Perceptions of Prospective Biology Teachers on Scientific Argumentation in Microbiology Inquiry Lab Activities

Roviati, Evi; Widodo, Ari; Purwianingsih, Widi; Riandi, R

doi:10.1088/1742-6596/895/1/012132

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Biology lesson requires the ability to think logically, break down concepts as well as explain about them. Most of the biology concepts are very difficult and related to the abstract things, so that the laboratory works are needed to construct those concepts (Roviati, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Process-Oriented Guided Inquiry Learning to Improve Students’ Analytical Thinking Skills on Excretory System Topic

Rosadi¹,

Maridi

Sunarno

2018

J Bio Bio Edu

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Analytical thinking is a fundamental skill in education and which needs to be developed. This research would describe the effectiveness of process-oriented guided ınquiry learning (POGIL) to improve students’ analytical thinking skills on the topic of excretory system. This study used Research and Development (R&D) design. It was conducted on the 11th grade students of senior high school in Ngawi, East Java in 2017/2018 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, and test. The data were analyzed descriptively, whereby the analysis result was tested with the Gain test. The result showed that the students’ analytical thinking skills was significantly increased as stated by the N-gain score. In control class, there were 2 students (6.7%) whose N-gain score was in the low category, 25 students (83.3%) whose N-gain score was in the medium category, and 3 students (10%) whose N-gain score was in the high category. In the experimental class, there were 21 students (70%) who got N-gain score in the medium category, and 9 students (30%) who got N-gain score in the high category. The results of this research showed that the students analytical thinking skills were different after the implementation of POGIL method. Therefore, it could be concluded that the POGIL was effective to improve students’ analytical thinking skills on the excretory system in senior high school. The information obtained from this research can be used as a tool to improve students’ analytical thinking skills.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Process-Oriented Guided Inquiry Learning to Improve Students’ Analytical Thinking Skills on Excretory System Topic

Rosadi¹,

Maridi

Sunarno

2018

J Bio Bio Edu

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“…In addition, previous research revealed that using a virtual laboratory can make students more quickly find evidence to meet evidence in argumentation skills (Malik & Ubaidillah, 2021;Putra et al, 2021). Other previous studies also revealed that using a real laboratory will take more time than using a virtual laboratory, so when students do backing, it will be easier to do virtual laboratory activities than real laboratory activities (Roviati et al, 2017). Other research also states that the ease of thinking of students when carrying out laboratory activities is when using a virtual laboratory platform because the virtual laboratory platform can make students more visualized about a concept so that students can easily imagine even abstract concepts (Vergara et al, 2022).…”

Section: Resultsmentioning

confidence: 98%

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Agustina

Putra

2022

JPII

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Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.

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Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities

Roviati

Widodo

Purwianingsih

et al. 2019

J. Phys.: Conf. Ser.

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Perceptions of Prospective Biology Teachers on Scientific Argumentation in Microbiology Inquiry Lab Activities

Cited by 5 publications

References 8 publications

The Effectiveness of Process-Oriented Guided Inquiry Learning to Improve Students’ Analytical Thinking Skills on Excretory System Topic

The Effectiveness of Process-Oriented Guided Inquiry Learning to Improve Students’ Analytical Thinking Skills on Excretory System Topic

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities

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