Teachers’ opinion about learning continuum based on student’s level of competence and specific pedagogical material in classification topics

Andriani, Aldina Eka; Subali, Bambang

doi:10.1063/1.4995211

Cited by 7 publications

(14 citation statements)

References 6 publications

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“…Learning like this makes students remember the material obtained and increase their knowledge more broadly and gradually. Andriani and Subali (2017) state that most science teachers in SMP and Biology in SMA argue that the conceptual arrangement and level of competence in the curriculum are not arranged from simple to complex. Therefore, it is hoped that the teacher can pay attention to student development stages to find out all their needs.…”

Section: Resultsmentioning

confidence: 99%

“…Curriculum development by paying attention to material content at every level of education can make the learning process more effective (Subali et al, 2018). In several recent studies, teachers were asked for their personal opinion on the continuum of learning specific pedagogical materials for biology targeted at each level of education (Andriani & Subali, 2017;Astuti & Subali, 2017;Juniati & Subali, 2017;Kusumadewi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Trilipi

Subali

2020

JPBI

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One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Trilipi

Subali

2020

JPBI

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“…The learning continuum has many roles, namely for the selection of teaching materials, discussion of learning resources, curriculum planning, school improvement and planning [6]. The use of the learning continuum can make it easier for teachers to develop indicators of teaching material in detail and assist teachers in explaining learning concepts and presenting material according to its development stage [7].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, teachers have an important role in learning activities so it is hoped that they will not only act as curriculum implementers but also act as curriculum developers because teachers are people who know and understand the conditions of students [9]. Meanwhile, according to Andriani, teachers are people who implement the curriculum so that teachers are expected to know the needs of students including teaching materials that are most appropriate to their age and mental development so that learning activities become more effective and achieve targeted competencies [7]. Therefore, it is necessary to develop the learning continuum so that it is easy to adjust the abilities of students according to their mental development.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Opinions About Learning Continuum Based on the Level of Abstractness in the Biological Resources Management Aspect

Fadhila¹,

Subali²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to determine the opinion of elementary school teachers about the learning continuum based on the level of abstractness in the biological resource management aspect. This study used a survey method, conducted in Yogyakarta City and Bantul Regency. The population in this study followed the hypothetical population rules and sample convinience according to Daniel (1989), in this case the sample convinience was 156 respondents as representatives of the hypothetical population who had the same characteristics as the sample characteristics. Total of 156 respondents consisted of elementary school teachers from grade I to grade VI. The data analysis technique in this study used descriptive analysis techniques to obtain the mode score. The results of this study indicate that some of the sub-aspects of the aspect of biological resource management are taught in grade four and grade six elementary schools with abstractness levels of 2 "concrete" and 3 "kind of abstract".

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“…With regard to the research context, Biology has diverse topics that are taught to students, including the aspects of morphology of living things, anatomy of living creatures, physiology of living things, diversity of living things, management of biological resources, classifications of living things, ecological, genetics, evolution, and the physical and chemical topics [15]. Regarding this, the biological resource management is an important aspect to be taught to students.…”

Section: Introductionmentioning

confidence: 99%

The Learning Continuum of Biological Resource Management Aspects Reviewed From the Difficulty Levels Based on Elementary School Teachers’ Opinions

Listiani¹,

Subali²

2021

Advances in Social Science, Education and Humanities Research

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This research aims to investigate teachers' opinionson the teaching and assessment of biological resource management aspects reviewed from their difficulty level in order to develop a curriculum. This is survey research whose sample members were selected through the convenience sampling technique. In this study, the convenience sample covers 156 respondents as the representatives of the hypothetical population having the determined characteristics. They consisted of elementary school teachers of grade I to VI in two regencies/cities in the Special Region of Yogyakarta, namely Yogyakarta municipality and Bantul regency. Data were collected by means of questionnaires and analyzed by using descriptive analysis techniques. Based on the findings of this study, elementary school teachers would opine that the aspects of biological resource managementare at level 2 (easy) and level 3 (somewhat difficult). These aspectsare proposed to be taught and assessed in grade IV and VIof elementary schools and grade VII of junior high schools.

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Teachers’ opinion about learning continuum based on student’s level of competence and specific pedagogical material in classification topics

Cited by 7 publications

References 6 publications

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Teachers’ Opinions About Learning Continuum Based on the Level of Abstractness in the Biological Resources Management Aspect

The Learning Continuum of Biological Resource Management Aspects Reviewed From the Difficulty Levels Based on Elementary School Teachers’ Opinions

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