Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

Extraneous Cognitive Load (ECL) Mahasiswa Calon Guru dalam Pelaksanaan Perkuliahan Pendidikan Biologi

This study aims to determine the ECL of prospective teacher students during lectures. ECL is obtained from the mental effort of students in attending lectures or teaching and learning processes because it will affect the process of constructing students' cognitive schemas from the information received during the learning process. Learning activities are effective and efficient if the ECL of students is in the low category. Data collection was carried out on biology education students who attended group lectures for pedagogic courses and biological science content in the odd semester 2020/2021. This is a descriptive study which was conducted in March-September 2021, with the determination of the sample, namely purposive random sampling. ECL was measured using a mental effort questionnaire in each course in the learning process. The data obtained were analyzed in the conversion of low to high scores, then compared between semester levels to provide an overview of student ECL. The results showed that the mental effort of prospective teacher students was in the low category. The ECL of prospective biology education teacher students is low.

ANALISIS PRELIMINERY RESEARCH PHASE MENGGUNAKAN MODEL PENGEMBANGAN PLOMP SEBAGAI DASAR PENGEMBANGAN MODUL BELAJAR DAN PEMBELAJARAN PENDIDIKAN BIOLOGI BERMUATAN HASIL RISET UNTUK MAHASISWA

The purpose of this study is to describe the preliminery research phase data obtained as a basis for the development of learning and learning modules containing research results that will be developed later. The development model used in this study is the Plomp model which has been carried out until the initial investigation data stage. Preliminary investigation data revealed some initial findings including; analyzing the Semester Learning Plan (RPS), interviews with learning and learning lecturers in the Biology Education Study Program FKIP Riau Islamic University, student questionnaire problems in conducting learning and learning lectures, student needs questionnaire in learning and learning lectures, and analysis of learning and learning modules used in learning and learning teaching materials previously in learning and learning lectures. The results revealed in the analysis of the Semester Learning Plan (RPS) there were thirteen topics in learning and learning. The results of interviews conducted with lecturers in learning and learning courses also revealed obstacles in the implementation of learning and learning lectures, one of which was the lack of student references to study learning and learning. Student problem questionnaire revealed that students do not yet have a learning and learning module with a percentage of 13.71%. Student needs questionnaire revealed that students strongly agree the need to develop learning and learning modules containing research results with a percentage of 100%. The learning and learning module that has been used in the learning process does not meet the standards of the Ministry of Research, Technology, and Higher Education Directorate General of Learning and Student Affairs Directorate of Learning in 2017. The conclusion of this study is the need to develop learning and learning modules containing research results for biology students to help the lecture process in the classroom.

SUSTAINABLE E-LEARNING ENGAGEMENT AND LEARNING SATISFACTION IN ONLINE BIOLOGY EDUCATION

This study was set out to determine the sustainable e-learning engagement and the level of learning satisfaction of science, technology, engineering, and mathematics (STEM) students at The Rizal Memorial Colleges, Inc. This study employed a descriptive-correlational research method and used Mean and Pearson r for the data analysis. This study was conducted in the Integrated Basic Education Department of The Rizal Memorial Colleges, Inc., with a non-probability purposive sampling technique to identify the respondents. The respondents of this study were Grade 11 and Grade 12 STEM students who are currently enrolled in this academic year to answer the set questions about their sustainable e-learning engagement and the level of learning management. On the other hand, the questionnaire was validated by three experts to ensure the validity and reliability of the questions. Furthermore, the study revealed that sustainable e-learning engagement and learning satisfaction have a positive relationship. KEYWORDS: charismatic leadership, ethical practices, working relationships, engaging environment.

