{"id":18049,"date":"2025-10-15T07:25:10","date_gmt":"2025-10-15T07:25:10","guid":{"rendered":"https:\/\/unnes.ac.id\/mipa\/?page_id=18049"},"modified":"2026-07-25T04:47:27","modified_gmt":"2026-07-25T04:47:27","slug":"profile","status":"publish","type":"page","link":"https:\/\/unnes.ac.id\/mipa\/profile\/","title":{"rendered":"Profile Bachelor of Biology Education"},"content":{"rendered":"\n

Profile of the Bachelor of Biology Education<\/h1>\n\n\n\n

Brief Profile<\/h2>\n\n\n\n

The Bachelor of Biology Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, provides undergraduate education for prospective biology educators and other professionals working in biology education. The programme prepares graduates who are professional, innovative, adaptive, and responsive to developments in science, technology, society, and the environment.<\/p>\n\n\n\n

Students develop a strong foundation in biological sciences together with pedagogical competence, educational research literacy, digital and technological capability, conservation awareness, communication skills, and entrepreneurial capacity. This integrated preparation enables graduates to design meaningful biology learning, contribute to evidence-based educational improvement, and create sustainable products or services related to biology and education.<\/p>\n\n\n\n

Programme Background and Academic Identity<\/h2>\n\n\n\n

Biology Education has long been part of the teacher-education tradition of IKIP Semarang and Universitas Negeri Semarang. It was formally listed as an undergraduate study programme through Decree of the Director General of Higher Education No. 244\/DIKTI\/Kep\/1996. Its operational status under Universitas Negeri Semarang was subsequently reorganised and re-established through Decree No. 122\/DIKTI\/Kep\/2007. The programme continues to develop within FMIPA UNNES as an undergraduate programme combining biology, education, conservation, research, technology, and entrepreneurship.<\/p>\n\n\n\n

Programme information<\/strong><\/td>Details<\/strong><\/td><\/tr><\/thead>
Programme<\/td>Bachelor of Biology Education (Undergraduate\/S1)<\/td><\/tr>
Faculty<\/td>Faculty of Mathematics and Natural Sciences, UNNES<\/td><\/tr>
Academic degree<\/td>Bachelor of Education (S.Pd.\/B.Ed.)<\/td><\/tr>
Study load<\/td>144-160 credits<\/td><\/tr>
Accreditation<\/td>Excellent (Unggul), score 372<\/td><\/tr>
Validity period<\/td>2 April 2025 to 1 April 2030<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Scientific Vision<\/h2>\n\n\n\n
PROGRAMME SCIENTIFIC VISION<\/strong> To develop innovative and excellent biology education through the Jelajah Alam Sekitar (JAS\/Exploration of the Surrounding Environment) approach, a conservation perspective, current technology, contributions to educational advancement, and international recognition.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Programme Objectives<\/h2>\n\n\n\n
    \n
  1. Preparing biology educators<\/strong> – to develop innovative learning, understand learner characteristics, master biological and educational knowledge, apply science and technology from a conservation perspective, and pursue further academic or professional study.<\/li>\n\n\n\n
  2. Developing education research assistants<\/strong> – to identify educational problems, apply quantitative and qualitative research methods, analyse evidence, and communicate research findings to academic and professional audiences.<\/li>\n\n\n\n
  3. Fostering creative entrepreneurs<\/strong> – to work independently or collaboratively, manage opportunities, and develop sustainable goods or services based on biology and education.<\/li>\n<\/ol>\n\n\n\n

    Strategies for Achieving the Objectives<\/h2>\n\n\n\n
      \n
    1. Innovative education: <\/strong>provide exploratory, interdisciplinary, research-based, and globally oriented biology education through the JAS approach.<\/li>\n\n\n\n
    2. Research and publication: <\/strong>conduct and disseminate biology education research in national and international academic forums.<\/li>\n\n\n\n
    3. Community contribution: <\/strong>apply research findings and scientific thinking to address real problems in biology education and society.<\/li>\n\n\n\n
    4. Partnership development: <\/strong>strengthen education and research networks through national, international, school, research-institution, and industry collaboration.<\/li>\n<\/ol>\n\n\n\n

      <\/p>\n\n\n\n

      <\/p>\n\n\n\n

      Curriculum and Learning Experience<\/h1>\n\n\n\n

      Curriculum Orientation<\/h2>\n\n\n\n

      The curriculum integrates biological science, methodological-pedagogical knowledge, technology, research, conservation, and entrepreneurship. It is designed in accordance with Outcome-Based Education (OBE), the Indonesian National Qualifications Framework, national higher-education standards, and the Independent Learning-Independent Campus (MBKM) policy. The curriculum also responds to twenty-first-century needs by strengthening critical thinking, creativity, collaboration, communication, digital literacy, problem solving, academic integrity, and environmental responsibility.<\/p>\n\n\n\n

      The body of knowledge is organised through the TPACK framework, connecting biological content knowledge with pedagogy and technology. Students learn biology not only as a scientific discipline, but also as content that must be transformed into accurate, engaging, inclusive, and contextually meaningful learning experiences.<\/p>\n\n\n\n

