Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

doi:10.15294/jpii.v7i3.12438

Cited by 19 publications

(16 citation statements)

References 42 publications

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“…Pendidikan sains-termasuk biologi-untuk peserta didik berada pada posisi penting, karena mereka dihadapkan dengan tantangan ilmiah yang sangat besar yang harus mereka hadapi saat ini (Anderman & Sinatra, 2009;Chen & Huang, 2017). Oleh karena itu, guru harus siap dan mampu mengimplementasikan aspek keterampilan abad ke-21 dalam kegiatan belajar mengajar biologi (Francisca & Samsudin, 2018;Haviz, Karomah, Delfita, Umar, & Maris, 2018;Yanti, Maridi, & Sutarno, 2019).…”

Section: Pendahuluanunclassified

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Ismiati¹

2020

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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Pembelajaran biologi perlu mendayagunakan potensi dan ruang lingkup lokal karena biologi haruslah relevan dengan kehidupan dan kebutuhan peserta didik. Salah satu daerah yang perlu diarusutamakan adalah Kabupaten Nunukan, Provinsi Kalimantan Utara. Artikel ini bertujuan mendeskripsikan kontek pembelajaran biologi di jenjang SMA pada abad ke-21 berbasis potensi daerah Kepulauan Nunukan. Kajian ini menggunakan metode studi literatur dan analisis isi. Studi literatur dilakukan dengan mensurvei buku, artikel ilmiah, dan sumber lain yang relevan dengan masalah tertentu, bidang kajian, atau teori, dan dengan demikian, memberikan deskripsi, ringkasan, dan evaluasi kritis dari karya-karya ini sehubungan dengan masalah yang sedang diselidiki. Berdasarkan telusur literatur diketahui bahwa dari aspek flora dan fauna ada 15 potensi yang dapat dijadikan dasar atau pengembangan sumber belajar/bahan ajar biologi. Dari aspek ekologi dan sosial ada 6 potensi. Dengan demikian, sejauh ini minimal ada 21 potensi yang dapat dijadikan bahan oleh guru biologi SMA di Kabupaten Nunukan ketika mengajar. Tentu saja, setiap potensi disesuaikan dengan Kompetensi Inti, Kompetensi Dasar, dan Indikator yang telah ditetapkan. Angka tersebut tentu akan terus berkembangan seiring dengan gencarnya penelitian yang dilakukan oleh para peneliti lokal maupun internasional.The 21st Century High School Biology Learning Based on Local Potency: Review of Potency in Nunukan Regency, North KalimantanAbstractBiology learning needs to utilize local potential and scope because biology must be relevant to the lives and needs of students. One area that needs to be mainstreamed is Nunukan Regency, North Kalimantan Province. This article aims to describe the context of learning biology in the 21st century high school based on the potential of the Nunukan Islands region. This study uses literature study and content analysis methods. Literature studies are conducted by surveying books, scientific articles, and other sources that are relevant to a particular problem, field of study, or theory, and as such, provide a description, summary, and critical evaluation of these works in connection with the problem being investigated. Based on the literature search, it is known that from the aspect of flora and fauna there are 15 potentials that can be used as a basis or development of learning resources / teaching materials in biology. From the ecological and social aspects there are 6 potentials. Thus, so far there are at least 21 potentials that can be used as materials by high school biology teachers in Nunukan Regency when teaching. Of course, each potential is adjusted to the Core Competencies, Basic Competencies and Indicators that have been set. This figure will certainly continue to develop along with the incessant research conducted by local and international researchers.

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Section: Pendahuluanunclassified

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Ismiati¹

2020

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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“…Science learning is a basic set of research results of knowledge. This learning depends on the quality of teachers and students (Parmin, 2017;Haviz, 2018;Dewi, 2019). Science is one of the subjects in junior high school, including physics, chemistry, and biology, which not only transfers knowledge and processes that shape students' character (Nurita, 2017;Sutarto, 2018;.…”

Section: Introductionmentioning

confidence: 99%

The junior high school students' attitudes and self-efficacy towards science subjects

Ernawati

Kurniawan

Citra

2022

jipi

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This study aims to 1) determine the attitudes and self-efficacy of students towards science subjects, 2) find out the difference between student attitudes in both class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 3) find out differences in students' self-efficacy towards subjects science lessons in class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 4) knowing the differences in students' attitudes and self-efficacy, 5) knowing the relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B. To achieve all the objectives in this study, the researchers used data analysis methods in the form of descriptive statistical tests and inferential statistical tests. Based on the results of data analysis in the form of a T test, it was found that there were differences in students' attitudes towards science subjects in class VIII A and class VIII B. In addition, based on the analysis test in the form of a T test on students' self-efficacy, it was found that there were differences in students' self-efficacy in science subjects. in class VIII A and class VIII B. Based on the correlation test between attitudes and self-efficacy, it was found that there was a relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B.

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“…Generic science skills are skills that must be possessed to face the 21st century (Susanti et al, 2017). According to Haviz, Karomah, Delfita, Umar, & Maris (2018), there is a need to review and reaffirm the integration of generic science skills in science learning because they are part of or similar to 21st-century skills. Students with generic skills have better graduate job prospects (Freudenberg, Brimble, & Cameron, 2011).…”

Section: Introductionmentioning

confidence: 99%

The correlation between students' curiosity and generic science skills in science learning

Herianto

Wilujeng

2020

jipi

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Curiosity is an attitude and action that seeks to know more deeply and broadly from something learned and acts as a driving force for learning. Generic science skills are thinking skills in intellectual abilities resulting from a combination of scientific knowledge and skills based on scientific knowledge. The purpose of this study was to determine the correlation between curiosity and students' generic science skills in science learning. This study uses a quantitative approach to explore the correlation between the variables studied. The total sample was 64 junior high school students, who were selected by random cluster sampling. Measurement of students' curiosity was carried out using a questionnaire, while generic science skills used multiple-choice test questions. The data obtained were then analyzed using simple linear regression on SPSS to determine the correlation between the two variables. The results showed that curiosity correlated with students' generic science skills (R = .389), with the category “low positive correlation.” The effect of curiosity on generic science skills is 15.1%, while other variables influence the rest.

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Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

Cited by 19 publications

References 42 publications

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

The junior high school students' attitudes and self-efficacy towards science subjects

The correlation between students' curiosity and generic science skills in science learning

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