This research is quantitative survey research that aims to identify the level of scientific reasoning ability of Biology prospective teachers, as well as to determine the effect of the semester on scientific reasoning abilities. A total of 80 Biology prospective teachers were involved in this study, consisting of 18 (semester 2), 29 (semester 4), and 33 (semester 6). LCSTR is an instrument used to measure scientific reasoning ability. The data were analyzed descriptively to classify the level of scientific reasoning ability, while to determine the effect of the semester on scientific reasoning ability, it was analyzed univariately using SPSS 22 at a significance level of 5%. The results of this study indicate that the scientific reasoning ability of Biology prospective teachers is dominated by concrete and transitional reasoning, and semesters have no effect on scientific reasoning abilities. These results also indicate that Biology prospective teachers have the same level of scientific reasoning ability. Furthermore, these results can be concluded that the scientific reasoning ability of Biology prospective teacher students has a low level, which is at the initial level (concrete reasoning). Then for the further work, it is described a little at the conclusion of this article.

This research is a descriptive study conducted at the Mandalika University of Education which aims to measure the level of scientific argumentation ability of biology prospective teacher at the Mandalika University of Education. A total of 20 respondents were involved in this study. The instrument used to measure the level of scientific argumentation ability is an open-ended question consist of 3 items. The data obtained were then analyzed descriptively. As a result and conclusion, that the level of scientific argumentation ability of biology prospective teacher is still low. Therefore, learning methods are needed that can help students to improve their scientific argumentation ability. There are several ways that can be taken to improve the scientific argumentation ability of biology prospective teacher. One of them is by using Socio-Scientific Issues (SSI). For further research using SSI, it must be done with good planning, preparing controversial themes or topics that will become a matter of debate during the learning process.