Subjective theories of Indonesian agronomy and biology teacher students on environmental commons dilemmas

2013 ◽  
Vol 22 (2) ◽  
pp. 120-138 ◽  
Author(s):  
Sebastian Koch ◽  
Jan Barkmann ◽  
Leti Sundawati ◽  
Susanne Bögeholz
Keyword(s):  
Biology Teacher ◽  
Teacher Students

scholarly journals TANTANGAN DAN PELUANG PENGEMBANGAN MATAKULIAH KEANEKARAGAMAN TUMBUHAN DI ERA DISRUPSI DARI PERSPEKTIF CALON GURU BIOLOGI

2021 ◽  
Vol 12 (2) ◽  
pp. 90
Author(s):  
Umi Fitriyati ◽  
Rifka Fachrunnisa ◽  
Wachidah Hayuana
Keyword(s):  
Time Management ◽  
Biology Teacher ◽  
Learning Methods ◽  
Diversity Course ◽  
Effective Learning ◽  
Material Optimization ◽  
Challenges And Opportunities ◽  
Teacher Students ◽  
Data Collection Technique ◽  
Reflective Essay

Abstrak. Matakuliah Keanekaragaman Tumbuhan (KT) memainkan peran penting untuk membekali mahasiswa mempelajari prinsip taksonomi. Taksonomi merupakan salah satu upaya konservasi. Di saat era disrupsi seperti saat ini, konservasi merupakan masalah global yang mendesak. Namun, banyak penelitian yang melaporkan bahwa matakuliah KT sulit untuk dipelajari, sehingga mahasiswa menjadi tidak tertarik untuk belajar. Penelitian ini ditujukan untuk mengeksplorasi minat melalui persepsi mahasiswa calon guru biologi tentang tantangan yang terjadi selama perkuliahan KT berlangsung, serta solusi yang dapat digunakan untuk mengembangakan matakuliah KT. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Teknik pengumpulan data berupa reflective essay yang dianalisis menggunakan analisis tematik. Hasil eksplorasi persepsi mahasiswa calon guru biologi berupa tantangan dan peluang selama mengikuti perkuliahan KT. Tantangan yang dialami terangkum dalam empat tema: kesulitan pemahaman materi; keterbatasan media pembelajaran; metode pembelajaran kurang efektif; serta kesulitan management waktu. Peluang untuk mengembangkan matakuliah KT terangkum dalam empat tema besar: penguatan materi; optimalisasi media pembelajaran; optimalisasi metode pembelajaran; dan optimalisasi kegiatan praktikum.Abstract. Plant Diversity course (in Bahasa Keanekagaraman Tumbuhan) plays an essential role in facilitating students to learn taxonomic principles. Taxonomy is one of the conservation efforts. In this disruptive era, conservation is an urgent global problem. However, many studies have reported that this course is difficult to study, so that students are not interested in studying. This study is aimed at exploring interest through the perceptions of prospective biology teacher students about the challenges that emerge during KT course, as well as solutions that can be used to improve KT course. The research method used is qualitative research methods. The data collection technique was a reflective essay which  then was analyzed using thematic analysis. The results of an exploration of the perceptions of biology teacher candidate students in confronting challenges and opportunities during KT course. The challenges experienced are summarized in four themes: difficulties in understanding the material; limited learning media; less effective learning methods; as well as time management difficulties. Meanwhile, the opportunities to develop KT course are also summarized in four major themes: strengthening material; optimization of learning media; optimization of learning methods; and optimization of practicum activities.

scholarly journals Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

2021 ◽  
Author(s):  
HRA Mulyani ◽  
Anisa Zahra Hermayani
Keyword(s):  
Prospective Teacher ◽  
Student Response ◽  
Biology Teacher ◽  
Validity And Reliability ◽  
Biology Teachers ◽  
The Core ◽  
Content Representation ◽  
Teacher Students ◽  
Preliminary Study ◽  
Very High

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

scholarly journals Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
HRA Mulyani ◽  
◽  
Anisa Zahra Hermayani
Keyword(s):  
Prospective Teacher ◽  
Student Response ◽  
Biology Teacher ◽  
Validity And Reliability ◽  
Biology Teachers ◽  
The Core ◽  
Content Representation ◽  
Teacher Students ◽  
Preliminary Study ◽  
Very High

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

scholarly journals Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

2021 ◽  
Author(s):  
HRA Mulyani ◽  
Anisa Zahra Hermayani
Keyword(s):  
Prospective Teacher ◽  
Student Response ◽  
Biology Teacher ◽  
Validity And Reliability ◽  
Biology Teachers ◽  
The Core ◽  
Content Representation ◽  
Teacher Students ◽  
Preliminary Study ◽  
Very High

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

scholarly journals Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Biosfer ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 22-32
Author(s):  
Gina Handayani ◽  
Adisyahputra Adisyahputra ◽  
Reni Indrayanti
Keyword(s):  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Scientific Literacy ◽  
Literacy Skill ◽  
Biology Teacher ◽  
Integrated Science ◽  
Process Skill ◽  
Comprehension Skill ◽  
Science Process Skill ◽  
Teacher Students

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill  of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research  used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.

scholarly journals Analysis of Environmental Literacy Skill of Biology Teacher Candidates in Human and Environmental Courses

2021 ◽  
Vol 5 (1) ◽  
pp. 29-40
Author(s):  
Nike Anggraini ◽  
Khoiron Nazip ◽  
Puteri Kusuma Wardhani ◽  
Dian Sri Andriani
Keyword(s):  
Biology Education ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Literacy Skill ◽  
Biology Teacher ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Study Program ◽  
Analysis Technique ◽  
Teacher Students

This study examines the environmental literacy abilities of prospective Biology teacher students in the Biology Education Study Program, FKIP Sriwijaya University. The research subjects are Palembang and Indralaya class students who are teaching Human and Environmental Sciences Courses for the 2019/2020 academic year in Semester II. The skills measured in this study are Environmental Knowledge, Environmental Competence and Attitudes towards the environment formulated by the OECD and NAEE. The method used in this research is descriptive quantitative, with research subjects totaling 75 students. The technique of collecting data is through interviews, and surveys using an instrument sheet consisting of 20 multiple choice questions, 20 essays and 20 attitude scales. The data analysis technique used the SPSS 18 program. The test instrument used was modified from the Middle Schools Environment Survey/Instrument (MSELS/I) test questions and adapted to the physical conditions and environmental problems in the city of Palembang. The results showed that the prospective Biology teacher students were in the medium category for the Environmental Knowledge and Competence aspect, and got the high category for Environmental Attitudes.

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

2019 ◽  
Vol 26 (2) ◽  
pp. 56-67 ◽  
Author(s):  
Hanna Hofmann ◽  
Carl-Walter Kohlmann
Keyword(s):  
Negative Affectivity ◽  
Coping Behavior ◽  
Common Method ◽  
Positive Affectivity ◽  
Work Related ◽  
Teacher Students ◽  
And Behaviors ◽  
Main Effects ◽  
Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

2018 ◽  
Vol 4 (2) ◽  
pp. 72-82
Author(s):  
Iyon Maryono ◽  
Siska Amanda Lucita Dewi ◽  
Agus Hikmat Syaf
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Student Thinking ◽  
Student Responses ◽  
Self Confidence ◽  
Teacher Students ◽  
Thinking Process ◽  
Better Than ◽  
Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence  through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

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