The low level of biology teacher candidate questioning skills

Authors

  • D. Darmadi Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Riau, Jl. HR Soebrantas Km. 12,5 Panam Pekanbaru, Riau, 28293
  • Riki Apriyandi Putra Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Riau, Jl. HR Soebrantas Km. 12,5 Panam Pekanbaru, Riau, 28293

DOI:

https://doi.org/10.22219/jpbi.v6i1.10503

Keywords:

biology teacher candidate, questioning skills, thinking skills

Abstract

Questioning skills is one of competencies required by teachers in dealing with the 21st-Century challenges. The purpose of this study was profiling biology teacher candidates’ questioning skills in Pekanbaru. The subjects of the research were the students, in three institutions, who were taking Zoology course. The total number of the subjects were 278 students selected using purposive random sampling. The instrument used was test contained of five items which instructed students to make questions related to five objects. The results showed that the teacher candidates’ question level in three institution were low-level question (more than 50% in C1-C3 level). The questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. They were not accustomed to asking questions with the evaluating and creating levels. The systematic of question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. The information gained from this study can be consideration point for further research.

Downloads

Download data is not yet available.

Author Biographies

D. Darmadi, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Riau, Jl. HR Soebrantas Km. 12,5 Panam Pekanbaru, Riau, 28293

Riki Apriyandi Putra, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Riau, Jl. HR Soebrantas Km. 12,5 Panam Pekanbaru, Riau, 28293

References

Adams, N. E. (2015). Asking a great question: A librarian teaches questioning skills to first-year medical students. Medical Reference Services Quarterly, 34(4), 418–427. doi: https://doi.org/10.1080/02763869.2015.1052691

Akkaya, N., & Demirel, M. V. (2012). Teacher candidates’ use of questioning skills in during-reading and post-reading strategies. Procedia - Social and Behavioral Sciences, 46, 4301–4305. doi: https://doi.org/10.1016/j.sbspro.2012.06.244

Albergaria-Almeida, P. (2011). Critical thinking, questioning and creativity as components of intelligence. In Procedia - Social and Behavioral Sciences (Vol. 30, pp. 357–362). doi: https://doi.org/10.1016/j.sbspro.2011.10.070

Amin, A. M., & Adiansyah, R. (2018). Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 1–10. doi: https://doi.org/10.22219/jpbi.v4i1.5181

Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2017). Identifikasi kemampuan bertanya dan berpendapat calon guru biologi pada mata kuliah fisiologi hewan. Bioedukasi, 15(1), 24–31. doi: https://doi.org/10.19184/bioedu.v15i1.4704

Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 140–153. doi: https://doi.org/10.14221/ajte.2014v40n3.9

Bahri, A., & Idris, I. S. (2018). Development and validation of learning strategy for metacognitive skills empowerment: PBLRQA (PBL integrated with Reading, Questioning, and Answering). In IOP Conf. Series: Journal of Physics: Conf. Series (Vol. 1028, pp. 1–8). doi: https://doi.org/10.1088/1742-6596/1028/1/012028

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. doi: https://doi.org/10.1007/978-94-007-2324-5_2

Burton, E. (2010). Research brief: High level thinking and questioning strategies. Education Partnerships, Inc. Retrieved from https://files.eric.ed.gov/fulltext/ED537922.pdf

Cahyani, P. A. H. I., Nurjaya, I. G., & Sriasih, S. A. P. (2015). Analisis keterampilan bertanya guru dan siswa dalam pembelajaran bahasa Indonesia di Kelas X TAV 1 SMK Negeri 3 Singaraja. E-Juornal Universitas Pendidikan Ganesha, 3(1), 1–12. doi: https://doi.org/10.23887/JJPBS.V3I1.7204

Carlson, S. E., van den Broek, P., McMaster, K., Rapp, D. N., Bohn-Gettler, C. M., Kendeou, P., & White, M. J. (2014). Effects of comprehension skill on inference generation during reading. International Journal of Disability, Development and Education, 61(3), 258–274. doi: https://doi.org/10.1080/1034912X.2014.934004

Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. doi: https://doi.org/10.14254/2071

Clark, S., Harbaugh, A. G., & Seider, S. (2019). Fostering adolescent curiosity through a question brainstorming intervention. Journal of Adolescence, 75, 98–112. doi: https://doi.org/10.1016/j.adolescence.2019.07.007

Coutinho, M. J., & Almeida, P. A. (2014). Promoting student questioning in the learning of natural sciences. Procedia - Social and Behavioral Sciences, 116, 3781–3785. doi: https://doi.org/10.1016/j.sbspro.2014.01.841

Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41(2), 159–172. doi: https://doi.org/10.1080/1359866X.2013.777025

de Boer, E., Janssen, F. J. J. M., van Driel, J. H., & Dam, M. (2019). Perspective-based generic questions as a tool to promote student biology teacher questioning. Research in Science Education. doi: https://doi.org/10.1007/s11165-019-9853-9

DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Linguistics and Education, 32, 131–147. doi: https://doi.org/10.1016/j.linged.2015.10.003

Dustova, G., & Cotton, S. (2014). Classroom management strategies. The CTE Journal, 3(2), 32–42. doi: https://doi.org/2327-0160

Etemadzadeh, A., Seifi, S., & Far, H. R. (2013). The role of questioning technique in developing thinking skills: The ongoing effect on writing skill. Procedia - Social and Behavioral Sciences, 70, 1024–1031. doi: https://doi.org/10.1016/j.sbspro.2013.01.154

Grant, M., & Smith, M. (2018). Quantifying assessment of undergraduate critical thinking. Journal of College Teaching & Learning (TLC), 15(1), 27–38. doi: https://doi.org/10.19030/tlc.v15i1.10199

Hu, H. W., Chiu, C. H., & Chiou, G. F. (2019). Effects of question stem on pupils’ online questioning, science learning, and critical thinking. Journal of Educational Research, 112(4), 564–573. doi: https://doi.org/10.1080/00220671.2019.1608896

James, I. A., Morse, R., & Howarth, A. (2010). The science and art of asking questions in cognitive therapy. Behavioural and Cognitive Psychotherapy, 38(1), 83–93. doi: https://doi.org/10.1017/S135246580999049X

Lihui, W. H., Qun, Z., Feng, L., & Qin Yuqing, W. (2015). Teacher questioning in college english class: A guide to critical thinking. Global Journal of Human-Social Science Research, 15(11), 1–5. Retrieved from https://socialscienceresearch.org/index.php/GJHSS/article/view/1591

Martinho, M., Almeida, P. A., & Teixeira-Dias, J. (2014). Fostering students questioning through moodle: Does it work? Procedia - Social and Behavioral Sciences, 116, 2537–2542. doi: https://doi.org/10.1016/j.sbspro.2014.01.607

Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. Y. (2019). Critical thinking skills of prospective biology teacher on the chromosomal basic of inheritance learning through online discussion forums. In IOP Conf. Series: Journal of Physics: Conference Series (Vol. 1157, pp. 1–6). doi: https://doi.org/10.1088/1742-6596/1157/2/022090

Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! – Insights from a training study on the role of questioning on argumentative discourse. International Journal of Educational Research, 79, 195–210. doi: https://doi.org/10.1016/j.ijer.2016.05.017

Mergler, A. G., & Spooner-Lane, R. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66–81. doi: https://doi.org/10.14221/ajte.2012v37n8.5

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. doi: https://doi.org/10.15294/jpii.v7i1.10495

Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30–41. Retrieved from https://www.dkg.org/DKGMember/Publications/Journal/DKGMember/Publications/Bulletin-Journal.aspx?hkey=7fdf8372-9c18-4b96-8150-dcb6f4ae8ce1

Pedrosa-de-Jesus, H., Moreira, A., Lopes, B., & Watts, M. (2014). So much more than just a list: Exploring the nature of critical questioning in undergraduate sciences. Research in Science and Technological Education, 32(2), 115–134. doi: https://doi.org/10.1080/02635143.2014.902811

Priemer, B., Eilerts, K., Filler, A., Pinkwart, N., Rösken-Winter, B., Tiemann, R., & Zu Belzen, A. U. (2020). A framework to foster problem-solving in STEM and computing education. Research in Science & Technological Education, 38(1), 1–26. doi: https://doi.org/10.1080/02635143.2019.1600490

Ramadhan, F., Mahanal, S., & Zubaidah, S. (2017). Kemampuan Bertanya Siswa Kelas X Sma Swasta Kota Batu Pada Pelajaran Biologi. BIOEDUKASI (Jurnal Pendidikan Biologi), 8(1), 11. doi: https://doi.org/10.24127/bioedukasi.v8i1.831

Sahamid, H. (2016). Developing critical thinking through socratic questioning: An action research study. International Journal of Education and Literacy Studies, 4(3), 62–72. doi: https://doi.org/10.7575/aiac.ijels.v.4n.3p.62

