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1	Biology and Biology Education	ABS-11
Contribution of practical work to student competence in plant physiology Sariwulan Diana, Fadia Firdaus, Yollanda Amalia Husna Program Studi Pendidikan Biologi, FPMIPA, Universitas Pendidikan Indonesia Abstract Photosynthesis as a part of plant physiology is a very important material, because it can be used to solve problems on an ecological and economic scale. The reality shows that students^ mastery of the material is still low. One way to master learning material is through practical work. Sometimes the laboratory facilities and equipment at school are inadequate, so practical work can still be carried out using local materials and virtually. The aim of this study is to reveal the contribution of practicums using local materials and virtual laboratories to student competencies, namely science process skills and digital literacy. Quasi Experiment was used in this study with three experimental classes, namely, class L1 which used local materials, class V1 which used the olabs virtual laboratory and experimental class V2 which used the melati virtual laboratory. The results show that the science process skills of students in classes L1, V1 and V2 are on average at a good level. Likewise, in classes V1 and V2, students^ digital literacy is at a good level. Thus, the implementation of practicums using local materials or virtual laboratories contributes to improving student competency, even in the medium category. Changes in student competencies in science process skills are on average at the complementation level, while in digital literacy they are at the revision level. To improve student competency, practical equipment needs to be further developed. Keywords: Local materials and virtually practical work, plant physiology, photosynthesis, science process skills, digital literacy Share Link | Plain Format | Corresponding Author (SARIWULAN DIANA)

2	Biology and Biology Education	ABS-12
Plant Awareness and Recognition of Plants as Living Beings in Biology Preservice Teacher Puan Helwa Rezha Soraya (a*), Rini Solihat (a), Taro Harada (b) a) Master Program of Biology Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia b) Faculty of Education, Okayama University, 3-1-1 Tsushima-naka, Kita-ku, Okayama 700-8530, Japan Abstract Humans are very reliant on the existence of plants-from the need for daily life to the need to support the sustainability of the ecosystem. Given this, it can be said that plants have an important role for humans, both benefits that are directly or indirectly felt by humans. However, there are some people who are less aware of the existence and importance of plants for life, and leads to the phenomenon of Plant Awareness Disparity (PAD). Students as a small example of society and who will finally contribute to the community^s environment, must have an awareness of plants. In response to this, it is important for teachers to have plant awareness and have the awareness that plants are as important as other living things. In an effort to explore this, this study was conducted to reveal the level of PAD of biology pre-service teachers as future teachers who will prepare future generations. In addition, this study also explores the recognition of plants as living things in prospective biology teachers. This study used a descriptive cross-sectional method and gathered 35 respondents of biology pre-service teachers from one of the universities in Bandung, Indonesia. The results of this study revealed that prospective teachers had a moderate level of plant awareness (63%) while only 17% of prospective teachers had a high level of plant awareness. In addition, this study also revealed that prospective teachers mostly mentioned living things from the animal kingdom as living things (56%) compared to living things from the kingdom plantae (34%), monera (5%), fungi (3%), and protists (2%). From this search, it can be concluded that the biology pre-service teachers still have a tendency to overlook the plant and show a preference for animals. In response to this, there are concerns that PAD will create a cycle that will continue among students in the future. Keywords: Plant Awareness Disparity (PAD)- Plant recognition- Biology pre-service teacher Share Link | Plain Format | Corresponding Author (PUAN HELWA REZHA SORAYA)

3	Biology and Biology Education	ABS-22
Cognitive Gains Through Virtual Simulation: Procedural and Declarative Knowledge Development in Molecular Biotechnology Tengku Idris, Adi Rahmat, Topik Hidayat, Riandi Science Education, Universitas Pendidikan Indonesia Abstract Molecular biotechnology is a high-level course that requires other courses as prerequisites. This course is taught in theory and practice, but in its implementation, practical activities are difficult to do due to limited facilities and infrastructure so that other alternatives are needed, one of which is to conduct virtual practicums. This study is an experimental study that uses different campuses with the same treatment. The sample of this study amounted to 71 5th semester students. Data were analyzed descriptively and inferentially with SPSS 22 for windows. The results showed that students^ procedural abilities were 56.49 percent in the moderate category while students^ declarative abilities were 61.78 percent in the moderate category. Overall, students^ conceptual mastery ability after treatment was 60.31% in the moderate category with an increase (N-Gain) of 0.43. Based on the hypothesis test, there was a significant difference between the pretest and posttest after the treatment was given a sig value (0.00) > a value (0.05). So it can be concluded that molecular biotechnology lectures with the help of virtual labs can improve students^ procedural abilities, declarative abilities and conceptual mastery. Keywords: Virtual-lab- Procedural-ability, Declarative-ability- Share Link | Plain Format | Corresponding Author (Tengku Idris)

4	Biology and Biology Education	ABS-24
Enhancing Scientific Writing Skills Through Source-Based Writing Tasks in Biology Education Hardini Puspitaningrum (a*), Kusnadi (a) (a) Study Program of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jalan Setiabudhi 229, Bandung 40154, Indonesia *hardinipuspita020196[at]upi.edu Abstract Scientific writing is an essential skill for university students, particularly in the field of biology education. However, many students continue to struggle with composing scientific papers in a systematic and logical manner that adheres to academic conventions. This study aimed to enhance students^ scientific writing skills through the implementation of source-based writing tasks. A pre-experimental design using a one-group pretest-posttest model was employed, involving 45 undergraduate students from the Biology Education Program who were enrolled in a course titled Biology Education Studies and Scientific Writing. A non-test instrument, in the form of research proposals written by the students, was used to assess their writing skills-specifically their ability to develop a research background, formulate research problems and objectives, construct a theoretical framework, and design the research methodology. The intervention required students to review international journal articles and compose scientific review papers based on their analyses of the literature, which were categorized as source-based writing tasks. This activity was integrated into classroom instruction to encourage students to engage with credible academic sources and apply them in their writing. Data were analyzed using the Wilcoxon Signed-Rank test to compare pretest and posttest results, and N-Gain scores were calculated to measure the level of improvement. The findings revealed a significant improvement (p < 0.001) in students^ scientific writing skills following the intervention, with an average N-Gain score of 70.34, indicating a high level of effectiveness. These results suggest that source-based writing tasks are effective in enhancing the scientific writing abilities of biology education students. Keywords: scientific writing, source-based writing tasks, article review, biology education Share Link | Plain Format | Corresponding Author (Hardini Puspitaningrum)

