FACTORS AFFECTING STUDENT ACCEPTANCE OF EVOLUTION THEORY BASED ON GENDER AND EDUCATIONAL BACKGROUND: a case study in Universitas Islam Madura, Indonesia

Abstract

Evolution is one area on Biology learning that has the most contravention and misconception for many students in various educational regions globally, including Indonesia. This study aimed to identify student's acceptance of the evolutionary theory. The study was conducted using a mixed-method, in which the results of descriptive research were followed by correlational research on the variables studied. Data were collected by using questionnaire and rubric of Measure of Acceptance of The Theory of Evolution (MATE). The results showed that the average MATE score was 65.05, in which the students tended to have a moderate level of the acceptance of the evolutionary theory. The result showed that sex and religious background correlated with students' acceptance of the evolutionary theory, with a contribution of 49.9%. Thus, these results suggest that evolution is a crucial aspect to be considered in teaching evolution, and there must be an effort to overcome the differences in the acceptance of evolutionary theory in students with different gender and educational backgrounds. Three other factors influence student acceptance of the theory of evolution, namely students' misconceptions, beliefs, and understanding of the nature of science. Therefore, identification of students' prior knowledge is needed to determine the factors that influence students' acceptance in a context.

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

“…A key outcome was that the percentage of participants who evidenced misconception (43.4%) was higher in the group of students who did not take the evolution course than in their counterparts (15.3%). Some of the misconceptions revealed by the study include the following: (1) the association of evolution only with Darwin; (2) the assumption that evolution implies the effort to bring individuals to perfection; (3) the thought that apes were the ancestors of human beings (this misconception has been also reported in Indonesia (Aini et al, 2020 ; Ramadani & Ibana, 2020 )); (4) the idea that an individual changes when conditions change in order to adapt; and (5) the link between evolution and metamorphosis. Another interesting finding was that 14 out of the 91 participating students held misconceptions, even though they had completed the course.…”

“…Table 1 shows the characteristics of the participants. Age, gender, and education major are the demographic variables considered in this study since these can be explored in almost every university population (Aberilla et al, 2021 ; Kuschmierz et al, 2020a , 2020b ; Ramadani & Ibana, 2020 ). Also, we included the semester in which each student completed the questionnaire as a variable to be examined.…”