In this 21st century, teachers are required to empower students' Higher-Order Thinking Skills (HOTS). Unfortunately, there are still many teachers who have difficulty compiling HOTS questions. The purpose of this community service activity was training in formulating HOTS-based online test instrument for Senior High School (SHS) teachers in Sekayu City. Community service activities were carried out by a team from the Biology Education Study Program, Sriwijaya University through workshops. The workshop was held at Public SHS 2 Sekayu for two days. From the service activities that have been carried out, there has been an increase in the knowledge and skills of teachers in designing and making HOTS-based online evaluation tools. This activity also produced a HOTS question collection document and a google form link containing an online based HOTS question instrument. Based on the series of service activities, it can be concluded that the competence of teachers to conduct online-based HOTS evaluation activities has increased.
This study aims at obtaining pre-service biology teachers’ metacognitive skills in invertebrate zoology. A number of pre-service biology teachers that take invertebrate zoology course at a state university in Sumatera, Indonesia, were involved as participants in this study. Data on metacognitive skills were collected using metacognitive skills instrument test that have been developed. The data obtained were processed by calculating the percentage (%) for each indicator of metacognitive skills. Results show that the value of pre-service biology teachers’ metacognitive skills on invertebrate zoology are 4.86. For each indicator of metacognitive skill composition were no logic, no systemic, no analyse/evaluate/create (64.56%); no logic, no systemic, less analyse/evaluate/create (31.60%); no logic, no systemic, have analyse/evaluate/create (2.53%), and no logic, have systemic, have analyse/evaluate/create (1.27%). Based on the results of this study, it is suggested that pre-service biology teachers’ metacognitive skills in invertebrate zoology was very low. In order to repair pre-service biology teachers’ metacognitive skills, it is needed revision on instructional strategies for invertebrate zoology course.
This study aims to determine the effect of Problem Based Learning supported by pedagogical agents (PBL-PA) on Higher Order Thinking Skills (HOTS) of preservice teachers in Invertebrate Zoology Learning. This study uses a quantitative approach applied to 77 preservice teacher participating in the Invertebrate Zoology lecture in Biology Education, FKIP, Universitas Sriwijaya in Academic Year 2018/2019. The method used is Quasi Experimental with Nonequivalent Control Group Design. Determination of the sample through Simple Random Sampling so that PBL-AP (26 people), PBL (26 people), and traditional classes (25 people). HOTS ability is measured through pretest and posttest with 25 multiple choice questions that have been tested for validity and reliability. Hypothesis testing using Analysis of Covariance (ANCOVA) uses the SPSS 23 program. The results of the study indicate that the PBL-PA Methos has a significant effectiveness on the HOTS ability of preservice teacher. Furthermore, the PBL-PA is better than the PBL and traditional method in improving HOTS ability of preservice teacher. The PBL-PA Mothod can increase learning motivation and make students confident in formulating problems well in the early syntax of PBL. Keywords: Pedagogical Agents , Higher Order Thinking Skills, Problem Based Learning, Invertebrate Zoology Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning yang didukung agen pedagogi (PBL-AP) terhadap Higher Order Thinking Skills (HOTS) mahasiswa calon guru dalam Pembelajaran Zoologi Invertebrta. Penelitian ini menggunakan pendekatan kuantitatif yang diterapkan terhadap 77 mahasiswa calon guru peserta Perkuliahan Zoologi Invertebrata di Prodi Pendidikan Biologi, FKIP, Unsri pada Tahun Akademik 2018/2019. Metode yang digunakan adalah Quasi Experimental dengan desain Nonequivalent Control Group Design. Penentuan sampel dengan cara Simple Random Sampling sehingga diperoleh kelas PBL didukung agen pedagogi (26 orang), kelas PBL (26 orang), dan kelas tradisional (25 orang). Kemampuan HOTS diukur melalui pre-test dan post-test dengan instrumen 25 soal pilihan ganda yang telah teruji validitas dan reliabilitanya. Uji hipotesis menggunakan Analysis of Covariance (ANCOVA) menggunakan program SPSS 23. Hasil penelitian menunjukkan bahwa Model PBL-AP memiliki pengaruh yang signifikan terhadap kemampuan HOTS mahasiswa calon guru. Selanjutnya, model PBL-AP lebih baik dari pada model PBL dan tradisional dalam meningkatkan kemampuan HOTS mahasiswa calon guru. Model PBL-AP dapat meningkatkan motivasi belajar dan membuat peserta didik percaya diri dalam merumuskan permasalahan dengan baik pada tahap awal sintaks PBL. Kata kunci: Agen Pedagogi, Problem Based Learning, Higher Order Thinking Skills, Zoologi Invertebrata
This study aimed to determine student errors and the factors that caused students to make mistakes in solving PISA-type math problems. Error analysis was carried out based on Newman's analysis through tests and interviews. This research was conducted in one of the junior high schools in the Province of the Bangka Belitung Islands, involving 26 students. Subjects were selected based on a purposive sampling technique with three considerations: academic ability, teacher recommendations, and student willingness. This study used the descriptive qualitative method. The PISA math test questions tested consisted of change and relationship, space and shape, quantity and uncertainty, and data content. The results showed that reading errors were 40.21%, comprehension errors were 41.86%, transformation errors were 87.29%, process skill error is 90.26%, and the answer writing error is 88.46%. While uncertain and data is the content with the most significant error percentage, which is 82.31%. In general, errors were caused by students who cannot relate PISA questions to the material they usually study, and students were not accustomed to working on PISA questions.
