Teachers’ Strategies for Implementing Biology Instruction Based on Educational Psychology at Permata Kasih Private High School

Abstract

Biology instruction not only emphasizes conceptual mastery but also requires attention to students’ psychological aspects to ensure an effective learning process. This study aims to describe the strategies teachers use in implementing biology instruction based on educational psychology at Permata Kasih Private High School. The study employed a qualitative method with a descriptive approach. Data were collected through interviews with biology teachers as the primary informants and were then analyzed descriptively to interpret the teaching strategies implemented. The results showed that teachers applied Problem-Based Learning (PBL) and Cooperative Learning strategies to enhance students’ critical thinking skills, collaboration, and participation. Teachers also integrate psychological aspects by providing motivation, using individualized approaches, managing students’ emotions, creating a comfortable learning environment, utilizing learning media and technology, and conducting evaluations accompanied by constructive feedback. Although there are challenges such as low interest in learning, lack of concentration, and low self-confidence among some students, teachers strive to overcome these through guidance, effective communication, and varied learning strategies. It is concluded that the implementation of biology instruction grounded in educational psychology creates a positive learning environment, enhances student motivation and engagement, and supports the optimal achievement of learning objectives.