Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

Abstract

There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was the questionnaire. The subjects were biology pre-service teachers in the University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75.22%), students' opinions in the exam activity (61.89%), the impact teacher's technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remaining indicator (the activity of recording material and the making of summary in learning) was recognized as medium criteria (57.17%). It can be concluded that contextualbased Plant Morphology course learning must be the main choice to strengthen the understanding of biology pre-service teachers.