Background: In the local context of South Sumatra, it is known that freshwater fish occupy important sociological and economic aspects. Placement of materials such as examples of belida fish, snakehead fish, betok fish and local species of fish from South Sumatra into the Morphometry course is something that will support the understanding of morphometry. The existence of this material will also meet the demands of the curriculum with contextual material. This study aims to explain the results of construct and material validation on the product of Morphometry subject teaching materials based on local Sumatran content. This research was conducted in the Biology Education Study Program. Methods: This type of research is descriptive qualitative using expert validation sheets. A validation sheet is given and an expert is assessed. Experts who provide assessments include material experts and constructivists. Validation includes aspects of the construct and material on the product of teaching materials.. Results: The validation results show that the results of the construct expert validation obtained 91.42% results and were declared valid/no need to be revised and the material expert validation results obtained 97.14% results and were declared valid/no need to be revised. Conclusions: Based on these results, it can be concluded that the product of teaching materials is declared valid by construct and material experts so that the product can be used for the next process. These results indicate that the teaching materials are in accordance with learning outcomes and can support the learning process of Morphometry Subjects.
<p>Many factors are related to student learning outcomes in bold learning, including metacognitive awareness and family support. This study is a correlational study that aims to determine the relationship between metacognitive awareness and family support on the learning outcomes of students of class XI MIA (Mathematics and Natural Sciences) SMA Negeri 3 Martapura on the digestive system material in 2021/2022. 73 samples of this study were determined randomly. Questionnaires were given to determine metacognitive and family relationships and were given multiple choices to determine learning outcomes. The results showed that there was a positive but low correlation (r = 0.228) between metacognitive awareness and courageous learning outcomes. There is a negative correlation (r = -0.053) between family support and courageous learning outcomes (Y = 12.917+0.152 X1 - 0.108 X2) which indicates a low relationship between metacognitive awareness and family support on courageous learning outcomes. The implication of this research is that metacognitive awareness and family support are not closely related to learning outcomes and there are many other factors that have a closer relationship.</p>
Saat ini, corona atau yang dikenal dengan virus Covid-19 masih menjadi pembicaraan hangat di belahan bumi manapun. Virus ini menular sangat cepat dan telah menyebar hampir ke semua negara, termasuk Indonesia. Pemerintah memutuskan menerapkan kebijakan untuk meliburkan siswa dan mulai menerapkan metode belajar dengan sistem daring. Salah satu model pembelajaran yang cukup relevan untuk diterapkan dalam rangka belajar dari rumah adalah model pembelajaran Flipped Classroom melalui pendekatan PBL. Berdasarkan hasil yang didapat, disimpulkan bahwa kegiatan ini dapat meningkatkan kompetensi guru dalam merancang pembelajaran daring melalui Flipped Classroom melalui pendekatan PBL. Guru IPA akan diberikan bekal keterampilan untuk mengetahui, mengembangkan, melakukan inovasi, sekaligus menerapkan strategi-strategi yang dapat mendukung dalam kelancaran pembelajaran.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.