5	Biology and Biology Education	ABS-27
Profiling the Initial Pedagogical Content Knowledge of Preservice Biology Teachers Dita Astriningrum, Mimin Nurjhani Kusumastuti, Eni Nuraeni Universitas Pendidikan Indonesia Abstract This study aims to unveil the Pedagogical Content Knowledge (PCK) profile of first-year preservice biology teachers (PBT). The initial years of teacher education are recognized as a critical period for the foundational development of PCK. As PBT transition from being learners of biology to becoming facilitators of biological understanding, their existing content knowledge interacts with newly acquired pedagogical theories and practical experiences. This research method used a quantitative descriptive approach to explore and profile the PCK of PBT. A total of 76 PBT were selected by purposive sampling from the population of first-year students in the biology education study program in the class of 2024/2025. The results of the study showed that 64% of PBT in the first year had not reached the ability of PCK. Knowledge of students^ understanding indicates a better dissemination of skills than knowledge of instructional strategies. This study concluded that PBT tends to be more proficient in understanding the way students think because the initial focus of lectures is on children^s cognitive development and learning response analysis. However, their skills in teaching strategies may lag behind due to a lack of practice and hands-on experience in applying various methods. This research contributes to informs biology education curriculum development rooted in integrating students^ theory of understanding with teaching simulations and concrete case studies from an early stage. Keywords: Profiling, Pedagogical Content Knowledge, Preservice Biology Teachers Share Link | Plain Format | Corresponding Author (DITA ASTRININGRUM)

6	Biology and Biology Education	ABS-33
Anxiety of Science Education Students in the First Year of Study: Insight from Basic Biology Course Arini rahmadana, Adi Rahmat Universitas Pendidikan Indonesia, Doctoral Programe of natural science of education Abstract One of the academic and non-academic factors that result in student difficulties in learning is anxiety which affects how students face the first years of college. This study uses a qualitative descriptive approach that aims to describe the causes of academic anxiety of first-year students in the natural science education study program (IPA). The study population consisted of first-year students in science education study programs at universities located in southwest Papua province taking basic biology courses, represented by public and private universities. A total of (n=27) students used a Likert scale questionnaire containing eleven statement items aimed at identifying the anxiety experienced by students. The survey results showed that out of 27 respondents, 40.74% were in the moderate anxiety category, 37.03% were in the low anxiety category and 22.22% of respondents were in the no anxiety category. Several aspects cause students to experience anxiety, namely anxiety about failure or anxiety about not passing courses, anxiety in facing exams, anxiety about future careers, and anxiety related to the inability to meet family expectations. Anxiety can be reduced with medication and psychological meditation, one of which is mindfulness training, so far several studies have found that mindfulness is an effective way to reduce anxiety. Keywords: academic stress, Anxiety, Mindfulness Share Link | Plain Format | Corresponding Author (Arini rahmadana Ardin)

7	Biology and Biology Education	ABS-38
The Effectiveness of Peer Assessment Based on Social Biological Values on the Quality of Animal Structure and Function Practicum Fitri Husni Mardiyah (a*), Saefudin (b) a) Biology Education, FPMIPA, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung, Indonesia *fitrihusni[at]upi.edu b) Biology Education, FPMIPA, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung, Indonesia Abstract This study aims to analyse the effectiveness of implementing peer assessment based on biological-social values in improving the quality of animal structure and function practicals and students social skills. The method used was a one-group pretest-posttest design experiment with a sample of 37 biology education students selected at random. Data were collected through laboratory assessment instruments and student response questionnaires to social biological values refers to the quality of animal structure and function practicum, then analysed using a Paired Samples T-Test. The results of the study showed a significant improvement in laboratory quality, with the posttest average score (90.71) being higher than the pretest score (88.02) (p=0.012). Additionally, there was an improvement in four aspects of social-biological skills: collaboration (81 to 86), critical thinking (81 to 85), creativity (81 to 85), and communication (81 to 89). These findings indicate that the peer assessment approach based on social-biological values not only improves academic outcomes but also develops students collaborative and metacognitive skills. This study highlights the importance of integrating social values into peer assessment to create an interactive learning environment that positively impacts students scientific competencies. Keywords: peer assessment- biological-social values- practicum- animal structure and function Share Link | Plain Format | Corresponding Author (Fitri Husni Mardiyah)

8	Biology and Biology Education	ABS-44
Students Understanding of Ecology: Identifying Interaction between Ecosystem Components Puti Siswandari (a*), Farhah Nadhif Tsalist (a), Sinta Atsmari Khomsah (a), Nazwa Noor Hidayah (a), Risa Meidawati (b) (a) Biology Education Study Program, Universitas Pendidikan Indonesia, Indonesia *puti.siswandari[at]upi.edu (b) UPI Laboratory Senior High School, Indonesia Abstract Ecology learning in school should go beyond explaining isolated concepts, it should also involve visual representations to help students comprehend the complexity of ecological systems. This study aims to analyze high school students understanding of the interactions among ecosystem components using student-generated drawings. Sixty-three 10th grade students participated in the study. This study employed a pretest and posttest design by collecting student-generated drawings at two time points: before the instructional intervention to establish a baseline and after the intervention to assess its impact on students understanding. The students drawings of river ecosystems were analyzed and coded based on three system levels: biotic-abiotic (BA), micro-macro (MM), and components-mechanisms-phenomena (CMP). Results from Wilcoxon Signed-Rank (p<0.001) indicated significant improvements in students understanding to represent interaction across these system levels. Effect size calculations revealed large effects between BA:MM and BA:CMP, suggesting substantial learning gains. A moderate effect was observed between MM:CMP. While students showed a clear improvement in describing BA:MM interactions, their depictions of CMP remained limited. These findings highlight the importance of teaching strategies that explicitly integrate abiotic mechanisms at multiple biological organisations. Such approaches can support students visualizing ecological processes as interconnected system, rather than fragmented components. Keywords: ecology learning, ecosystem, system thinking, visual representation Share Link | Plain Format | Corresponding Author (Puti Siswandari)