Ensino de História Natural e Biologia: reformas educacionais e programas da escola secundária (1920-1951)

Este estudo tem como tema o ensino de Biologia e História Natural, com foco na história dessas disciplinas escolares e nas mudanças educacionais ocorridas nas décadas de 1920 a 1950 no Brasil. O objetivo foi investigar mudanças e continuidades na constituição dessas disciplinas escolares. Foi realizada uma pesquisa documental, utilizando como fontes programas de ensino, legislação e textos da época. Foram analisados programas de ensino oficiais e do Colégio Pedro II, das disciplinas História Natural e Biologia, dos anos de 1920 a 1951, além da legislação e discursos referentes às reformas educacionais. Houve a permanência de conteúdos de Botânica, Zoologia, Geologia e Mineralogia nos programas do ensino secundário de História Natural desse período. No programa de Biologia de 1943, permaneceram conteúdos botânicos e zoológicos e foram excluídos os geológicos e mineralógicos. A disciplina escolar Biologia emergiu nos anos 1930 e foi substituída pela História Natural em 1946, mas conteúdos biológicos permaneceram nos programas de 1936 a 1951. Das “lições” e “pontos práticos” nos programas de 1920-30 às metodologias ativas e experimentais dos anos 1930-50, destaca-se a valorização dos fundamentos científicos e de conhecimentos especializados na história da disciplina escolar Biologia no Brasil.Natural History and Biology Education: educational reforms and secondary school programs (1920-1951)AbstractThis study has as its theme the Biology and Natural History Education, focusing on these school subjects’ history and on educational reforms in the 1920s and 1950s in Brazil. The objective was to investigate changes and continuities in the constitution of these school subjects. A documentary research was carried out, taking as sources educational programs, legislation and other texts. Official educational programs and those of Colégio Pedro II of the school subjects Natural History and Biology from the years 1920 to 1951 and the legislation and discourses related to educational reforms were analyzed. Botany, Zoology, Geology and Mineralogy contents remained in the secondary education programs of Natural History from 1920 to 1951. In the Biology program of 1943 remained botanical and zoological contents and geological and mineralogical ones were excluded. The Biology school subject emerged in the 1930s and was replaced by Natural History in 1946, but biological contents were present in the curriculum from 1936 to 1951. From the “lessons” and “practical points” in the 1920-30 programs to the active and experimental methodologies in the 1930s and 1950s, the emphasis on scientific foundations and specialization stands out in the history of science education in Brazil.Keywords: Biology and Natural History Education; School subject; Educational programs; Science Education History.

Morphological Characterization of Taro and Its Utilization as a Learning Resource of Biology Education in Eastern Indonesia

The tendency to prioritize food crops, such as rice and wheat, to meet human needs has resulted in dependence, degradation, and loss of local knowledge. In this term, biology education plays its role by exploring the potential of local plants, including their use as learning resources. One of those local plants is the taro plant (Colocasia Esculenta L.), an alternative staple food for those who live in Eastern Indonesia. The research method used was qualitative research. The data collection techniques included observation, interviews, characterization, and questionnaires. The data collected were analyzed through descriptive analysis. The morphological characterization of taro was done based on Descriptors for Taro IPGRI (International Plant Genetic Resources Institute). The poster development procedure used was the ADDIE model. The results of the exploration showed five local taro accessions that had variations in morphological characters. The plant range was directly proportional to the plant height. There was one accession that was tall (AT 5) and had the potential to be cultivated on a large scale. Most of the leaves were green, while the leaf vein color was varying, namely white, green, and purple, with harvesting periods ranging between 4 to 9 months. The leaf vein pattern has a shape like a letter Y. Five accessions had petiole cross-sections, a waxy coating on the leaf surface, and predominantly white intervenii. The assessments of material experts, media, and users showed that the poster was feasible, usable as a biology learning resource.

Needs Analysis of Teaching Materials Biology Learning Strategy

The aim of this study is to analyze the need for teaching materials in the Biology Learning Strategy course that are in accordance with the needs of lecturers and students to support learning in the modern era. The design of this research is exploratory research. The research subjects were ten lecturers in Biology Learning Strategy courses or similar courses from seven universities and 102 biology education students who had gone through Biology Learning Strategies courses from Universities in Surakarta and DIY. Data collection techniques are observation and questionnaires. Analysis of questionnaire data using Rasch modeling. The results of the study indicate that the obstacles faced in learning the Biology Learning Strategy course are the absence of teaching materials that can be used as a guide in the learning process. The results of the questionnaire analysis of lecturers and students are above the logit item value of 0.00 which shows the respondents agree on the importance of the Biology Learning Strategy course and that teaching materials are needed in the form of textbooks. The conclusion of this research is that it is necessary to develop a textbook with the characteristics of Blended Collaboration Problem-Based Learning to support the Biology Learning Strategy course.