ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability

Ismirawati, Nur; Corebima, Aloysius Duran; Zubaidah, Siti; Syamsuri, Istamar

doi:10.14689/ejer.2018.77.2

Cited by 21 publications

(33 citation statements)

References 3 publications

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“…This model can enhance creative-thinking skills because it is designed to support preservice teachers to empower higher-order thinking skills and develop independent learning abilities (Ismirawati et al, 2015). Also, the ERCoRe learning model provides an opportunity for them to practice creatively (Ismirawati et al, 2018).…”

Section: Discussion Conclusionmentioning

confidence: 99%

“…Constructivist learning can build knowledge of preservice teachers and find solutions to existing problems. ERCoRe is one of the learning models that have the potential to improve students' creative-thinking skills, provide opportunities for students to construct their knowledge and empower higher-order thinking skills (Ismirawati, Corebima, Zubaidah, & Syamsuri, 2018). The ERCoRe learning model was developed based on strategies to empower higher-order thinking skills.…”

Section: Introductionmentioning

confidence: 99%

“…The ERCoRe learning model has advantages in improving the creative-thinking skills of preservice teachers because of the use of mind maps in stages 2 and 4 of the syntax of the ERCoRe learning model. The ERCoRe learning model has several advantages, one of which is it can foster high learning motivation (Ismirawati et al, 2018). The previous researcher (Ismirawati, 2018) applied the ERCoRe learning model only to the metacognition, learning outcomes and retention variables, and had never applied it to the creativethinking skill variable.…”

Section: Introductionmentioning

confidence: 99%

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ERCoRe Learning Model to Improve Creative-Thinking Skills of Preservice Biology Teachers

Nur

Zubaidah

Mahanal

et al. 2020

Journal for the Education of Gifted Young Scientists

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It is a challenge for higher education in the 21st century to prepare the students with various skills to master, including creative-thinking skills. The present study aims to test the effect of Eliciting, Restructuring, Confirming, Reflecting (ERCoRe) learning model in improving the creative-thinking skills of preservice biology teachers. This quasi-experimental research employed a pretest-posttest control-group design. The samples came from a university in West Sulawesi Province, which was located in Indonesia. They were enrolled in the even semester of the 2018/2019 academic year with the Animal Structure course. The subjects of this research were 84 preservice teachers in 4 classes, which were divided into two experimental classes and two control classes. The number of preservice teachers in the experimental class was 44 and in the control class 40. The experimental class was taught with the ERCoRe learning model and the control class with the lecture and question and answer methods. The instrument of the research consisted of an essay test of creative-thinking skills totaling 13 items. The research data were analyzed using one-way ANCOVA. It was found that the creative-thinking skills of the preservice teachers generated by the ERCoRe learning model were higher than those generated by the conventional model. The use of the ERCoRe learning model influences and can improve the creative-thinking skills of preservice biology teachers at the university in West Sulawesi. The authors recommend that the ERCoRe learning model be used for other subjects as considered to have the potential in developing 21st century skills, especially creative thinking.

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Section: Discussion Conclusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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ERCoRe Learning Model to Improve Creative-Thinking Skills of Preservice Biology Teachers

Nur

Zubaidah

Mahanal

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…For Biology pre-service teachers, Biological concept is vital to understand (Muhlisin, Susilo, Amin, & Rohman, 2016;Ristanto, Zubaidah, Amin, & Rohman, 2018a;2018b;Ismirawati, Corebima, Zubaidah, & Syamsuri, 2018;Lestari, Ristanto, & Miarsyah, 2019). The understanding is the basic that connect knowledge and skill of the pre-service teachers in teaching; thus, they will be able to understand and develop themselves according to their role as the center of knowledge or as a facilitator (Sequeira, 2012;Ristanto, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

Ristanto¹,

Lestari²,

Miarsyah³

2019

Journal for the Education of Gifted Young Scientists

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The achievement of learning objective of Biology, especially Phanerogamic Botany requires several important aspects, namely conceptual understanding and metacognitive skill. Analysis of conceptual understanding of Botany and metacognitive skill is needed to know to what extent are both aspects of achieving the learning objectives. The research aims to know and analyze the conceptual understanding and metacognitive skill of college students to achieve course objectives. The research is conducted in July 2018 at the Universitas Negeri Jakarta in Phanerogamic Botany course Eudicot sub-course material with 77 students as sample. The research includes quantitative research with descriptive approach. Results obtained are, among others, the mean of conceptual understanding of Botany and metacognitive skill is 63.07 and 50.15, respectively, which is low based on the achievement score. The analysis result indicates that conceptual understanding of Botany is considered as low due to the difficulty faced by students in finding an example for each clade and in understanding the scientific terms that are the base of the learning. Students, however, can apply the concept into problems faced and students' metacognitive skill in student planning aspect is unable to arrange goals to be achieved to prioritize the learning.

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“…The low quality of education in Indonesia is caused by many factors (Anggraini et al, 2018;Utomo et al, 2018;Ismirawati, Corebima, Zubaidah & Syamsuri, 2018;Wahono & Chang, 2019). One possible factor in terms of lecturers is that lecturers are less creative in planning and implementing learning activities at universities.…”

Section: Introductionmentioning

confidence: 99%

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

Darmawan

Alamsyah

Permadani

et al. 2019

Biosfer

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This research aims to improve the motivation and student scientific writing skill (SCWS) by applying the integration of Simas eric and Blended learning models. This study is a classroom action research method conducted in one of the classes in the biology education program for the National student scientific week (PIMNAS) project of biology education Program, Universitas Tidar. The results of the study were analyzed descriptively. The results showed an increase in students’ motivation and learning outcomes. Students’ learning motivation on average increased by 10.59% and SCWS on average increased by 33.28%. The results of this study can be an alternative reference for lecturers or educators as an effort to improve student learning motivation so that the learning outcomes obtained can increase. Therefore, the integration of Simas eric with google classroom can enhance students’ motivation and SCWS Subjects at the biology students.

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ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability

Cited by 21 publications

References 3 publications

ERCoRe Learning Model to Improve Creative-Thinking Skills of Preservice Biology Teachers

ERCoRe Learning Model to Improve Creative-Thinking Skills of Preservice Biology Teachers

Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

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