9	Biology and Biology Education	ABS-53
Biology Education Students Knowledge of the Causes, Impacts, Mitigation and Adaptation of Climate Change: Their Preferences for Digital Learning Innovations Syafira Defni (a*) and Ikmanisa Khairati (b) a) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 b) Faculty of Mathematics and Science Education, Universitas Negeri Padang Jalan Prof. Dokter Hamka, Air Tawar, Padang, Sumatera Barat Abstract Climate change is a global challenge that requires a comprehensive understanding from prospective biology educators as agents of change in environmental education. The digital age offers various learning innovations that can enhance students^ understanding of the complexity of climate change- however, the effectiveness and students^ preferences toward these learning technologies have not been extensively explored in the context of biology education. This study aims to analyze the level of knowledge among biology education students regarding the causes, impacts, mitigation, and adaptation of climate change, as well as to identify their preferences toward various digital learning innovations in the context of climate change education. The research method is quantitative descriptive. The research subjects are active students in the Biology Education program from several universities in Indonesia. The focus will be on undergraduate students. The sample was selected using stratified random sampling. The research instrument consists of a validated questionnaire comprising: (1) a 40-item climate change knowledge test covering causes (10 items), impacts (10 items), mitigation (10 items), and adaptation (10 items)- (2) a digital learning innovation preference scale with 25 items covering virtual reality, augmented reality, digital simulation, mobile learning, and interactive learning platforms. Data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA. Keywords: climate change- biology education- digital learning innovation- educational technology Share Link | Plain Format | Corresponding Author (Syafira Defni)

10	Biology and Biology Education	ABS-64
Integrated learning: psychological responses in biology education classroom Lufri (a), Ikmanisa Khairati (a*), Suci Fajrina (a), Fitri Olvia Rahmi (a) a) Faculty of Mathematics and Science, Universitas Negeri Padang Jl. Prof. Dr. Hamka, Air Tawar Barat, Kota Padang, Sumatera Barat Abstract Understanding student feedback on the instruction provided is essential for maximizing learning within the classroom. A measurable form of feedback is the psychological response of undergraduate students to the applied topics and instructional methods. The goal of examining these responses is to explore undergraduate students^ learning experiences, which provides a solid basis for enhancing instructional quality. An integrated learning strategy was employed in an English for Biology course for undergraduate Biology Education majors to promote a well-rounded learning environment. This course was designed not only to build academic English skills for biology but also to advance the undergraduate students^ personal and professional development. We analyzed the collected data using the Rasch model with WINSTEPS software to maximize the insights gained. Through this analysis, we ascertained the instrument^s psychometric properties and the patterns in student responses. The favorable psychological outcomes demonstrated by the undergraduate students confirm that integrated learning is a highly effective and viable strategy for the learning process of undergraduate Biology Education students. Keywords: Integrated learning, psychological response, undergraduate students, biology education Share Link | Plain Format | Corresponding Author (Ikmanisa Khairati)

11	Biology and Biology Education	ABS-86
Curriculum Analysis in Developing Electronic Modules Based on PjBL with Game Integration: A Focus on Virus, Bacteria, and Fungi Topics Vivi Fitriani, Mohamad Termizi Bin Borhan, DR. Alene Tawang Universitas Pendidikan Sultan Idris Abstract Curriculum analysis plays a crucial role in ensuring that digital learning resources align with educational standards and targeted competencies. This study focuses on analyzing the microbiology curriculum to determine the suitability of materials for developing a Project-Based Learning (PjBL) e-module integrated with educational games. A qualitative descriptive approach was employed, emphasizing curriculum mapping, learning outcome analysis, and needs assessment through student questionnaires. From a total of 14 microbiology topics in the current curriculum, three topic virus, bacteria, and fungi, were selected based on curriculum relevance, conceptual abstraction, low student achievement levels, and responses from the distributed needs analysis questionnaire. The analysis included identifying essential competencies and indicators aligned with PjBL syntax and digital learning principles. The analysis included identifying essential competencies and indicators aligned with PjBL syntax and digital learning principles. The results indicate that these three topics possess abstract characteristics that challenge students^ comprehension but also provide strong potential for visualization and gamified project integration. In conclusion, curriculum analysis provides a strategic foundation for selecting and structuring microbiology content to support the development of interactive, competency-oriented, and meaningful digital learning through PjBL and gamification.. Keywords: curriculum analysis, project-based learning, e-module, gamification, microbiology, viruses, bacteria, fungi Share Link | Plain Format | Corresponding Author (Vivi Fitriani)

12	Biology and Biology Education	ABS-91
Enhancing Biology Learning Outcomes through a Blended-Discovery Learning Model Integrated with the Bioenial Website Opik Prasetyo (a), Bowo Sugiharto (b*), Harlita (b) a) Department of Biology Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat, Jl. Brigjend. H. Hasan Basri, Banjarmasin 70123, Indonesia b) Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir. Sutami No.36, Surakarta 57126, Indonesia *bowo[at]fkip.uns.ac.id Abstract The post-COVID-19 shift to blended learning presents a significant challenge for Biology education, necessitating innovative pedagogical approaches to adapt to the digital era. This study addresses this need by investigating the effectiveness of a Blended-Discovery Learning (BDL) model, specifically when integrated with the Bioenial website, on students Biology learning outcomes. A quasi-experimental research design with a pretest-posttest nonequivalent control group was employed with 11th-grade students from a private school in Boyolali, Central Java. Three groups were compared, a control class, an experimental class using BDL with Google classroom, and another experimental class using BDL with the Bioenial website. Data were collected via a multiple-choice test and analyzed using an ANCOVA test. The findings reveal a significant improvement in learning outcomes, as indicated by a significant increase in post-test scores compared to pre-test in all groups. However, the BDL model integrated with the Bioenial website showed the highest scores, followed by the BDL with Google classroom, and the control group. The results highlight the potential of BDL as an effective teaching strategy in Biology. Therefore, the implementation of the BDL model, especially when supported by a specialized digital platform, is highly recommended to enhance students learning outcomes. Keywords: Blended-Discovery learning- Bioenial website- Biology education, Learning outcomes Share Link | Plain Format | Corresponding Author (Opik Prasetyo)

