By implementing a learning model that cultivates 21 st -century skills, students' critical thinking skills can be enhanced. One of the alternative learning models that can be used to accommodate this is the WE-ARe learning model. This study is quasi-experimental, with a pretest-post-test control group design. The participants consisted of all biology education students from IAIN Ternate and STKIP Kie Raha in Ternate City, North Maluku, Indonesia. The research sample consisted of sixty biology education students. Essay test questions were used to evaluate participants' critical thinking skills. The significance level for the covariate analysis (ANCOVA) was set at 5%. The analysis revealed that the WE-ARe learning model positively influenced the critical thinking skills of preservice biology teachers, where the experimental group obtained a higher mean score (81.714) than the positive (66.9995) or negative control (33.858) groups. Future use of the WE-ARe learning model as an alternative learning model to prepare students with 21 st -century skills and life skills is anticipated at both the secondary and undergraduate levels.
In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students’ collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers’ digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students’ 21st century skills.
The focus of learning design and learning innovations for the twenty-first century is preparing students with communication skills. Students must have communication skills to effectively transfer scientific knowledge, processes, knowledge, insights, and other important data. This study aimed to determine the profile of communication skills possessed by pre-service biology teachers at IAIN Ternate. This is a quantitative descriptive study involving 65 students from the Tadris Biology Department at IAIN Ternate. The research was conducted during the even semester of the 2021/2022 academic year. Observation sheets of verbal and nonverbal communication were used to collect data. The technique for collecting data is direct observation (experience) of the learning process and interactive class discussion in the target classroom. The results indicated that pre-service biology teachers' verbal and nonverbal communication abilities were extremely deficient. These findings provide educators with an overview of effective learning approaches for training students to be independent and proficient in 21st-century skills
Along with the development of the 21st century, students are required to have high order thinking skills (HOTs). Online teaching and learning has become a necessity for education around the world during the COVID-19 pandemic. The sudden change in the learning process during the Covid-19 pandemic had a very significant impact on various aspects of learning, including HOTs. The purpose of this study was to determine the effect of online learning on high order thinking skills in biology students in the city of Ternate. This research is a quantitative descriptive research. Describe the effect of online learning on high order thinking skills. The population in this study were biology students at a public high school in the city of Ternate, North Maluku, Indonesia. The sampling technique was done by purposive sampling. The research sample was biology students at SMA Negeri 4 Ternate and SMA Negeri 8 Ternate, North Maluku with a total of 56 students. The research was conducted in the odd semester of the 2021/2022 academic year. The instrument used in this research is an instrument to measure high order thinking skills. The results of this study indicate that the average total high order thinking skills of biology students for analyzing level is 50.44; level evaluate 45.38; levels creating 41.16. This indicates that more efforts are still needed so that students can have adequate HOTs abilities.
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