Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Abstract

Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.

Mengembangkan Literasi Informasi Melalui Belajar Berbasis Kehidupan Terintegrasi Stem Untuk Menyiapkan Calon Guru Sains Dalam Menghadapi Era Revolusi Industri 4.0: Revieu Literatur

“…Biologi adalah sains utama dan asas dalam kehidupan seharian untuk semua orang. Guru-guru pelajar biologi perlu dilengkapi dengan kepahaman biologi dan kemahiran berpikir kritis untuk mengajar biologi pada masa akan datang (Suwono et al, 2017). Pendidikan STEM memberikan peluang kepada guru untuk memperlihatkan kepada peserta didik betapa konsep, prinsip, dan teknik dari sains, teknologi, enjiniring, dan matematika digunakan secara terintegrasi dalam pengembangan produk, proses, dan sistem yang digunakan dalam kehidupan sehari-hari mereka (Firman, 2015).…”

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

“…Usmeldi et al (2017) and Hairida (2016) have developed a research-based learning model and inquiry-based science module equipped by the authentic assessment to increase the critical thinking skill of the students. The improvement of critical thinking skill can also be possibly achieved by contextual learning (Bustami et al, 2018), cultural-based integrated science learning (Dewi et al, 2017), guided-inquiry learning (Putra et al, 2018), project-based learning (Anazifa & Djukri, 2017), and socio-biological case-based learning (Suwono et al, 2017).…”

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

“…PBL is often assessed in its potential in various previous studies. However, various studies more often examine the effect of PBL on students' thinking skills (Anugraheni, 2018;Asyari, Muhdhar, Susilo, & Ibrahim, 2016;El-Shaer & Gaber, 2014;Ramdiah, Abidinsyah, & Mayasari, 2018), metacognition (Gholami et al, 2016;Kuvac & Koc, 2019), literacy (Febriasari & Supriatna, 2017;Shultz & Li, 2016;Suwono, Pratiwi, Susanto, & Susilo, 2017), learning outcomes (Nursa'ban, Masykuri, & Yamtinah, 2019;Yew & Goh, 2016), learning motivation (Argaw, Haile, Ayalew, & Kuma, 2017;Koçakoǧlu, Türkmen, & Solak, 2010;Thakur & Dutt, 2017), or attitudes (Demirel, 2016;Kuvac & Koc, 2018;Veli, 2014) . In fact, UEC is also a competency that needs to be optimally empowered, especially the increasingly critical environmental conditions at this time.…”