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The purpose of this study was to determine whether there is a relationship of learning styles to student learning outcomes in learning biology. The strength of the relationship can be seen in the interpretation of the correlation table. This research is ex post facto with research subjects are students of class X SMAN 2 Sungaitarab the 2015/2016 academic year are 71 people with the sampling technique used was random sampling with an error rate of 5%. Data collection method for variable learning style is by questionnaire, while studying biology outcome variables using vocational school documentation data analysis technique used is the product moment correlation with the level of significance of the analysis results is set at 5%. The results showed that there are no significant and positive relationship between learning styles to student learning outcomes in learning biology, this is evidenced by rhitung (0.089)

The report is a part of developing integrative learning model (MPI) on the biology of animal development. The research objective was to determine the needs analysis of developing MPI on the biology of animal development at STAIN Batusangkar. The research use Plomp model. The data obtained will be analyzed by data reduction, data presentation and drawing conclusions. The result showed that philosophy of STAIN Batusangkar is an integration. Analysis of the characteristics of students showed that students of STAIN Batusangkar has a heterogeneous background of the aspects of capability. These results are based on the findings of the Academic Performance Index, schools and majors while undergoing studies in high school, the course precondition and the results of multiple intelegencie test. Developmental of biology material is characterized by the facts, concepts, principles and theories. In conclusion, the research is a part of activity that supports of developing MPI on the biology of animal development at STAIN Batusangkar.

The explanatory mixed-method was conducted to assess prospective biology teachers’ (PBTs) perceptions on thinking as 21st century skills. Data were collected using a quantitative survey method, and an interview with PBTs from Islamic University. 168 (14 men and 154 women) of 195 PBTs participated in filling out the questionnaire. The questionnaire consisted of 24 statements of aspects of critical thinking, problem-solving, creativity, metacognition of the 21st century skill. The confirmatory factor analysis (CFA) and alpha Cronbach tests were used to determine the quality of the instrument. Statistic descriptive, ANOVA, and correlation tests were conducted to analyze the quantitative data. Triangulation was conducted on the results of the interview. The results of the study indicate that (a) most male and female PBTs at Islamic universities have high skills in critical thinking and metacognition; (b) most male and female PBTs at Islamic universities have insufficient skills in problemsolving and creativity skills; (c) the results of this study also showed that there is no relationship between gender and PBTs skills. This study suggested that teachers and education managers in Islamic universities need to apply integrative learning by paying attention to the skills needed by PBTs. Learning applied in classrooms should be based on 21st century skills.

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