University students' misconceptions have become an important issue to discuss as prior concepts brought by the students into the classroom can affect the acquisition of new information. The current study attempted to identify Biology students' misconceptions in Human Anatomy and Physiology courses through a three-tier diagnostic test. The participants of this study were 128 students from the Department of Biology Education who were currently enrolled in Human Anatomy and Physiology courses at the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Makassar. A three-tier diagnostic test was used as the instrument to identify the number of participants who had developed misconceptions about the concepts introduced in the courses. The test contained 23 items of Certainty of Response Index (CRI) that, on average, achieved a validity score of 0.426 and a reliability score of 0.794. The research data were analyzed using descriptive statistics. The results of the test analysis showed that the majority (61.51%) of the students developed misconceptions in Human Anatomy and Physiology courses. In detail, there were several misconceptions in 57.81% skeletal system, 52.34% muscular system, 55.47% integumentary system, 51.04% nervous system, 54.69% endocrine system, 66.02% hemolymphatic system, 62.89% cardiovascular system, 68.75% respiratory system, 70.31% digestive system, 70.70% urinary system, and 71.88% reproductive system. Misconceptions were mostly developed on reproductive system sub-materials and less likely found in nervous system sub-materials. Given this information, it can be concluded that the misconceptions of Biology students from the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Human Anatomy and Physiology courses are categorized as high. Therefore, there should be an effort to deal with this issue.

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This study aims to determine the construct validity of the instrument used in the application of Blended Learning. Respondents were randomly selected 60 students from the Department of Geography, Faculty of Mathematics and Natural Sciences, Makassar State University, 60 students from the Department of Biology Education, Faculty of Teacher Training and Education, Patompo University, and 60 students from the Department of Primary Teacher Education, Faculty of Teacher Training and Education, Megarezky University. Construct validity was tested by Confirmatory Factor Analysis (CFA) in Structural Equation Modeling (SEM) through the AMOS 22.0 application. The analysis findings reveal that the indicators employed in developing the Instrument for Blended Learning Model Application encompass the constructs of Orientation, Organization, Investigation, Presentation, Analysis, and Evaluation. These constructs meet the criteria of Construct Reliability, Variance Extracted, and Discriminant Validity. Consequently, the instrument proves suitable for implementation in research examining the application of the Blended Learning Model.

Scientific attitude is a habit of thinking related to scientific thinking which has implications for cognitive abilities and character in behavior. The purpose of this study was to measure and get an overview of the scientific attitude of the Makassar Indonesia Development STKIP students. Data was obtained by random sampling involving 67 semester 5 students. The instrument in this study was a questionnaire containing eight indicators including: curiosity, discipline, positive attitude towards failure, intellectual honesty, objectivity, open-mindedness, humility and cooperation. The results showed that the scientific attitude of students was still less than optimal for all aspects. It is necessary to empower scientific attitudes, among others, through innovative and creative learning strategies or models.AbstrakSikap ilmiah merupakan kebiasaan berpikir yang terkait dengan pemikiran ilmiah yang berimplikasi terhadap kemampuan kognitif dan karakter di dalam perilakunya. Tujuan penelitian ini untuk mengukur dan mendapatkan gambaran umum sikap ilmiah mahasiswa STKIP Pembangunan Indonesia Makassar. Data diperoleh secara random sampling dengan melibatkan 67 mahasiswa semester 5. Instrumen dalam penelitian ini berupa kuesioner yang berisi delapan indikator meliputi: keingintahuan, kedisiplinan, bersifat positif terhadap kegagalan, kejujuran intelektual, objektivitas, berpikiran terbuka, kerendahan hati dan kerja sama. Hasil penelitian menunjukkan bahwa sikap ilmiah mahasiswa masih kurang optimal untuk semua aspek. Perlu dilakukan pemberdayaan sikap ilmiah antara lain melalui strategi atau model pembelajaran yang inovatif dan kreatif.