Identification of Biotechnology Urgency in the Environmental Knowledge Course

Umamah, Nurul; Suratno, Suratno; Wathon, Syubbanul

doi:10.1088/1755-1315/485/1/012085

Cited by 2 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A brief review of the publications revealed research trends that are relevant both for the Russian South with traditionally developed farming and for other regions of the world. Moreover, the general conclusion is the need for the development of farming to ensure the food security of countries, the preservation of rural populations and the development of rural areas, the introduction of new technological processes, institutional transformations, ensuring the quality of agricultural products, the environmental validity of managerial decisions in small-scale agricultural production [8,9,10,11].…”

Section: Discussionmentioning

confidence: 99%

Designing a professional request of the regional farming community for information-analytical, consulting and research services of agricultural education

Aydinova,

Cherepukhin,

Isaenko

et al. 2023

E3S Web Conf.

View full text Add to dashboard Cite

The article presents the results of a theoretical review of publications and an empirical study of the professional needs of the regional farming community on the example of Stavropol Krai (Russia). The survey in digital format of 174 farmers was conducted with the participation of the Association of Peasant (Farmer) Farms and Agricultural Cooperatives of Stavropol Krai. We carried out the analysis of the actual needs of farmers for effective professional activity in the changing climatic, industrial, technological and socio-economic conditions of modern agricultural production; it was based on the regional expert survey. The information obtained during the study makes it possible to optimize the interaction of the farming community with the research complex of agricultural education in the region (Stavropol Krai, Russia), increase the efficiency of farmers, and contribute to the sustainable development of agricultural production and rural areas.

show abstract

Section: Discussionmentioning

confidence: 99%

Designing a professional request of the regional farming community for information-analytical, consulting and research services of agricultural education

Aydinova,

Cherepukhin,

Isaenko

et al. 2023

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…According to the characteristics of the Z generation (Umamah, 2017), students could decide their own learning based on their goals, choose their own learning resources to achieve the target, decide their own steps in learning as well as be responsible for assessing the success of their own learning through students self-assessment to optimize their self-regulated learning. Realizing that students were varied, a learning design was intended to facilitate students in choosing what they needed based on their learning style prior to their diverse learning preferences (Umamah et al, 2020).…”

Section: Students' Srl In Responding To the Learning Outcomes Conditionmentioning

confidence: 99%

Triadic Analysis of Students' Self-Regulated Learning as a Response to Learning Support of Environmental Science Course

Subchan¹,

Umamah²

2022

View full text Add to dashboard Cite

Self-Regulated Learning (SRL) reflects the development of learning independence, self-regulation in learning, self-management ability in the learning process, and the students' ability to manage learning experiences to obtain optimal learning outcomes. The development of SRL is a process of encouraging students' activity to foster the cognition and behavior aspects that demand systematic self-regulation to achieve the learners' learning goals. Thus, reflecting on students' SRL becomes an essential and strategic aspect of being explored and developed in learning management because it is fundamental to learning success. There are three main components that must be measured, namely self, environmental, and behavior. Each of the indicators of the three components interacts with each other. The analysis of the three components (triadic analysis) in order to develop students' SRL is a very urgent aspect for educators. This study aims to conduct a triadic analysis of students' SRL in response to the learning support of the Environmental science course. The population of this study is students of 3 courses, namely: Environmental Knowledge (Biology Education Study Program), Environmental Education (History Education Study Program) of the Faculty of Teacher Training and Education, and Environmental Sciences (History Study Program) of Faculty of Cultural Sciences, University of Jember. The sample of this study was students who took the course and filled out the SRL's questionnaire in the form of a Google form distributed through social media, Whatsapp (WA). The result of this study shows that the condition of the learning environment that students respond to in the form of environmental self-regulation is on a positive average in the range above 80%. Likewise, the students' self-planning, self-efficacy, and self-evaluation responses are reflected in the form of self-regulation behavior in good condition (in the range above 80%). However, in the self-evaluation indicators, some students are inconsistent in self-planning and self-efficacy, which leads to non-achievement of the targets set.

show abstract

Identification of Biotechnology Urgency in the Environmental Knowledge Course

Cited by 2 publications

References 14 publications

Designing a professional request of the regional farming community for information-analytical, consulting and research services of agricultural education

Designing a professional request of the regional farming community for information-analytical, consulting and research services of agricultural education

Triadic Analysis of Students' Self-Regulated Learning as a Response to Learning Support of Environmental Science Course

Contact Info

Product

Resources

About