Kingdom Plantae is a topic taught in Grade Tenth in Indonesia high school. The previous researchers have found misconceptions and difficulties in understanding the classification and the nomenclature system of Kingdom Plantae. Understanding basic concepts of Kingdom Plantae is important to study the more complex system of Plantae. This research was aimed to analyze the conceptual understanding of high school students on Plantae. The participants were 372 eleven graders who had studied Kingdom Plantae and selected randomly from eleven high schools in Surakarta, Indonesia. The diagnostic test four-tier consisting of 20 items. The instrument was to identify conceptual understanding. The instrument showed result on validity (mean = 1.00 and SD = 0.06) and reliability (0.46). The test showed that 10.5% students grouped as understand, and the test varied as to False Negative (4.4%), False Positive (10.1%), Lack of Knowledge (45.6%), and Misconception (29.4%). Based on the results of the test, the students have misconceptions about monocots and dicots, the morphology of Anacardium occidentale, Musa sp., and Solanum tuberosum, classification of Anacardium occidentale. It was recommended to do detail examination of the reasons of low achievement in conceptual understanding of students.
According to the preliminary survey involving 100 high school students in Surakarta City, Indonesia, students facing difficulties on classifying the Plantae, distinguishing the base determinants of plants classifying, and remembering the Latin nomenclature. To solve this problem, the new strategy of learning includes method and material has to be pursued. Inquiry-based learning is one of the most recommended approaches to learning science. This research aims to develop an inquiry-based learning design (IBLD) on Plantae, which combines three approaches, i.e. active learning, contextual, and scientific approaches, which is presumed to help students to understand the Kingdom of Plantae. This research followed the phases of Design-Based Research (DBR) to improve the current learning designs into the IBLD. To work with researchers, 35 biology teachers from 11 high schools and 4 university experts of biology education joined as research members. The logical validity had been applied by assessing the content and the build of the IBLD draft. The result shows that the draft is validated as excellent in all components, i.e. the design (93%), content (92%), method of teaching (91%), assessment (90%), and language (92%). This result recommends to do testing the impact of the IBLD in the learning process by a series of multi-site test.
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