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

Authors

  • Ratna Yulinda Department of Science Education, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin, South Kalimantan
  • Silfia Ilma Department of Biology Education, University of Borneo Tarakan, North Kalimantan Indonesia

DOI:

https://doi.org/10.22219/jpbi.v4i2.5881

Keywords:

CTL, learning interest, pre-service teacher

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 questionnaire. The subjects were biology pre-service teachers in 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 remain indicator (activity of recording material and making of summary in learning) was recognize as medium criteria (57.17%). It can be concluded that contextual-based Plant Morphology course learning must be the main choice in strengthen the understanding of biology pre-service teachers.

Downloads

Download data is not yet available.

References

Achuonye, K. A. (2010). A comparative study of problem-based and lecture- based learning in secondary school students ’ motivation to learn science. International Journal of Science and Technology Education Research, 1(6), 126–131.

Alivernini, F. (2012). Interest in science: Evidence from TIMSS Italian data. In Procedia - Social and Behavioral Sciences (Vol. 46, pp. 1491–1494). https://doi.org/10.1016/j.sbspro.2012.05.327

Aloovi, A. O. (2016). Biology teachers’ lived experiences of the Namibian senior secondary certificate (NSSC) curriculum. Stellenbosch University.

Anas, S. (2009). Pengantar statistik pendidikan. Jakarta: Rajawali Pers.

Ates, H., & Saylan, A. (2015). Investigation of pre-service science teachers’ academic self-efficacy and academic motivation toward biology. International Journal of Higher Education, 4(3), 90–103. https://doi.org/10.5430/ijhe.v4n3p90

Bingolbali, E., Ozmantar, M. F., & Demir, S. (2011). Pre-service and in-service teachers’ views of the sources of students’ mathematical difficulties. International Electronic Journal of Mathematics Education, 6(1), 40–59.

Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61–71. https://doi.org/10.5897/ERR11.205

Curry Jr, K. W., Wilson, E., Flowers, J. L., & Farin, C. E. (2012). Scientific basis vs. contextualized teaching and learning: The effect on the achievement of postsecondary students. Journal of Agricultural Education, 53(1), 57–66. https://doi.org/10.5032/jae.2012.01057

Dewi, A. N. (2015). Pengaruh penggunaan model active knowledge sharing terhadap hasil belajar ditinjau dari minat belajar siswa SMAN 2 Karang Anyar. Universitas Sebelas Maret.

Erinosho, S. Y. (2013). How do students perceive the difficulty of physics in secndary school? An exploratory study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education, 3(3), 1510–1515. https://doi.org/10.1145/2212776.2223799

Fausan, M. M., & Pujiastuti, I. P. (2017). Pengaruh pendekatan CTL berbasis NHT terhadap motivasi hasil belajar IPA dan retensi siswa. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(2), 133–140. https://doi.org/10.22219/jpbi.v3i2.4278

Gheith, E. M., & Aljaberi, N. M. (2015). Pre-service classroom teachers’ attitudes toward graphs and their ability to read and interpret them. International Journal of Humanities and Social Science, 5(7), 113–124.

González-Weil, C., Merino-Rubilar, C., Ahumada, G., Arenas, A., Salinas, V., & Bravo, P. (2014). The local territory as a resource for learning science: A proposal for the design of teaching-learning sequences in science education. In Procedia - Social and Behavioral Sciences (Vol. 116, pp. 4199–4204). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.01.916

Hasruddin, H. (2009). Memaksimalkan kemampuan berpikir kritis melalui pendekatan kontekstual. Jurnal Tabularasa, 6(1), 48–60.

Hasruddin, H., Nasution, M. Y., & Rezeki, S. (2015). Inovasi pembelajaran dengan penerapan pembelajaran kontekstual untuk meningkatkan kecakapan sosial mahasiswa pada perkuliahan strategi belajar mengajar biologi. In Prosiding Semirata 2015 bidang MIPA BKS-PTN Barat (pp. 47–56). Pontianak: Universitas Tanjungpura Pontianak.