13	Biology and Biology Education	ABS-94
Teachers Understanding and Application of Deep Learning in Natural Disaster Mitigation Education: A Case Study Anugrah Ayumaharani Widianingsih, Dita Astriningrum, Rani Siti Khoerunnisa Study Program of Biology Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Dr. Setiabudhi Street No. 229, Bandung 40154, West Java, Indonesia Abstract This study investigates the understanding and application of deep learning in natural disaster mitigation education among teachers in disaster-prone areas, Sadangmekar Village, West Bandung Regency. Interactive blank maps were used as a learning medium, equipped with building icons to be placed in designated areas on the map. The teacher simulated the placement of various structures, followed by disaster scenarios to identify vulnerable buildings. The simulation was conducted after providing mitigation insights, and teachers evaluated the learning media through a questionnaire assessing the media^s effectiveness, changes in disaster awareness, ease of use, and the need for disaster mitigation education. The findings revealed that buildings designed by teachers were at an average risk of 24-31% of the affected buildings being impacted by disasters. As for the implementation of media-based deep learning, the results received very high scores on almost all indicators: media effectiveness (92%), awareness change (88%), ease of media use (64%), and educational need (88%). These results indicate that interactive mapping media in deep learning can significantly enhance disaster preparedness education in schools. This study contributes to fostering a deeper conceptual understanding and practical application among educators. Keywords: Deep Learning, Learning Media, Natural Disaster Mitigation Education, Case Study Share Link | Plain Format | Corresponding Author (Anugrah Ayumaharani Widianingsih)

14	Biology and Biology Education	ABS-95
Measuring Achievement Interest: The strategic Role of Deep Learning, Academic Engagement, and Family Resilience of Science Students. Daniar Setyo Rini, Fitria Pusparini, Nailul Rahmi Aulya Universitas Negeri Jakarta Abstract Amid such rapid technological developments, the education and learning process in the current era takes place more easily and quickly, so that it is felt that students become less attached to the learning process in the classroom, which makes learning less meaningful. This has an impact on decreasing students^ interest in achievement. This study aims to determine the influence of Family Resilience, Academic engagement, and Deep learning on the interest in achievement in MIPA students. The research uses a quantitative approach with a survey method. Data were collected through questionnaires using the Likert scale and analyzed by multiple linear regression analysis. The analysis showed that the regression model consisting of three independent variables simultaneously significantly affected achievement interest (F 33.220- p<0.001). An R2 value of 0.470 indicates that the model can explain 47% of the variation in achievement interest. Partially, Deep Learning contributed the most (b=0.405, p<0.001), followed by Academic engagement (b=0.337, p<0.001), both of which had a significant impact. Meanwhile, family resilience (b=0.133, p<0.086) did not have a significant effect, but showed a positive influence. These findings suggest that the development of deep learning strategies, as well as increased student academic engagement, can effectively increase interest in achievement. Therefore, the university or school and lecturers as educators are advised to strengthen these aspects in the learning process. Keywords: Academic Engagement, Deep learning, Family Resilience, Achievement Interest Share Link | Plain Format | Corresponding Author (Daniar Setyo Rini)

15	Biology and Biology Education	ABS-97
Integrating Virtual Reality into Biodiversity Learning: Differentiated Instruction Based on Junior High School Students^ Learning Styles Dewi Susanti (a*), Dahlan Noor Aziz (b) a) Biology Education, Universitas Pendidikan Indonesia b) SMPN 9 Cirebon Abstract The success of biology instruction depends on teachers^ ability to adapt methods to students^ diverse learning needs. Biodiversity, as a fundamental topic in biology, often presents challenges for learners due to its complex concepts and wide range of material. This study investigates the integration of Virtual Reality (VR) within differentiated instruction based on students^ learning styles to improve biodiversity learning outcomes among junior high school students. A quasi-experimental design was employed involving 36 participants. At the outset, a diagnostic test identified students^ learning styles, which served as the foundation for differentiated instruction. Visual learners explored biodiversity through VR and constructed food chain diagrams, kinesthetic learners engaged in role-play and created simple physical models, while auditory learners studied with recorded instructional materials and produced short oral summaries or podcasts. The findings revealed that visual learners outperformed kinesthetic and auditory peers, suggesting that combining VR with representational tasks is particularly effective in supporting understanding of biodiversity concepts. The study contributes novelty by integrating immersive digital learning tools with differentiated instruction, implementing dual-task designs tailored to each learning style, and highlighting the potential of VR to simplify complex biological concepts. Keywords: Virtual reality- Biodiversity learning- Differentiated instruction- Learning styles Share Link | Plain Format | Corresponding Author (Dewi Susanti)

16	Biology and Biology Education	ABS-103
Bridging Minds-on and Hands-on Learning: A DPDPE Learning Strategy to Enhance Students Science Process Skills and Its Connection with Logical Thinking Ability on Photosynthesis Learning Rani Siti Khoerunnisa, Bambang Supriatno, Eni Nuraeni Universitas Pendidikan Indonesia Abstract This study aims to examine the effect of the DPDPE learning strategy (Demonstration-Practical Work1-Discussion-Practical Work2-Explanation) on students science process skills (SPS) and its relationship with logical thinking ability in photosynthesis learning. The research employed a one-group pretest-posttest design with a weak experimental approach. Participants consisted of 22 biology education students enrolled in a Plant Physiology course at a public university in Indonesia, selected through purposive sampling. Data collection instruments included identical pre- and post-tests to assess SPS, a Test of Logical Thinking (TOLT), and an observation sheet on the implementation of DPDPE. Findings revealed that the DPDPE strategy effectively enhanced SPS, particularly among students at the formal operational stage. However, statistical analysis showed no significant correlation between SPS and logical thinking ability (Sig. = 0.132- r = 0.331), indicating a weak and non-significant association. This result suggests that the SPS items used did not directly align with the indicators measured in the TOLT. The study highlights the need to align instructional strategies and assessment instruments with students^ cognitive profiles to better capture the relationship between logical reasoning and scientific skill development. Keywords: DPDPE learning strategy- Science process skills- Logical thinking ability- Photosynthesis learning- Plant physiology. Share Link | Plain Format | Corresponding Author (Rani Siti Khoerunnisa)

