostikawati, R. T., Novira, R., Sa’diyah, R., Istikomah, I., & Ichsan, I. Z. (2022). Development of biology learning media based on Android to improve students’ understanding. Jurnal Penelitian Pendidikan IPA, 8(2), 541–547.
Totlis, T., Tishukov, M., Piagkou, M., Kostares, M., & Natsis, K. (2021). Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anatomy & Cell Biology, 54(3), 332–339.
Van Leeuwen, R., Attard, J., Ross, L., Boughey, A., Giske, T., Kleiven, T., & McSherry, W. (2021). The development of a consensus‐based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study. Journal of Advanced Nursing, 77(2), 973–986.
Zardecki, C., Dutta, S., Goodsell, D. S., Lowe, R., Voigt, M., & Burley, S. K. (2022). PDB‐101: Educational resources supporting molecular explorations through biology and medicine. Protein Science, 31(1), 129–140.
Zhou, C., & Lewis, M. (2021). A mobile technology‐based cooperative learning platform for undergraduate biology courses in common college classrooms. Biochemistry and Molecular Biology Education, 49(3), 427–440.
Zuin, V. G., Eilks, I., Elschami, M., & Kümmerer, K. (2021). Education in green chemistry and in sustainable chemistry: Perspectives towards sustainability. Green Chemistry, 23(4), 1594–1608.
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EVALUATION OF THE IMPLEMENTATION OF PROCESS STANDARDS IN THE 2013 CURRICULUM IN BIOLOGY LEARNING AT SENIOR HIGH SCHOOLS IN KUNINGAN REGENCY. (2025). Bio-Lectura : Jurnal Pendidikan Biologi, 12(1), 14-27. https://doi.org/10.31849/bl.v12i1.26329
