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Pratami, Alin Rizki
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MARZANO'S INSTRUCTIONAL STRATEGIES: FOSTERING INFORMATION ANALYSIS AND PROCESSING SKILLS OF PLANT ANATOMY IN TEACHER EDUCATION Hindriana, Anna Fitri; Gello, Behailu Merdekios; Setiawati, Ina; Handayani, Handayani; Pratami, Alin Rizki
EDUSAINS Vol 17, No 1 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i1.45268

Abstract

AbstractThis study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.Abstrakkerangka pembelajaran Marzano guna mengembangkan keterampilan analisis dan pemrosesan informasi mahasiswa. Fokus pada mata kuliah Anatomi Tumbuhan dipilih karena materi ini memerlukan pemrosesan kognitif yang kompleks untuk mengintegrasikan pengetahuan tentang struktur jaringan tumbuhan dengan perubahan struktur tumbuhan berdasarkan strategi adaptasi di habitatnya. Penelitian ini menggunakan metode kuantitatif, dan instrumen yang digunakan adalah tes kemampuan analisis informasi dan tes keterampilan proses. Data dianalisis secara deskriptif menggunakan rubrik penilaian.  Desain ini kemudian diuji pada 106 mahasiswa program sarjana Pendidikan Biologi yang mengambil mata kuliah Anatomi Tumbuhan selama pengumpulan data di sebuah universitas di Jawa Barat, Indonesia. Hasil penelitian menunjukkan bahwa desain pembelajaran Anatomi Tumbuhan berbasis Marzano dapat memfasilitasi keterampilan analisis dan pemrosesan informasi mahasiswa melalui lingkungan belajar yang kondusif, pemanfaatan pengetahuan awal, pengembangan potensi berpikir, penyampaian informasi yang bermakna, pembelajaran kontekstual, dan pembelajaran kooperatif. Penelitian ini lebih lanjut mengusulkan agar desain ini digunakan dalam mempelajari materi yang memiliki keterkaitan konsep yang tinggi.
Marzano's instructional strategies: fostering information analysis and processing skills of plant anatomy in teacher education Hindriana, Anna Fitri; Gello, Behailu Merdekios; Setiawati, Ina; Handayani, Handayani; Pratami, Alin Rizki
EDUSAINS Vol. 17 No. 1 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i1.45268

Abstract

This study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.
Cognitive load management: Learning abstract and complex scientific concepts using visual metaphors and metonymies Hindriana, Anna Fitri; Turki, Harith Ismael; Prihatin, Yoga; Setiawati, Ina; Abidin, Zaenal; Pratami, Alin Rizki
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.83196

Abstract

This study applies the principles of metaphors and metonymies in visual learning media to manage students’ cognitive load and enhance their comprehension of complex scientific concepts, specifically cell biology, in lower secondary education. Using the ADDIE (analysis, design, development, implementation, and evaluation) model, a 2D animated audio-visual learning media was developed and evaluated. The research explored the impact of the developed learning media on intrinsic, extraneous, and germane cognitive loads using questionnaires and pre-/post-tests with 303 participants (science teachers and lower secondary students) from five districts in West Java, Indonesia. Expert evaluations from linguistics, media, and science education specialists were also incorporated. The results indicate that the developed visual media is effective in facilitating information processing and meaning-making, leading to improved comprehension and retention of complex cell biology concepts. The use of metaphors and metonymies helped students connect abstract scientific concepts to familiar contexts, reducing extraneous cognitive load and promoting deeper understanding and concept retention. Overall, the findings suggest that visual media employing metaphors and metonymies can be a valuable tool for teaching highly abstract and complex scientific concepts.
Co-Authors Anna Fitri Hindriana Gello, Behailu Merdekios Handayani Handayani Ina Setiawati Turki, Harith Ismael Yoga Prihatin Zaenal Abidin