This study aims to determine the research skills (RS) of prospective biology teachers who are completing their final projects. A total of 83 students were involved as subjects in this study. A self-assessment sheet was used to evaluate the RS of prospective biology teachers from four participating universities. The self-assessment instrument for RS was adapted from Garg and Vitae which covers four domains, namely domain A (intellectual knowledge and abilities), domain B (personal effectiveness), domain C (research and organizational governance), and domain D (involvement, influence, and impact). A differential semantic scale from one (1) to nine (9) was used to measure the levels of RS domain of the respondents. The distribution of the research instrument was carried out for two months, from May 4 to June 21, 2020. Based on the study, it was found that domain A (knowledge and intellectual ability) is still weak with 35% while domain B (personal effectiveness) is the highest aspect of RS with a percentage of 49%. The College should design effective curriculum and learning design to improve intellectual knowledge and skills of prospective Biology teachers in conducting research.
Creation of Islamic Character-Based Science Learning Model (KMPIBKI) and the impact of accompanying models to improve student learning outcomes in Integrated Islamic Elementary Schools (SDIT) in Bengkulu City. This study aims to determine how the creation of a science learning model based on Islamic characters and its accompanying impact on improving student learning outcomes at SDIT Kota Bengkulu through the concept of dhikr and thinking (ululalbab), with a modified Research and Development (R&D) approach through three steps: study. introduction, model development, and model validation. The research subjects were teachers and students of SDIT Kota Bengkulu. Data analysis used t-test with Statistical Package for the Social Sciences (SPSS). The results showed that: (1) based on the t-test, there is a significant difference between the Islamic character-based science learning model and the accompanying impacts including: Strengthening basic literacy character education and Higher Order Thinking Skills (HOTS), 21st century skills (Communication, Collaboration, Critical Thinking and Problem Solving, and Creativity and Innovation to improve student learning outcomes. (2) based on the independent t-test for the N-Gain score, there is a significant difference between the use of Islamic character-based science learning models and the accompanying impact compared to using conventional models on development of spiritual, social attitudes and learning achievement. (3) based on the percentage of N-Gain score, the creation of Islamic character-based science learning models is effective enough to develop the impact of accompanying models to improve student learning outcomes. KMPIBKI shows better development of spiritual attitudes, social attitudes, mastery basic literacy, HOTS, and 21st century skills. The results show that learning outcomes were significantly improved compared to the conventional learning models in SDIT Generasi Rabbani and Iqro I.
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