17	Biology and Biology Education	ABS-113
Utilization of the Native Sumatran Plant Aporosa octandra var. malesiana as an Innovative Drug Candidate for Tonsillitis Zulfarina (a*), Asih Rahayu Ajeng Agesti(a), Nursal (a), Syafrizal Ulum (a) a)Department of Mathematics and Natural Sciences Education, FKIP Universitas Riau Indonesia * Corresponding author, E-mail: zulfarina[at]lecturer.unri.ac.id Abstract Tonsillitis is an inflammation of the tonsils, commonly caused by infection with the bacterium Streptococcus pyogenes. The rise in antibiotic resistance has prompted the search for new drug candidates derived from natural sources. The native Sumatran plant Aporosa octandra var. malesiana is known to contain bioactive compounds, including flavonoids, tannins, and saponins, which exhibit antibacterial potential. This study aimed to evaluate the antibacterial activity of Aporosa octandra var. malesiana leaf extract against Streptococcus pyogenes as a potential innovative drug for tonsillitis. The ethanol extract was obtained through maceration and tested for antibacterial activity using the well-diffusion method at concentrations of 25%, 50%, 75%, and 100%. The results demonstrated that the leaf extract of Aporosa octandra var. malesiana inhibited the growth of Streptococcus pyogenes, with inhibition zones increasing in diameter with higher extract concentrations. The 100% concentration produced the largest inhibition zone, comparable to that of the antibiotic positive control, amoxicillin. These findings indicate that Aporosa octandra var. malesiana leaf extract has the potential to be developed as an innovative herbal drug candidate for the treatment of tonsillitis. Keywords: Aporosa octandra var. malesiana, tonsillitis, Streptococcus pyogenes, antibacterial, herbal medicine Share Link | Plain Format | Corresponding Author (Zulfarina Zulfarina)

18	Biology and Biology Education	ABS-114
In Vitro Rooting of Orchids with the addition of Indole Butic Acid (IBA) and Activated Charcoal Fauziyah Harahap1[*], Ermila Hafni Nasution2, Hasruddin1, Syahmi Edi1, Cicik Suriani1, Abdul Hakim Daulae1, Nurul Huda Panggabean1, Anita Kairani1, Diky Setya Diningrat1 Universitas Negeri Medan Abstract The beauty of Cattleya sp. lies in the beauty of flowers and the variety of colors. However, the propagation of orchids is very difficult to do naturally because small orchids, no endosperm and takes a lot of time. This study aims to determine the influence of the environmental composition of Cattleya sp. Explosives are taken from Seedling Buds of Cattleya sp.. Orchid. with IBA treatment (0, 0.5 and 1) ppm, activated charcoal (0, 0.5, 1 and 1.5 gr/l). The explosives were cultured on Murashige and Skoog (MS) medium with some combination of IBA (indole butyric acid) and activated charcoal. The results showed that IBA and activated charcoal had no significant effect on the number of roots but had a positive effect on root length. The best root length was found when treating MS IBA 0 ppm activated charcoal 0 gr/l. IBA interaction had a positive effect on leaf number and seedling height. The presence of activated charcoal in the medium can absorb harmful substances in the environment and provide a good physical environment for the seedlings. High concentrations of IBA can also inhibit the growth of seedlings of Cattleya sp. Keywords: Rooting, Orchid Cattleya sp, IBA, Activated charcoal Share Link | Plain Format | Corresponding Author (Fauziyah Harahap)

19	Biology and Biology Education	ABS-117
Diversity of Butterfly Species of the Suborder Rhopalocera in the Kenegerian Rumbio Customary Prohibited Forest Fitra Suzanti1*, Resma Wahyuni1, Antyesti Arini1 1Department of Biology Education, Faculty of Teacher Training and Education, University of Riau- Indonesia Abstract This study aims to determine the diversity of butterfly species Suborder Rhopalocera in the Kenegerian Rumbio Customary Prohibited Forest, Kampar Regency, Riau. The research was conducted in May-June 2025 across three different habitat types, namely riverbanks, primary forest, and forest-plantation borders. Data were collected using an exploration method along a 300 m transect with a width of 2 m on each side, during morning and afternoon sessions, using insect nets. The results recorded 42 butterfly species belonging to 5 families with a total of 293 individuals, consisting of Nymphalidae (22 species, 161 individuals), Papilionidae (11 species), Pieridae (5 species), Lycaenidae (3 species), and Hesperiidae (1 species). The most abundant species was Neptis hylas (15 individuals), while the least was Papilio demolion (3 individuals). The Shannon-Wiener diversity index (H^) ranged from 2.98 to 3.55. The highest diversity was found in the riverbank habitat (H^=3.55- high category), followed by the forest-plantation border (H^=3.23- high category), and the lowest in the primary forest (H^=2.98- medium category). Environmental physical factors, including temperature, humidity, and light intensity, influenced species distribution, with riverbank habitats providing the most balanced conditions for butterfly activity. These findings indicate that the Kenegerian Rumbio Customary Prohibited Forest harbors high butterfly diversity, highlighting its importance as a natural habitat for pollinator insects. Keywords: Diversity, Rhopalocera, Kenegerian Rumbio Customary Prohibited Forest Share Link | Plain Format | Corresponding Author (Fitra Suzanti)

