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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Bioedukatika
Paidi Paidi
Yogyakarta State University
Humanities Education Library & Information Science Social Sciences Other

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The analysis ability of technological content knowledge (TCK) of biology educations students in Universitas Ahmad Dahlan in preparation of learning plan Wahyu Oktamarsetyani; Paidi Paidi
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.12327

Abstract

Technological Content Knowledge is the students (prospective biology teachers) knowledge in determining certain technologies that will be used in the learning process. This knowledge is important for prospective teachers, because it can help students in understanding the material that has been conveyed. The objective of this study is to examine the ability of Technological Content Knowledge (TCK) of biology educations students in preparing learning plans. The study is a quantitative descriptive research by using survey method. Participants of this study are all biology educations student a total of 120 students in Faculty of teacher training and education in Universitas Ahmad Dahlan 6th semester academic year 2017/2018. Data collection techniques use non-test instrument of the learning plan document observation sheet and the instrument on the written tests about technological knowledge and biological content. The data obtained is statistically analyzed in a descriptive form intended to figure out the capabilities of the TCKs student. In order to the acquired results can be trusted and reduce subjectivity, a compatibility test is conducted between panelists. The results showed that: (1) biology education students have TCK ability which is less than reviewed for learning plan, (2) biology education students have TCK skills worth in terms of written test result about TCK knowledge.
Biology science learning continuum at the elementary school level based on teachers’ cognitive abilities Mualimin Mualimin; Bambang Subali; Paidi Paidi
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.22294

Abstract

This research aims to develop a biology science learning continuum on the aspects of structure and function at the elementary school (ES) level based on the teachers’ cognitive abilities. This survey research used a reasoned multiple-choice test, having the material aspects of structure and function with the cognitive levels of C1-C2, was developed by listing the key sub-aspects, forum group discussion, item development, expert judgement, and item revision. The test was administered to 240 ES teachers in the Special Region of Yogyakarta, Indonesia, and the results were analyzed through the Quest program. The results reveal that the learning continuum is developed based on the difficulty level of the questions in which item response theory (IRT) shows the respondents’ cognitive ability, the level of cognitive processes from the lower level to the higher ones, the complexity level from the simple to the most complex in each sub-aspect of the structure and function. The sub-aspects with higher cognitive ability scores, lower difficulty index, lower level of cognitive processing, and lower complexity are recommended to at the lower grades. Sub-aspects with lower cognitive ability value, higher difficulty index, higher level of cognitive processing, and higher complexity category are recommended to the higher grades.
Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills Panggih Priyambodo; Paidi Paidi; Insih Wilujeng; Asri Widowati
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20876

Abstract

Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
Co-Authors Asri Widowati Bambang Subali Insih Wilujeng Mualimin Mualimin Panggih Priyambodo Wahyu Oktamarsetyani