Hilaliyah, H. (2015). Pengaruh persepsi mahasiswa atas bahasa Indonesia dan minat belajar terhadap prestasi belajar bahasa Indonesia. Faktor Jurnal Ilmiah Kependidikan, 2(2), 115–122.

Hinneh, J. T. (2017). Attitude towards practical work and students’ achievement in biology: A case of a private senior secondary school in Gaborone, Botswana. IOSR Journal of Mathematics, 13(4), 6–11. https://doi.org/10.9790/5728-1304010611

Hudson, C. C., & Whisler, V. R. (2008). Contextual teaching and learning for practitioners. Journal of Systemics, Cybernetics and Informatics, 6(4), 54–58.

Husamah, H., Fatmawati, D., & Setyawan, D. (2018). OIDDE learning model: Improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2). https://doi.org/10.12973/iji.2018.11217a

Husamah, H., Pantiwati, Y., Restian, A., & Sumarsono, P. (2016). Belajar dan pembelajaran (1st Ed.). Malang, Indonesia: UMM Press.

Ilma, S., Superli, S., Zulfadli, Z., & Rupa, D. (2018). Developing poster based on diversity of Nepenthes in Padat Karya forest, Krayan Nort Kalimantan. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 67–74. https://doi.org/10.22219/jpbi.v4i1.5231

Irwandi, I. (2009). Pengaruh pendekatan kontekstual dalam pembelajaran biologi melalui strategi inkuiri dan masyarakat belajar pada siswa dengan kemampuan awal berbeda terhadap hasil belajar kognitif di SMA Negeri Kota Bengkulu. Jurnal Kependidikan Triadik, 12(1), 33–43.

Irwandi, I., Santoso, S., & Susanti, S. (2012). Biology contextual learning characterized IMTAQ by parent’s day strategy to make better attitudes, activities, and student lesson result in SMA Negeri 10 Kota Bengkulu. In Seminar Nasional XI Pendidikan Biologi UNS (pp. 951–956). Surakarta: Universitas Sebelas Maret.

Jäkel, L. (2014). Interest and learning in botanics, as influenced by teaching contexts. In E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part (pp. 1–12).

Jeronen, E., Palmberg, I., & Tli-Panula, E. (2016). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability-A literature review. Education Sciences, 7(1), 1–19. https://doi.org/10.3390/educsci7010001

Jhonson, E. B. (2011). CTL (Contextual teaching and learning): Menjadikan kegiatan belajar-mengajar mengasyikan dan bermakna. Bandung: Kaifa.

Kashdan, T. B., & Silvia, P. J. (2008). Curiosity and interest: The benefits of thriving on novelty and challenge. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology. Oxford: Oxford University Press.

Khatoon, Z., Alam, M. T., & Bukhari, M. A. (2014). In-service teachers’ perception about their competencies in delivery of biology lessons. International Journal of Asian Social Science, 4(7), 820–834. Retrieved from www.aessweb.com/pdf-files/ijass-2014

Kubiatko, M., Torkar, G., & Rovnanova, L. (2017). The teacher as one of the factors influencing students’ perception of biology as a school subject. CEPS Journal, 7(2), 127–140. https://doi.org/0111-pedocs-146000

Lebata, M. C., & Mudau, A. V. (2014). Exploring factors affecting performance in biology 5090 at selected high schools in Lesotho. Mediterranean Journal of Social Sciences, 5(8). https://doi.org/10.5901/mjss.2014.v5n8p271

Macaulay, J. O., Van Damme, M. P., & Walker, K. Z. (2009). The use of contextual learning to teach biochemistry to dietetic students. Biochemistry and Molecular Biology Education, 37(3), 137–143. https://doi.org/10.1002/bmb.20283

Maryuliana, M., Subroto, I. M. I., & Haviana, S. F. C. (2016). Sistem informasi angket pengukuran skala kebutuhan materi pembelajaran tambahan sebagai pendukung pengambilan keputusan di sekolah menengah atas menggunakan skala Likert. Jurnal Transistor Elektro Dan Informatika, 1(2), 1–12.