20	Biology and Biology Education	ABS-133
Validation: Anfisman Thematic Lecture Programme Based on Multiple Representation e-Modules Siti Romlah Noer Hodijah (a), Adi Rahmat b*), Didik Priyandoko (c), Wahyudin, Wahyudin(d) a) Doctoral Program in Science Education, Faculty of Mathematics and Naturals Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia b) Department of Biology Education, Faculty of Mathematics and Naturals Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia c) Department of Biology Education, Faculty of Mathematics and Naturals Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia d) Department of Computer Science Education, Faculty of Mathematics and Naturals Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Anfisman^s thematic lecture programme, based on e-learning modules with dual representation was designed to guide students in carrying out lecture activities, thereby helping them achieve Course Learning Outcomes (CLO) and develop the cognitive performance of Natural Science Education students. This course programme is presented by considering the characteristics of the material, student needs, and CLOs for the Human Body Anatomy and Physiology course. This lecture programme is designed by considering the structure of lecture activities, completeness and suitability with CLO and Learning Outcomes, suitability of terminology, suitability of language use, the lecture programme explains the learning implementation plan at each stage, and the lecture programme describes assessments that measure students^ cognitive abilities. The purpose of this study is to determine the suitability of the lecture programme to CLOs Anfisman that has been created. This research was conducted in the Natural Sciences Education Study Programme at a State University in Banten Province. This research used the Research and Development (R&D) method at the programme development stage. The research instrument used a lecture programme suitability validation sheet by subject matter experts, media experts, and learning experts. The expert validation results stated that the developed lecture programme was in accordance with Anfisman^s CLO. Keywords: Lecture Programme, Thematic Anfisman, e-Module, Multiple Representation, Cognitive performance Share Link | Plain Format | Corresponding Author (Siti Romlah Noer Hodijah)

21	Biology and Biology Education	ABS-138
Interactive E-Modules for Animal Structure and Function Course: Bridging Digital Divide Through Student Perceptions and Learning Analytics Dadang Machmudin*, Dewi Susanti, Anugrah Ayumaharani W, Fitri Husni Mardiyah Pendidikan Biologi, FPMIPA, Universitas Pendidikan Indonesia Abstract he digitalization of higher education has created opportunities to enhance digital-based biology learning while addressing the digital access gap among students. Limited research has examined how interactive e-modules can bridge the digital divide while maintaining pedagogical effectiveness in specialized biology courses. This study aims to investigate students^ perceptions of using interactive e-modules for the animal structure and function course, focusing on accessibility, usability, and learning effectiveness. This research employs a mixed methods approach involving 116 biology education students from semesters 1, 3, and 7 at a university in Indonesia. Data was collected using validated questionnaires to measure five key variables: student perceptions of the e-module, module quality assessment, learning motivation, ease of use, and content appropriateness. The study was supplemented by focus group discussions and expert evaluations for content validity and pedagogical design. Learning analytics included engagement metrics, completion rates, and assessment scores to evaluate module effectiveness. Results demonstrate high levels of student acceptance and positive perceptions toward the interactive e-modules. Key success factors include intuitive interface design, effective multimedia integration, and appropriate content presentation that accommodates diverse learning styles and technological capabilities. The e-modules significantly improved accessibility and learning flexibility, particularly for students with limited digital resources. Learning analytics revealed increased engagement rates and improved academic performance across all semester levels. The findings indicate that well designed interactive e-modules can effectively bridge the digital divide in biology education by providing equitable access to quality learning materials for the animal structure and function course. Positive student perceptions regarding usability, motivation, and content appropriateness, combined with improved learning analytics, demonstrate that digital interventions can promote educational equity while maintaining academic rigor. This study provides valuable insights for developing inclusive digital learning strategies in higher education biology programs. Keywords: interactive e-modules, digital divide, animal structure and function, student perceptions, learning analytics Share Link | Plain Format | Corresponding Author (Dadang Machmudin)

22	Biology and Biology Education	ABS-146
Assessing Students^ Learning Approaches: Adaptation and Validation of HowULearn for Indonesian Biology Undergraduates Wasis Wuyung Wisnu Brata, Hendra Susanto, Siti Zubaidah 1 Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia 2 Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Medan, Indonesia Abstract Understanding students^ learning approaches is essential for improving instructional practices and academic outcomes in higher education. However, few validated instruments are available to measure such constructs in the Indonesian context. This study aimed to adapt and validate the HowULearn questionnaire for use among Indonesian undergraduate biology students. The instrument measures students^ learning approaches, encompassing deep, surface, and organized approaches. A total of 424 students participated, with 214 responses analyzed through Exploratory Factor Analysis (EFA) and 210 through Confirmatory Factor Analysis (CFA). The adaptation process involved language adjustment and expert validation by three specialists in education and counseling, psychology, and biology education to ensure cultural and contextual equivalence. The EFA results indicated good sampling adequacy (KMO = 0.781) and significant factorability (Bartlett^s test, p < .01), revealing a three-factor structure. CFA confirmed the three-factor model, demonstrating excellent model fit indices (CFI = 0.965, TLI = 0.955, RMSEA = 0.054, SRMR = 0.052). The construct validity was further supported by satisfactory convergent and discriminant validity (AVE and HTMT), and the internal consistency was acceptable (Cronbach^s alpha = 0.783). These findings indicate that the Indonesian version of HowULearn is a valid and reliable instrument for assessing students^ learning approaches in higher education. Practically, this instrument can be used by educators and researchers to diagnose students^ learning patterns, design appropriate instructional strategies, and monitor the effectiveness of learning innovations aimed at fostering deep and organized approaches to learning. Keywords: Keywords: learning approaches, instrument validation, HowULearn, Indonesian students, biology education Share Link | Plain Format | Corresponding Author (Wasis Wuyung Wisnu Brata)

23	Biology and Biology Education	ABS-150
Exploring the Impact of Outdoor Learning-Based ESD on Students^ Critical Thinking Skills in Animal Biosystematics and Evolution Saefudin, Suhara, Anugrah Ayumaharani W., Fitri Husni Mardiyah, Puti Siswandari Biology Education Study Program, Universitas Pendidikan Indonesia Abstract Outdoor learning integrated with Education for Sustainable Development (ESD) has been recognized as a promising pedagogical approach to foster higher-order thinking and environmental awareness in biology education. This study aimed to examine the effect of outdoor learning-based ESD on students^ critical thinking skills in the Animal Biosystematics and Evolution course. The research employed a quasi-experimental one-group pretest-posttest design involving 39 undergraduate biology education students at Universitas Pendidikan Indonesia. Students participated in field-based learning sessions emphasizing biodiversity observation, evolutionary relationships, and sustainability reflection. Data on critical thinking skills were collected through pretest and posttest essay assessments and analyzed using the Paired Sample t-Test. The results showed that the posttest mean score was higher than the pretest (mean difference = 3.077, t(38) = -1.622, p = 0.113), indicating an improvement trend, though not statistically significant. This finding suggests that outdoor learning experiences contributed to the development of critical thinking through contextual problem solving and reflective observation, but the intervention duration and variation among learners might have limited the statistical significance. The study highlights the pedagogical potential of outdoor learning-based ESD to promote critical engagement with sustainability concepts in biology education. Keywords: Outdoor learning, critical thinking, Education for Sustainable Development, biology education, sustainability learning. Share Link | Plain Format | Corresponding Author (Saefudin -)

