Journal of Academic Biology and Biology Education

Roselle (Hibiscus sabdariffa) as a Sustainable Herbal Supplement for Enhancing the Performance of Freshwater Ornamental Fish

Phichamon Noisuwan — 2025-06-24

Purpose of the study: The purpose of this study is to examine the effect of roselle (Hibiscus sabdariffa) supplementation on the performance of ornamental fish, including growth rate, survival rate, feed intake, and body pigmentation, through a systematic review of national and international research findings.

Methodology: This study employed a literature review method using Google Scholar, ScienceDirect, and ResearchGate databases. Data were analyzed descriptively using Microsoft Excel 2021. Reference validation was based on ISSN and DOI verification. Literature selection, classification, and data extraction were performed systematically following PRISMA guidelines to ensure research reliability.

Main Findings: The main findings show that Roselle (Hibiscus sabdariffa) contains bioactive compounds such as anthocyanins, flavonoids, and vitamin C that enhance fish health and immunity. Supplementation improved survival rate and feed intake but did not significantly increase color performance, as anthocyanins are not dominant pigments for coloration compared to carotenoids like astaxanthin and zeaxanthin.

Novelty/Originality of this study: This study provides new insight into the potential use of Roselle (Hibiscus sabdariffa) as a natural feed additive for ornamental fish. Unlike previous studies focused on food fish, it highlights Roselle’s bioactive compounds in enhancing immunity and feed intake, offering an eco-friendly alternative to synthetic additives in sustainable aquaculture practices.

Structured Inquiry Learning: Enhancing Critical Thinking and Conceptual Understanding through Productive Questioning

Agustina Agustina — 2025-12-20

Purpose of the study: This study aims to examine the effect of structured inquiry learning based on productive questioning on students’ critical thinking skills and conceptual understanding of plant tissue structure in senior high school biology learning.

Methodology: This study employed a quantitative quasi-experimental method using a non-equivalent control group design. Data were collected using critical thinking and conceptual understanding tests, observation sheets, and documentation. Statistical analyses included descriptive statistics, Kolmogorov–Smirnov normality test, Levene’s homogeneity test, N-gain analysis, independent sample t-test, and effect size calculation using SPSS software.

Main Findings: The results showed significant differences between experimental and control groups in critical thinking and conceptual understanding. The experimental group achieved higher posttest scores, moderate-to-high N-gain values, and large effect sizes. These findings indicate that structured inquiry learning with productive questioning effectively improves students’ higher-order thinking and conceptual mastery.

Novelty/Originality of this study: This study integrates productive questioning explicitly within a structured inquiry learning model and examines its simultaneous effect on critical thinking and conceptual understanding. This approach provides new empirical evidence on how productive questioning strengthens cognitive engagement and enhances learning outcomes in biology education contexts.

Exploring the Potential of Mangrove Leaf Extracts as Natural Preservatives for Protein-Rich Fish: Evidence from Chanos chanos

Ranulfo Friolo Cala — 2025-12-20

Purpose of the study: This study aims to analyze the effect of ethanolic extract of Rhizophora mucronata leaves at different concentrations and preservation times on the protein content of milkfish (Chanos chanos), to determine the optimal extract concentration for maintaining protein quality during storage.

Methodology: This study used an experimental laboratory design with milkfish (Chanos chanos) treated using ethanolic extracts of Rhizophora mucronata leaves. Tools included a rotary evaporator (IKA RV 10), analytical balance (Ohaus Pioneer), freeze dryer (Labconco), and Kjeldahl apparatus (Velp Scientifica). Protein analysis followed AOAC (2005) using SPSS v26 for Two-Way ANOVA.

Main Findings: The study found that increasing concentrations of ethanolic extract of Rhizophora mucronata leaves led to higher protein content in milkfish (Chanos chanos). The highest protein level was observed at 50 ppm concentration with 12-hour preservation. Two-Way ANOVA showed significant effects of concentration and time individually, but no significant interaction between the two factors (P = 0.148 > 0.05).

Novelty/Originality of this study: This study is the first to evaluate the effect of Rhizophora mucronata ethanolic leaf extract on the protein content of milkfish (Chanos chanos) under Philippine conditions. It introduces a natural, eco-friendly preservation approach, advancing current knowledge on the use of mangrove bioactive compounds to maintain fish protein quality during post-harvest storage.

From SARS-CoV-2 to Influenza: Modern Pedagogical Approaches for Teaching Virology in Undergraduate Classrooms

Md.Nazmul Hossen — 2025-12-20

Purpose of the study: The COVID-19 pandemic and influenza highlight the global necessity to enhance virology education within biomedical curricula. Conventional lectures often fail to facilitate critical thinking. This review aims to synthesize contemporary pedagogical approaches such as active learning and virtual laboratories to improve scientific reasoning.

Methodology: A comprehensive literature search was conducted in PubMed, ERIC, Scopus, and Web of Science databases for the period 2015–2025. Keywords used included virology education and active learning. Out of 425 articles screened, 127 peer-reviewed papers met the eligibility criteria. Data were extracted regarding instructional design and student outcomes.

Main Findings: Active learning increases STEM performance by 30% compared to passive lecturing. Case-based learning (CBL) improves critical thinking by 27% and enhances long-term retention. Virtual laboratories produce learning outcomes equivalent to traditional labs while reducing costs. Gamification and collaborative projects significantly boost student motivation, engagement, and self-efficacy.

Novelty/Originality of this study: This review provides a new framework for integrating real-time pandemic data into undergraduate curricula. It uniquely addresses the gap between molecular virology and global health responses in resource-limited settings. By synthesizing recent digital advancements, it offers a roadmap for creating a scientifically literate workforce capable of managing future viral outbreaks.

A Comparison of Think Pair Share and Group Investigation: Which Cooperative Learning Model Is More Effective in Biology Education?

Sigit Wibowo — 2025-12-20

Purpose of the study: This study aims to compare students’ Biology learning outcomes taught using the cooperative learning methods of Group Investigation and Think Pair Share, in order to identify which method leads to higher cognitive achievement in junior high school Biology learning..

Methodology: This study employed a quasi-experimental design using a two-group pretest–posttest model. The research instruments included a 25-item objective test, interview guidelines, observation sheets, and an item analysis tool (ANATES). Data were collected through tests, interviews, and observations, and subsequently analyzed using tests of normality and homogeneity, N-gain analysis, and an independent samples t-test.

Main Findings: The results indicate that there was no significant difference in pretest scores between the Group Investigation and Think Pair Share groups. Posttest and N-gain analyses revealed that the Think Pair Share method produced significantly higher learning outcomes than the Group Investigation method. Students in the Think Pair Share group achieved higher mean scores, demonstrated better conceptual mastery, and showed more substantial learning gains. Interview results also indicated that students were more confident, active, and focused when learning through the Think Pair Share method.

Novelty/Originality of this study: This study provides a direct comparison between Group Investigation and Think Pair Share in Biology learning, an empirical investigation that has rarely been conducted. The findings contribute to the existing body of knowledge by demonstrating that Think Pair Share offers more structured interaction, better focus, and more evenly distributed participation, resulting in more effective learning compared to Group Investigation.