Contribution of Epistemic Curiosity and its Relevance to Science Process Skills on Biology Prospective Teacher

Abstract

The purpose of this study was to determine the contribution of epistemic curiosity (EC) to the science process skills (SPS) of prospective biology teachers. Ex post facto research design with research subjects 32 students of the third-semester biology education study program at the Mandalika University of Education. Samples were taken using the purposive sampling method. The instruments used were the State Curiosity Scale (SCS) to collect epistemic curiosity data, Student Worksheets, and the Science Process Skills rubric to collect SPS. The results showed that the magnitude of the correlation value or R relationship was 0.600. From the output, the coefficient of determination (R Square) was 0.359, this shows that EC is correlated with SPS. Meanwhile, in terms of the results of simple regression analysis, it was found that the variable X (EC) obtained the value of t-count = 4.103 > 1.697 t-table and sig. = 0.000 < 5%. This means that the EC variable contributes significantly to the SPS variable. The results obtained have not been able to describe the contribution of EC to each SPS indicator, so further research needs to analyze the contribution of EC to each SPS indicator

Scientific Curiosity of Biology Teacher Candidate

“…Exploration of the existence of scientific curiosity of prospective biology education teacher students is important because it will be able to assist lecturers in directing and mobilizing students' motivation and interest in the learning process, both in the classroom and in the laboratory. The existence of curiosity possessed by students can be an intrinsic motivation in understanding the material concepts presented by lecturers, besides that it can encourage students to explore the surrounding environment (Fuadati & Wilujeng, 2019;Hunaepi et al, 2021a). This scientific curiosity is important to develop in prospective biology teacher students because it will be able to help (Jannah et al, 2021) students in; 1) improve and activate students' reasoning power so that it is beneficial for themselves and others, 2) students become active observers, 3) what is observed and studied always has interesting challenges for them to learn, and 4) scientific curiosity will eliminate the boredom of students to continue learning through library research, observing, exploring, and experimenting.…”

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

“…The importance of science process skills plays a crucial role in enhancing students' abilities across various aspects such as observation, hypothesis formation, data collection, information analysis, and inference based on empirical evidence. Studies by (Asmawati et al 2017;Hunaepi et al 2021) underscore the significance of these skills in the context of learning. Science process skills not only confine to the realm of science education but also contribute to the development of students' critical thinking, logic, and problem-solving abilities (Huliadi, 2021;Purnawati et al, 2020).…”

Gender in Problem Based Learning: Curiosity Analysis, Problem Understanding, and Problem Solving Ability

“…Problem understanding skills, curiosity, and problem solving skills are very important in the 21st century era, for both men and women (Hunaepi et al, 2021a(Hunaepi et al, , 2021bMalik et al, 2019)These abilities will help individuals face complex challenges in real life, compete in a rapidly changing global environment, develop innovative solutions, solve social problems, Yusuf Gender in Problem Based Learning ……….. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, April. 2023.…”

“…When students are able to understand a problem, it will be easier to determine alternative solutions, seek theoretical and empirical support, determine the stages of solving, as well as planning work in solving the problem solving. The high curiosity of students will encourage them to find out why and how a problem occurs and how a problem can be solved (Hunaepi et al, 2021a;Nurdiana et al, 2023) . Students who have a high curiosity will have foresight in observing phenomena or objects that occur, and be able to connect an event with other events and connect a concept with that event or past events, and predict future events.…”