24	Chemistry and Chemistry Education	ABS-8
Theoretical Study into Adsorption of \NO_x\ and \CO_x\ by Single Atom Cobalt Adsorbent Hafiz Aji Aziz(a), George Enrique Sanjaya(a) a) Departement of Chemistry, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia Abstract Industrial processes generate nitrogen oxides (NOx) and carbon oxides (COx) emissions, contributing to air pollution and environmental damage. Mitigating these emissions requires efficient adsorbent materials, but experimental studies are often costly and time-consuming. This work utilized density functional theory (DFT/B3LYP/LANL2DZ) calculations in ORCA to predict the thermodynamics and structural properties of NOx and COx adsorption on a single-atom cobalt adsorbent. Four gas species (NO, NO&#8322-, CO, CO&#8322-) were evaluated in different binding conformations to provide a comprehensive understanding of adsorption performance. For NO, both N-bond (NO) and O-bond (ON) configurations were studied, yielding &#916-G = -75.19 kJ/mol for NO vs. -66.29 kJ/mol for ON. NO&#8322- was examined in N-bond (NO&#8322-) and O-bond (O&#8322-N) orientations, with &#916-G = -117.33 kJ/mol and -122.95 kJ/mol, respectively. CO binding was compared for C-bond (CO, &#916-G = -63.84 kJ/mol) and O-bond (OC, &#916-G = -46.70 kJ/mol). CO&#8322- adsorption was similarly evaluated for C-bond (CO&#8322-, &#916-G = -41.40 kJ/mol) and O-bond (OCO, &#916-G = -47.91 kJ/mol) modes. Structural analysis reveals bond lengths from 1.348 (NO&#8322-) to 1.868 (CO) and cobalt charge distributions from 0.1512 (CO&#8322-) to 0.3424 (ON). The adsorption strength follows O&#8322-N > NO&#8322- > NO > ON > CO > OCO > CO&#8322-, with NOx species showing the strongest interactions. These results indicate that the single-atom cobalt adsorbent should be considered for further studies, especially using experimental methods. Keywords: density functional theory, single-atom cobalt, \NO_x\ adsorption, \CO_x\ adsorption, binding conformations, thermodynamics. Share Link | Plain Format | Corresponding Author (George Enrique Sanjaya)

25	Chemistry and Chemistry Education	ABS-109
Analyzing the Impact of Virtual Experiments on Students^ Critical Thinking Skills in Salt Hydrolysis Concepts Miarti Khikmatun Nais UPI Abstract This study aims to examine the role of the virtual experiment ^Salt Hydrolysis^ in facilitating students^ critical thinking skills. This study used a pre-experimental research method with a One-Shot Case Study design. The subjects consisted of 34 eleventh-grade students at a public high school in Sumedang Regency. The research stages included an analysis of the characteristics of the virtual experiment media and an analysis of the learning model, assessed using a media characteristic analysis sheet and a learning model analysis sheet, which were then described. Aspects of learning implementation were analyzed through observation and assessment sheets in the Student Worksheet, while critical thinking skills were measured through essay tests in the Student Worksheet. The results showed that the virtual experiment media had supportive characteristics in terms of content, appearance, and effectiveness. The optimal learning model used in virtual experiment-based learning is the guided inquiry learning model. The application of the guided inquiry model with this virtual experiment media was well-implemented and effective in developing students^ critical thinking skills. The results of the Chi-Square test showed that the number of students demonstrating essential thinking skills differed significantly. There were more students in the very high critical thinking ability category (59%) than in the high category (41%). This shows that the virtual experiment has a positive impact in developing students^ critical thinking skills on the concept of salt hydrolysis. Keywords: Virtual Experiment, Salt Hydrolysis, Guided Inquiry Learning Model, Critical Thinking Ability Share Link | Plain Format | Corresponding Author (Miarti Khikmatun Nais)

26	Chemistry and Chemistry Education	ABS-130
Sustainable Upcycling of Waste into Carbon Nanomaterials for Catalytic Environmental Remediation Wen-Da Oh* School of Chemical Sciences, Universiti Sains Malaysia *Email: ohwenda[at]usm.my Abstract The annual generation of plastic waste is increasingly becoming a significant environmental concern. In Malaysia, more than 1 million tons of plastic waste are generated yearly. An effective approach to managing plastic waste while incentivizing its collection is to transform it into valuable carbon nanomaterials. In this study, we explored the sustainable upcycling of plastic waste into carbon nanotubes (CNTs, with market size of >USD5 billion) through a one-pot catalytic pyrolysis process. The two key parameters for achieving high-quality and high-yield CNT production are catalyst design and operational conditions. A Ni-based catalyst consisting of NiMoCa was developed to convert polypropylene waste into CNTs. Typically, Ni acts as the active site for CNT growth while Mo and Ca as carbon reservoir and support, respectively. The catalyst-to-polypropylene waste ratio, pyrolysis temperature, and pyrolysis duration were systematically varied to investigate their effects. The results showed that well-defined CNTs with a length of ~30 nm and a purity of 95-98 wt.% can be successfully obtained, with a carbon yield of 5-6 wt.% under the optimum conditions. The plastic-derived CNTs was then functionalized with nitrogen and used to remove pollutants such as antibiotics from contaminated water. This study successfully demonstrated the sustainable conversion of waste into functional materials within a circular economy framework. Keywords: Carbon nanotubes- Sustainable- Plastics- Circular Economy- Pollutants Share Link | Plain Format | Corresponding Author (Wen Da Oh)

