Increasing Teacher’s Competencies through Empowerment of Madrasah Teachers Forum

It is a School Action Research with two cycles where each cycle consists of four stages; they are Planning, Implementing corrective actions, Observing, and Reflecting. It aims to find out the improvement of teachers’ competencies through Madrasah Teachers Forum known as MGMP. This research was conducted in Madrasah Aliyah Negeri 1 Pamekasan – East Java, Indonesia. It involved six Mathematic teachers, four Physics teachers and three Biology teachers as research subjects. The results showed that there was an increase in the competencies of the member of teachers forum at Madrasah Aliyah Negeri 1 Pamekasan. This can be seen from the results of observations in two cycles, as well as on the results of the tests carried out. It can be seen that the results of the posttest significantly increased. In the distribution of the questionnaire conducted to find out teachers' perceptions and opinions on the Madrasah Teachers Forum, the results of the questionnaire were at a value of 85%; thus, teachers felt the direct benefits of the Madrasah Teachers Forum to increase their competencies. Based on the results of the study, the researcher recommends to teachers participating in the Madrasah Teachers Forum to: (1) Utilize Madrasah Teachers Forum activities as an empowerment forum to update and upgrade their professional competencies and (2) Utilize Madrasah Teachers Forum to establish strong solidarity among teachers.

The Implementation of Islamic Values in Basic Physics Subject Based on Pre-Rules Method

<p>The purpose of this study is to describe the implementation of Islamic values in basic physics subject using the pre-rules method. The subjects of the study are Pre-Service Biology Teachers (PBT) who attended basic physics lectures amount 51 students. Data collection techniques are carried out by observation, questionnaire, and documentation. Data analysis is carried out by descriptive analysis. The process of implementing Islamic values is carried out in three stages, namely planning, implementation and evaluation. The planning stage is carried out by developing an integrated Lesson Plan by adding points of unity of sense. At the implementation stage, it is done by instilling divine values in prayer activities and linking the material with verses of the Al-Qur'an. In addition, human values such as discipline and responsibility are also applied. While the evaluation stage through the provision of integrated questions. The response of PBT to this implementation shows that this integration is able to increase gratitude to God and make basic physics subject more interesting.</p>

Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558

In the original version of the paper [...]

The Development of an Anatomy Atlas About Selected Hydrophyte and Xerophyte Structural Strategies for a Senior High School

This study aimed to develop an anatomy atlas about selected hydrophyte and xerophyte structural strategies as an enrichment learning medium. The Analysis, Design, Development model was used. The participants included a material expert, a media expert, biology teachers, and students of SMA Negeri 1 Wonosari at Grade XI. Data were collected using material and media expert validation sheets and questionnaires conducted with teachers and students which had been modified from other research instruments. The results were analyzed qualitatively. The anatomy atlas that was developed received favorable results, with an average value of 88.53% validity rate. Based on these results, the developed anatomy atlas would be useful for enrichment programs. Keywords: atlas, anatomy, hydrophyte, xerophyte, enrichment

THE MAIN DIRECTIONS OF MODERNIZATION OF TRAINING OF THE FUTURE BIOLOGY TEACHERS FOR THE IMPLEMENTATION OF HEALTH-SAVING TECHNOLOGIES IN PROFESSIONAL WORK

In the article the basic directions of modernization of training of the future biology teachers for the implementation of health-saving technologies in professional work. The modernization of the educational process in higher educational institutions provide a qualitative transformation of biology training future teachers to realization health-saving technologies on par with the best international standards. The necessity of the use of interactive teaching methods, the individualization of the educational process, the widespread involvement of advanced multimedia and Internet technologies. Ways to improve the teaching of natural sciences and implement innovative systems for training of teachers in healthcare is fundamentalization training, competence development, the use of active forms and methods of teaching. These areas of modernization of the educational process in higher educational institutions will provide qualitative transformation of the biology training of teachers to implement technology to preserve the health of the world's best standards. Support innovation orientation training future teachers of natural sciences to implement health-saving technologies in educational institutions in the conditions of possible learning environment that combines educational and scientific activities, implements innovative research and educational programs This will ensure the readiness of future biology teachers to use technology to preserve the health of their educational activities.

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.