Identification of Biology Student’s Misconception in Makassar State University on Cell Biology by Applying Two-Tier MCQs Method

Hala, Yusminah; Ahmad, Arifin; Satar, Suriyah; Saenab, Sitti

doi:10.1088/1742-6596/1387/1/012004

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…However, in reality, topics about cell biology are often considered problematic and thus low impact on students' CT skills or are at the level of low order thinking [33], [34]. Learning about cell biology is often found in several misconceptions [35]- [37]. Saputri et al [15] conducted students' interviews explained that cell concepts are complex content to understand.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills: Profile and mastering concepts of undergraduate students

Suciati

Susilo

Lestari

et al. 2022

IJERE

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<span lang="EN-US">As one of the 21st-century skills, critical thinking (CT) is required for working in an interdisciplinary setting. Educators are expected to provide learning activities that enhance students’ CT skills. Biology, particularly Cell Biology, is seen as challenging since the topics covered therein relate to those covered in the following semester. This research was conducted out as a preliminary study to improve the quality of the learning process, especially in the Cell Biology course. It aimed to identify students’ CT skills in mastering concepts about Cell Membranes. This study enlisted the participation of 105 students from two universities. This research used an instrument test essay using the rubric CT skills. The findings revealed that undergraduate students’ CT skills were classified as basic in mastering the concept of Cell Membrane.</span>

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Section: Introductionmentioning

confidence: 99%

Critical thinking skills: Profile and mastering concepts of undergraduate students

Suciati

Susilo

Lestari

et al. 2022

IJERE

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show abstract

“…It also applies to Biology teacher candidates. A research on teacher candidates indicates that many Biology teacher candidates experience misconceptions due to improper information literacy skills [11]. The previous researches disclose that the Biology curriculum has not explicitly integrated information literacy in classes and laboratories.…”

Section: Introductionmentioning

confidence: 99%

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Saenab

Zubaidah

Mahanal

et al. 2022

JNP

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Today's world necessitates information literacy and communication abilities. Mastery of information literacy and communication skills has a long-term impact on students' careers, hence information literacy and communication skills should be taught from the beginning of the lecture, while students are still in first year. This study aimed to assess information literacy skills and communication skills of students in Biology department, State University of Makassar. The population of this study was all first year students (six classes), in the academic year of 2018/2019, who took the General Biology Course. Three classes (N = 112) became samples of this research. The research instruments were rubric of information literacy skills and communication skills. Two observers were employed to examine students skill occurring in four meetings course. The study found that Biology student information literacy skills are generally in progress level. Meanwhile, the majority of the students’ communication skills are in able tier level (level 2). The results of mapping information literacy and student communication skills can be used as input for educators in designing learning.

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“…The importance of acquiring higher order thinking skills can help students apply information, make decisions, analyze and solve complex problems (Noviana et al, 2014). Capturing inference as a sub-question is used to improve higher order thinking skills and identify students' critical thinking skills (Hala et al, 2019). The purpose of this second level is to encourage students to acquire high-level thinking and reasoning skills (Yamtinah et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

Dumayanti

Indriani²,

Hariyanti³

et al. 2022

phen

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Pengembangan instrumen two tier test ini digunakan untuk mengetahui keterampilan berpikir kritis ekosistem siswa. Berpikir kritis siswa meliputi interpretasi, analisis, evaluasi, kesimpulan, interpretasi dan regulasi diri. Berpikir kritis diperlukan dalam meningkatkan kualitas pendidikan. Penelitian ini bertujuan untuk menghasilkan instrumen two-tier test yang valid dan reliabel untuk mengetahui keterampilan berpikir kritis materi ekosistem. Penelitian dan pengembangan dengan menggunakan model pengembangan 4D (Define, Design, Develop, and Disseminate). Instrumen diujikan kepada dua validator ahli dan 35 siswa. Untuk menguji tingkat keberhasilan tes, maka digunakan uji validasi, reliabilitas, dan analisis butir soal. Analisis butir soal yang digunakan adalah tingkat kesulitan soal dan daya beda. Berdasarkan hasil uji coba produk diperoleh 10 soal yang valid dan 5 soal tidak valid. Hasil reliabilitas tes sebesar 0,671 dengan interpretasi bahwa 45% responden menilai instrumen yang dikembangkan dapat dipercaya (reliabel). Selain itu, 10 soal dengan kategori sulit, dan 5 soal kategori sedang. Daya beda soal menunjukkan 1 soal kategori baik sekali, 6 soal kategori baik, 4 soal kategori cukup, dan 4 soal kategori kurang. Sehingga dapat disimpulkan, instrumen two tier test berpikir kritis ekosistem dalam bentuk pilihan ganda yang telah dikembangkan valid dan reliabel.

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Identification of Biology Student’s Misconception in Makassar State University on Cell Biology by Applying Two-Tier MCQs Method

Cited by 4 publications

References 6 publications

Critical thinking skills: Profile and mastering concepts of undergraduate students

Critical thinking skills: Profile and mastering concepts of undergraduate students

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

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