27	Chemistry and Chemistry Education	ABS-139
Bridging Scientific Identity and ESD Through Inquiry-based learning: A Systematic Literature Review of Science Education Practices Dinar Dayana, Hernani Universitas Pendidikan Indonesia Abstract Education for Sustainable Development (ESD) equips students with a value-based framework that builds the skills and knowledge necessary for a better future. On the other hand, science identity provides a lens through which to view how students make sense of their role in the world of science. This reveals a research gap concerning how to link ESD with the development of science identity in practice. Therefore, this systematic literature review aims to analyze the potential of Inquiry-Based Learning (IBL) in connecting the two. The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilizing a comprehensive search technique across various electronic databases (such as Google Scholar and the Journal of Chemical Education) for studies published between 2021 and 2025. Studies were included if they empirically examined the intersection of IBL, ESD, and science identity (or its dimensions) within the context of undergraduate science education. The analysis results indicate that IBL is an effective instructional strategy for developing students^ Science Identity. Meanwhile, the context of ESD, when integrated with IBL, has the potential to strengthen and personalize science identity. However, the integration of these three elements remains limited and is an area requiring further exploration. Although direct evidence is still scarce, a synthesis of various findings in this review points towards an interesting conclusion: IBL has the potential to act as a mediating bridge connecting ESD with the formation of science identity. To strengthen these findings, future research could test the effectiveness of implementing IBL that integrates ESD values in fostering science identity. Keywords: science identity, Education for Sustainable Development, inquiry-based learning, higher education, systematic review. Share Link | Plain Format | Corresponding Author (Dinar Dayana)

28	Chemistry and Chemistry Education	ABS-140
Synergizing Systems Thinking and Green Chemistry in Education for Sustainable Development Contexts: A Systematic ReviewThis Sample Abstract Maulida Rahayu and Hernani Departement of Chemistry, Indonesia University of Education, Bandung, 40153, Indonesia Abstract Integrating sustainability principles into chemistry education at the higher education level is increasingly important to equip students for the challenges of the 21st century. Systems thinking and Green Chemistry have been recommended as key approaches to fostering holistic understanding and advancing Education for Sustainable Development (ESD) in chemistry. This Systematic Literature Review (SLR) aims to examine how systems thinking, combined with green chemistry principles, is applied to support sustainability education, as well as to explore its practical implementation in higher education contexts. A comprehensive search was conducted across major databases, including Google Scholar and the Journal of Chemical Education, covering studies that published between 2021 and 2025. The inclusion criteria focused on research conducted by experts that discussed the application of systems thinking in chemistry learning, with particular emphasis on sustainability and green chemistry. The findings reveal that a systems thinking approach addresses the complexity of chemistry in relation to sustainability, promotes the development of critical thinking skills, and facilitates the integration of ESD principles into both theoretical and laboratory-based learning. These results highlight the potential of systems thinking as a framework for advancing sustainability competencies in chemistry education and provide recommendations for curriculum development and future research. Keywords: Education for Sustainable Development, Systems Thinking, Green chemistry, Higher Education Share Link | Plain Format | Corresponding Author (Maulida Rahayu)

29	Chemistry and Chemistry Education	ABS-141
Integrating Deep Learning Approaches to Enhance Scientific Literacy in Chemistry Education for Sustainable Development: A Systematic Review Putry Ayuningtyas, Hernani Hernani Program Studi Pendidikan Kimia, FPMIPA, Universitas Pendidikan Indonesia Abstract Education for Sustainable Development (ESD) views education as the key to unlocking progress towards all global development goals. In the goal of advancing education, scientific literacy plays a crucial role in shaping students who are literate in information and digitalization. This is in line with learning using a deep learning approach. This Systematic Literature Review (SLR) research identifies trends, learning strategies, and challenges in developing scientific literacy related to ESD in chemistry learning at the high school level. The literature search process was conducted through the ScienceDirect and Google Scholar databases, spanning the years 2014 to 2025, covering the Deep Learning Approach, scientific literacy, and ESD at the high school level. The analysis results indicate that the deep learning approach can be used in developing scientific literacy to support ESD. This study also emphasizes the importance of integrating environmental and sustainability issues into the secondary education curriculum. However, teachers^ limitations in linking scientific concepts to the context of sustainability and the lack of learning tools that support the integration of ESD principles remain obstacles. This study concludes that scientific literacy plays a crucial role in the successful implementation of ESD at the high school level. Keywords: Deep Learning Approach, Chemistry Learning, Education for Sustainable Development (ESD), Science Literacy. Share Link | Plain Format | Corresponding Author (Putry Ayuningtyas)

30	Chemistry and Chemistry Education	ABS-168
SYNERGY OF BAMBOO SHOOTS AND BANANA STEMS AS A SOURCE OF LIQUID ORGANIC FERTILIZER TO IMPROVE GENERATIVE GROWTH OF ARABICA COFFEE (Coffea arabica L.) Omay Sumarna, Karina Nur Syarafah, Soja Fatimah, Meita Annisa Nurhutami Universitas Pendidikan Indonesia Abstract This study examines the effectiveness of liquid organic fertilizer (LOF) made from bamboo shoots (Dendrocalamus asper), banana stems (Musa paradisiaca L.), and a combination of the two on the generative growth of Arabica coffee (Coffea arabica L.). The LOF was produced through fermentation using EM4 and analyzed for macronutrient, micronutrient, organic carbon, and C/N ratio. The analysis showed that the LOF from bamboo shoots had the highest macronutrient content, while the LOF from banana stems had an excessively high C/N ratio (60.0). The combined LOF showed a more ideal C/N ratio (23.7), supporting efficient nitrogen uptake. The LOF application to coffee plants was carried out by spraying a solution (1:100) for eight fertilization applications at 10-day intervals. Observations showed that the combination of organic fertilizers (LOF) produced the highest number and diameter of fruit (24 fruits- 1.05 cm) and the highest growth rate constant (0.0159). Overall, all three types of LOF supported the formation of Arabica coffee fruit, with the combination LOF having a relative advantage in terms of nutrient balance and growth effectiveness Keywords: liquid organic fertilizer, bamboo shoots, banana stems, Arabica coffee, nutrients, fruit growth Share Link | Plain Format | Corresponding Author (OMAY SUMARNA)

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