Conceptions of nature from the poem “A Folha” by Drummond

This work aimed to analyze the poem “A Folha”, by Carlos Drummond de Andrade, seeking to identify the ideas of nature that can be enunciated in a Biology teacher training environment. For this, we resorted to Discourse Analysis, using the Bakhtin Circle as a theoretical-methodological framework. From the analysis, it was possible to see that the poem raises dialogues that permeate different ideas of a historically constructed nature, based on the ideas of Plato, Kant, Hegel and Marx and Engels. Furthermore, the analysis of the poem reminds us of the importance of such discussions for teacher education.

The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case

This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre-test post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (ρ > .05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (ρ < .05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students' academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anti-codon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction.

Profil Kesiapan dan Pemahaman Guru Biologi terhadap Pelaksanaan Asesmen Psikomotorik dan Afektif Selama Pembelajaran Online di SMA Seluruh Kecamatan Comal, Pemalang

<p class="Default"><em><span lang="IN">Assessment is part of a teacher's pedagogic competence and curriculum-13 must carry out cognitive, psychomotor and affective assessments. Online learning causes the implementation of psychomotor and affective assessments to be hampered. This study aims to determine the readiness and understanding of Biology teachers on psychomotor and affective assessments during online learning. The method used is qualitative with descriptive analysis. The sampling technique is a saturated sampling technique. The subject of the study, namely the Biology teacher of the SMA in Comal District, opened 5 teachers through filling out questionnaires distributed online on google forms and RPP documentation as well as evidence of the implementation of the assessment, while the student questionnaires were used as secondary data. Data analysis using descriptive analysis consists of reduction, data display, and verification. This study resulted in the finding that the teacher's assessment readiness profile during online learning can be declared ready to carry out psychomotor and affective assessments. Meanwhile, the profile of teachers' understanding of psychomotor and affective assessments can generally be obtained at a low level. An understanding profile that has an impact on misconceptions in the realm of assessment and the development of an assessment rubric that is not yet good so that human application cannot run optimally. In addition, the application of psychomotor and affective assessments during online learning is influenced by the factors of the teacher's IT ability and the facilities owned by the students.</span></em></p>

Pengetahuan Etnosains Guru Biologi di SMA Negeri Kota Pekanbaru

ABSTRACTThis research aims to find out the ethnoscience knowledge profile of biology teachers at Pekanbaru City State High School and the obstacles faced by biology teachers in implementing ethnoscience in learning. This study is a survey study at Pekanbaru City State High School using google form-based questionnaires and online interviews. The research population is a biology teacher who teaches at Pekanbaru City State High School with a sample of 40% of biology teachers taken randomly simply. The data is analyzed with descriptive percentage techniques. The results showed that 27.30% of teachers knew ethnoscience concepts, 63.60% were unaware and 9.10% did not know. Ethnoscience implementation in learning is carried out by 22.70% in a planned manner, 36.40 unplanned and 40.90% never implies ethnoscience. 27.70% felt the lack of application of curriculum demands became an obstacle in ethnoscience implentation, 63.60% of teachers lacked understanding in integrating, 13.60% felt due to environmental constraints. 60% of teachers say important ethnoscience is implemented in learning, 30% is less important and 10% of teachers feel unimportant. Thus it can be concluded that in general teachers are less aware of ethnoscience concepts and never apply because they lack understanding of integrating, whereas important ethnoscience is implemented.Keywords: ethnoscience, teacher, biologyABSTRAK Penelitian ini bertujuan untuk mengetahui profil pengetahuan etnosains guru biologi di SMA Negeri se Kota Pekanbaru dan kendala yang dihadapi guru biologi dalam mengimplementasikan etnosains dalam pembelajaran. Penelitian ini merupakan penelitian survei di SMA Negeri Se Kota Pekanbaru menggunakan angket berbasis google form dan wawancara online. Populasi penelitian merupakan guru biologi yang mengajar di SMA Negeri se Kota Pekanbaru dengan sampel 40 % guru biologi yang diambil secara acakmsederhana. Data dianalisis dengan teknik deskriptif persentase. Hasil penelitian menunjukkan bahwa 27,30% guru mengetahui konsep etnosains, 63,60% kurang mengetahui dan 9,10% tidak mengetahui. Implementasi etnosains dalam pemeblajaran dilakukan oleh 22,70% secara terencana, 36,40& tidak terencana dan 40,90% tidak pernah mengimplentasikan etnosains. 27,70% merasa kurang ekplisitnya tuntutan kurikulum menjadi kendala dalam implentasi etnosains, 63,60% guru kurang paham dalam mengintegrasikan, 13,60% merasa karena kendala lingkungan. 60% guru menyatakan etnosains penting diimplementasikan dalam pembelajaran, 30% kurang penting dan 10% guru measa tidak penting. Dengan demikian dapat disimpulkan bahwa secara umum guru kurang mengetahui konsep etnosains dan tidak pernah penerapkan karena kurang paham mengintegrasikan, padahal etnosains penting diimplementasikan.Kata kunci: etnosains, guru, biologi