      Major Areas of Study<\/h2>\n\n\n\n
        \n
      1. Biological sciences: <\/strong>biodiversity, morphology and anatomy, tissue structure, taxonomy, microbiology, biochemistry, genetics, cell and molecular biology, physiology, evolution, ecology, biotechnology, tissue culture, and environmental biology.<\/li>\n\n\n\n
      2. Education and pedagogy: <\/strong>educational psychology, curriculum analysis, learning strategies, lesson planning, assessment, school management, microteaching, professional ethics, and school-based teaching experience.<\/li>\n\n\n\n
      3. Technology and learning innovation: <\/strong>media and information technology for biology learning, multimedia, web-based learning, online learning, TPACK, Bioedutainment, and innovative learning models.<\/li>\n\n\n\n
      4. Educational research: <\/strong>research methods, statistics, data analysis, research design, instrument development, scientific writing, proposal seminars, publications, and an undergraduate thesis.<\/li>\n\n\n\n
      5. Conservation and entrepreneurship: <\/strong>JAS learning, conservation education, ethnobiology, bioconservation, urban farming, educational tourism, learning-media entrepreneurship, learning services, and biology-based product development.<\/li>\n<\/ol>\n\n\n\n

        Distinctive Learning Experiences<\/h2>\n\n\n\n
          \n
        1. Jelajah Alam Sekitar (JAS): <\/strong>students use the surrounding environment as a source of biological objects, data, problems, and learning resources.<\/li>\n\n\n\n
        2. Laboratory and field learning: <\/strong>practicum, observation, environmental exploration, and research activities connect biological concepts with scientific investigation.<\/li>\n\n\n\n
        3. Microteaching and school practice: <\/strong>students progressively develop lesson planning, classroom communication, assessment, reflection, and professional teaching skills.<\/li>\n\n\n\n
        4. Blended and technology-enhanced learning: <\/strong>face-to-face interaction is combined with digital platforms and media to strengthen technological, pedagogical, and content knowledge.<\/li>\n\n\n\n
        5. Research and scientific communication: <\/strong>students formulate problems, develop instruments, analyse quantitative or qualitative data, write scientific papers, and communicate findings.<\/li>\n\n\n\n
        6. MBKM and experiential learning: <\/strong>student exchanges, independent projects, internships, community service, and entrepreneurial activities broaden academic and professional experience.<\/li>\n<\/ol>\n\n\n\n

          <\/p>\n\n\n\n

          <\/p>\n\n\n\n

          Graduate Profiles and Competencies<\/h1>\n\n\n\n

          Graduate Profiles<\/h2>\n\n\n\n
            \n
          1. Biology Educator<\/strong> – graduates understand learner characteristics and are able to plan, implement, assess, and improve innovative biology learning. They combine biological content, pedagogy, technology, communication, and conservation values. Career possibilities include biology teacher, tutor, teaching assistant, laboratory learning facilitator, instructional designer, learning-media developer, and biology education content developer.<\/li>\n\n\n\n
          2. Education Research Assistant<\/strong> – graduates are able to identify educational problems; design and conduct research; collect, manage, and analyse evidence; develop research instruments; and communicate findings ethically. Career possibilities include biology education research assistant, research data collector, curriculum-evaluation assistant, learning-evaluation assistant, scientific-publication assistant, and educational-project assistant.<\/li>\n\n\n\n
          3. Creative Entrepreneur<\/strong> – graduates can independently or collaboratively develop sustainable products and services based on education or biology. Career possibilities include edupreneur, biology learning-media entrepreneur, science-education service provider, environmental-education entrepreneur, educational-tourism or science-camp organiser, conservation-based business developer, and biology-based creative-industry practitioner.<\/li>\n<\/ol>\n\n\n\n

            Expected Graduate Competencies<\/h2>\n\n\n\n
              \n
            1. Knowledge and professional judgement: <\/strong>apply fundamental and professional knowledge to develop solutions relevant to social, cultural, educational, and environmental contexts.<\/li>\n\n\n\n
            2. Teaching and practical skills: <\/strong>collaborate, communicate, think critically, manage learning, design instruction, and evaluate educational processes.<\/li>\n\n\n\n
            3. Conservation and professional values: <\/strong>demonstrate inclusivity, ethics, responsibility, sustainability, and concern for natural-resource management.<\/li>\n\n\n\n
            4. Biological and laboratory competence: <\/strong>master major biological concepts and manage biological laboratory activities safely and responsibly.<\/li>\n\n\n\n
            5. TPACK-based biology education: <\/strong>integrate biological content, pedagogy, technology, and socio-cultural context in conservation-oriented learning.<\/li>\n\n\n\n
            6. Research and publication: <\/strong>design and conduct educational research and communicate results through reports, presentations, and scientific publications.<\/li>\n\n\n\n
            7. Entrepreneurship: <\/strong>recognise opportunities and manage innovative biology- or education-based initiatives that support human welfare and environmental sustainability.<\/li>\n<\/ol>\n\n\n\n

              Further Study and Professional Development<\/h2>\n\n\n\n

              The programme provides a foundation for graduates to enter the teaching and education sector, participate in research and community projects, develop creative enterprises, or continue to Teacher Professional Education (PPG) and postgraduate study. English, digital literacy, leadership, collaboration, and scientific communication strengthen graduates’ readiness for national and international professional environments.<\/p>\n","protected":false},"excerpt":{"rendered":"

              Profile of the Bachelor of Biology Education Brief Profile The Bachelor of Biology Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, provides undergraduate education for prospective biology educators and other professionals working in biology education. The programme prepares graduates who are professional, innovative, adaptive, and responsive to developments in science, technology, […]<\/p>\n","protected":false},"author":34,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18049","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/pages\/18049","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/users\/34"}],"replies":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/comments?post=18049"}],"version-history":[{"count":5,"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/pages\/18049\/revisions"}],"predecessor-version":[{"id":20990,"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/pages\/18049\/revisions\/20990"}],"wp:attachment":[{"href":"https:\/\/unnes.ac.id\/mipa\/wp-json\/wp\/v2\/media?parent=18049"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}