Miharja, F. J., Syamsuri, I., & Saptasari, M. (2015). Pengembangan modul anatomi fisiologi manusia dengan model pembelajaran berbasis masalah untuk meningkatkan kompetensi mahasiswa program studi pendidikan biologi. In Prosiding Seminar Nasional Pendidikan Biologi (pp. 220–227).

Muslich, M. (2009). KTSP pembelajaran berbasis kompetensi dan kontekstual. Jakarta: Bumi Aksara.

Nasution, M. Y., & Rezeqi, S. (2015). Application of contextual learning to improve critical thinking ability of students in biology teaching and learning strategies class. International Journal of Learning, Teaching and Educational Research, 11(3), 109–116.

Riduwan, R. (2011). Belajar mudah penelitian untuk guru-karyawan dan penelitian pemula. Bandung: Alfabeta.

Riwahyudin, A. (2015). Sikap siswa dan minat belajar siswa terhadap hasil belajar IPA Siswa kelas V sekolah dasar di Kabupaten Lamandau. Jurnal Pendidikan Dasar, 6(1), 11–23. https://doi.org/10.21009JPD.061.02

Saptasari, M. (2012). Peningkatan Minat Mahasiswa pada Taksonomi Tumbuhan di Perguruan Tinggi. Jurnal Pendidikan Dan Pembelajaran, 19(2), 196–203.

Schnittka, C., & Bell, R. (2009). Preservice biology teachers’ use of interactive display systems to support reforms-based science Instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 131–159. Retrieved from http://www.editlib.org/p/29554

Sears, D. O., Freedman, J. L., & Peplau, L. A. (2009). Psikologi sosial. Jakarta: Erlangga.

Sembiring, R., & Mukhtar, M. (2013). Strategi pembelajaran dan minat belajar terhadap hasil belajar pada hasil belajar matematika. Jurnal Teknologi Pendidikan, 6(1), 214–229.

Serafin, C. (2016). The re-conceptualization of cooperative learning in an inquiry-oriented teaching. In Procedia - Social and Behavioral Sciences (Vol. 217, pp. 201–207). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2016.02.064

Smith, B. P. (2010). Instructional strategies in family and consumer sciences: Implementing the contextual teaching and learning pedagogical model. Journal of Family & Consumer Sciences Education, 28(1), 23–38.

Sugiyono, S. (2011). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.

Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329

Suryawati, E., Osman, K., & Meerah, T. S. M. (2010). The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude. Procedia - Social and Behavioral Sciences, 9, 1717–1721. https://doi.org/10.1016/j.sbspro.2010.12.389

Tammu, R. M. (2017). Keterkaitan metode dan media bervariasi dengan minat siswa dalam pembelajaran biologi tingkat SMP. Jurnal Pendidikan (Teori Dan Praktik), 2(2), 134–142. https://doi.org/10.26740/jp.v2n2.p134-142

Tendrita, M., Mahanal, S., & Zubaidah, S. (2016). Pemberdayaan keterampilan berpikir kreatif melalui model remap think pair share. In Proceeding Biology Education Conference (Vol. 13, pp. 285–291). Surakarta, Central Java, Indonesia: Universitas Sebelas Maret.

Yildiz, A., & Baltaci, S. (2016). Reflections from the analytic geometry courses based on contextual teaching and learning through. The Online Journal of New Horizons in Education, 6(4), 155–166.

Yli-Panula, E., Jeronen, E., Seiko-Ahlströn, H., & Ruotsalainen, E. (2017). Important biological issues for elementary pupils-A study of elementary pre-service teachers’ conceptions. Nordic Studies in Science Education, 13(2), 180. https://doi.org/10.5617/nordina.2579

Zhang, R., Liu, X., Yang, Y., Tripp, J., & Shao, B. (2017). Preservice science teachers’ instructional design competence: Characteristics and correlations. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 1075–1096. https://doi.org/10.12973/ejmste/81553

Downloads

Published

2018-07-11

Issue

Section

Instructional Model