ANALYSIS OF HIGH SCHOOL STUDENTS’ NEEDS FOR INSTRUCTIONAL MEDIA MADE USING ADOBE FLASH CS6 ABOUT VIRUS MATERIAL

Virus material is material that is difficult for students to understand, so it requires media that can clarify virus material. The solution to this problem is to create interactive learning media. This study aims to see the needs of students for interactive learning media based on Adobe Flash CS6 about virus material for class X students of SMAN 6 Bataghari. This type of research is descriptive quantitative. The method used to collect data was done through distributing online questionnaires to class X students and interviewing one biology teacher. The results of the study revealed that students had difficulties in understanding biology learning on viral material due to the abstract material and the lack of learning media that attracted students' attention and interest in learning. In addition, students considered the media used by the previous teacher to be monotonous and less attractive. Therefore, we need an interactive learning media that can help students to understand the learning material.

Teacher’s Dialogic Prompts That Scaffold Students’ Participation in Classroom Argumentation: A Case of a Biology Teacher

In this qualitative case study, a male biology teacher teaching Bioethics in Senior High School was purposively selected for the documentation and examination of the types and functions of dialogic prompts he used to scaffold his students’ participation in classroom argumentation. Using various data such as classroom transcripts from audio- and video-records, interviews and field notes, these were subjected to microlevel analyses using the constant comparison method. Using an analysis framework with codes from literature that were subsequently merged with data driven codes, thematic analysis yielded three types of dialogic prompts: conceptual, analytical, and reflective with several functions such as providing background information, giving extended ‘think-time’, guiding students to formulate counterarguments, eliciting examples that either support or refute a claim, and asking issue-based questions which were sometimes backed up by stating personal arguments and reiterating students’ responses. Excerpts from video transcripts revealed that these dialogic prompts elicited students’ ideas which resulted to argumentative and collaborative inquiry. Findings of the study suggest that students’ participation to classroom argumentation should be understood together with teachers’ provision of dialogic scaffolding. More than conceptual and factual knowledge, teachers’ dialogic scaffolding for argumentation is a promising method for the gradual enhancement of students’ communication skills and honing of their reasoning skills. Since the results are only conclusive to the case teacher, the study informs the potentials of dialogic scaffolding to support classroom argumentation. It is therefore recommended that for future professional development efforts, both in-service and pre-service teachers should be influenced towards intentionality of harnessing talk inside the classroom as a tool to enhance the implementation of classroom argumentation.

Kelayakan Buku Panduan Lapangan “Keanekaragaman Pohon di Lingkungan Kampus Universitas Lambung Mangkurat” sebagai Sumber Belajar Mandiri Konsep Keanekaragaman Hayati

The environment is a natural laboratory that presents unique phenomena that humans must study. Plants in the surrounding environment can be used as learning resources and media to bring students closer to their learning objects. Learning by utilizing objects in the surrounding environment can help the learning process. The diversity of tree in the Lambung Mangkurat University campus can be used as a source of learning and support learning based on the concept of diversity. One of the learning media that can be developed is a field guide book to guide users when learning independently in the environment. This study aims to describe the validity of the results of the development of a field guide "diversity of trees in the Lambung Mangkurat University campus". The feasibility of the field guide book was obtained from two experts and one high school biology teacher. The results of the validator's input and suggestions become material for correction and revision of learning products. The results of the field guide book validation show that the product is very valid and theoretically or procedurally feasible to be used for implementation at a later stage.

BUKU PENUNTUN PRAKTIKUM JARINGAN HEWAN MENGGUNAKAN VIRTUAL LABORATORY

The most problem occurs in the praticum in the real laboratory, so it's not going well. It can affect the depth of concepts, principles, laws and theories that must be understood by the biology teacher candidates. One of the alternatives that can be done is practicum to use a virtual laboratory. The purpose of research is to develop a practical guidebook for animal tissue materials in practicum activities using virtual laboratories for teacher candidates. This research was conducted at the Laboratory of PMIPA FKIP Riau University in December 2020–May 2021. It used a Research and Development (R&D) approach with ADDIE model. The instruments used are validation expert and response questionnaires. The results showed that the guide books is good quality and suitable to be used as independent learning resources to increase content knowledge for teacher candidates.