Santi, N., Soendjoto, M. A., & Winarti, A. (2018). Kemampuan berpikir kritis mahasiswa Pendidikan Biologi melalui penyelesaian masalah lingkungan. BIOEDUKSI: Jurnal Pendidikan Biologi, 11(1), 35–39. doi: https://doi.org/10.20961/bioedukasi-uns.v11i1.19738

Santosa, F. H. (2012). Pengaruh model pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar sejarah siswa di SMA Negeri 1 Pandeglang. Jurnal Teknologi Pendidikan, 20(1), 13–27. doi: https://doi.org/10.1016/j.ejmech.2012.04.015

Saputri, A. C., Sajidan, Rinanto, Y., Afandi, & Prasetyanti, N. M. (2019). Improving students’ critical thinking skills in cell-metabolism learning using stimulating higher order thinking skills model. International Journal of Instruction, 12(1), 327–342. doi: https://doi.org/10.29333/iji.2019.12122a

Saun, S. (2015). Penggunaan strategi bertanya oleh mahasiswa pendidikan bahasa Inggris UNP Padang dalam praktik microteaching. Lingua Didaktika, 9(1), 53–59. doi: https://doi.org/10.1017/CBO9781107415324.004

Schoenberger-Orgad, M., & Spiller, D. (2014). Critical thinkers and capable practitioners. Journal of Communication Management, 18(3), 210–221. doi: https://doi.org/10.1108/JCOM-11-2012-0085

Seman, W. M. W. (2018). Teachers’ knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu. International Journal of Academic Research in Progressive Education and Development, 7(2), 45–63. doi: https://doi.org/10.6007/IJARPED/v7-i2/4120

Tan, C. (2014). Educative tradition and Islamic schools in Indonesia. Journal of Arabic and Islamic Studies, 14, 47–62. doi: https://doi.org/10.5617/jais.4638

Torabizadeh, C., Homayuni, L., & Moattari, M. (2018). Impacts of socratic questioning on moral reasoning of nursing students. Nursing Ethics, 25(2), 174–185. doi: https://doi.org/10.1177/0969733016667775

Toy, B. Y., & Ok, A. (2012). Incorporating critical thinking in the pedagogical content of a teacher education programme: Does it make a difference? European Journal of Teacher Education, 35(1), 39–56. doi: https://doi.org/10.1080/02619768.2011.634902

Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691–697. doi: https://doi.org/10.12973/ejmste/80632

Whiley, D., Witt, B., Colvin, R. M., Sapiains Arrue, R., & Kotir, J. (2017). Enhancing critical thinking skills in first year environmental management students: A tale of curriculum design, application and reflection. Journal of Geography in Higher Education, 41(2), 166–181. doi: https://doi.org/10.1080/03098265.2017.1290590

Widiyowati, I. I. (2015). Hubungan kemampuan berpikir kritis dengan respon mahasiswa terhadap penggunaan model pembelajaran advance organizer pada materi larutan penyangga. Pancaran Pendidikan, 4(1), 89–104. Retrieved from https://jurnal.unej.ac.id/index.php/pancaran/article/view/1331

Yenmez, A. A., Erbas, A. K., Cakiroglu, E., Cetinkaya, B., & Alacaci, C. (2018). Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities. Teacher Development, 22(4), 497–518. doi: https://doi.org/10.1080/13664530.2017.1338198

Zahra, L., Kusmayadi, T. A., & Usodo, B. (2016). Studi deskriptif keterampilan bertanya guru pada proses pembelajaran matematika ditinjau dari pengalaman mengajar di SMA Taman Madya Probolinggo Tahun Pelajaran 2016/2017. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (pp. 456–466). Retrieved from http://jurnal.fkip.uns.ac.id/index.php/snmpm/article/view/10854

Zhou, Q., Yan, C., Zhao, S., Liu, L., & Xing, L. (2012). A preliminary investigation into critical thinking of in-service and pre-service middle school chemistry teachers in Shaanxi Province of China. Asia-Pacific Forum on Science Learning and Teaching, 13(2), 1–13. Retrieved from https://eric.ed.gov/?id=EJ999941

Zolfaghari, A. R., Fathi, D., & Hashemi, M. (2011). The role of creative questioning in the process of learning and teaching. In Procedia - Social and Behavioral Sciences (Vol. 30, pp. 2079–2082). doi: https://doi.org/10.1016/j.sbspro.2011.10.404

Downloads

Published

2020-03-31

Issue

Vol. 6 No. 1 (2020): MARCH

Section

21st Century Skills

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.