Students’ Competence in Cognitive Process and Knowledge in Biology Based on Curriculum Used in Indonesia

Paidi, Paidi; Mercuriani, Ixora Sartika; Subali, Bambang

doi:10.29333/iji.2020.13334a

Cited by 13 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educating by knowing their cognitive level will influence their readiness and success in the study (Wang and Wang, 2015). The cognitive level of competence pertains to Bloom's revised taxonomy by Anderson and Krathwool consisting of dimensions of cognitive processes: C1 (remember), C2 (understand), C3 (apply), C4 (analyze), C5 (evaluate), and C6 (create), and the knowledge dimensions consist of factual, conceptual, procedural, and metacognitive knowledge (Anderson and Krathwohl, 2001;Paidi et al, 2020). Bloom's taxonomy is arranged for developing tests and assessment (Chandio et al, 2017) that International Journal of Instruction, October 2021 • Vol.14, No.4 can be used to evaluate and develop the curriculum (Assaly and Smadi, 2015).…”

Section: Student Cognitive Developmentmentioning

confidence: 99%

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Hayati¹,

Subali²,

Paidi³

2021

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies regarding the sequence of the materials -known as a learning continuum -to be taught to students to fit students' learning development, so that learning becomes more effective. The study aims to develop a biology learning continuum on the biodiversity topic for elementary school (ES) students. In this developmental research, the learning continuum was developed based on (1) the survey results regarding the cognitive ability of the 240 participating teachers, (2) group discussion results considering the stages of student cognitive development, cognitive levels and dimensions of materials, and (3) Biological science curriculum study (BSCS) as the standardized biology learning materials. The study has successfully developed 32 sub-topics in the learning continuum which were transformed into only 31 sub-topics at the cognitive level of C1 and C2, and the cognitive dimensions of fact and concept knowledge. This learning continuum is expected to help the development of a spiral curriculum in ES for more effective learning.

show abstract

Section: Student Cognitive Developmentmentioning

confidence: 99%

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Hayati¹,

Subali²,

Paidi³

2021

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

show abstract

“…The data obtained were then grouped based on teaching experience to obtain 3 groups with a span of 10 years in each group of teaching experience, that covers 10-20 years, 21-30 years, and 31-40 years. Then the data obtained were analyzed and categorized based on the scores obtained [17]. The criteria for teacher understanding can be seen in Table 1.…”

Section: Research Data Analysis Techniquesmentioning

confidence: 99%

Biology Teacher’s Knowledge About Discovery Learning and Team Assisted Individualization Model Based on Teaching Experience

Rusmalinda¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The instrument was used a written test. The data collection used a multiple choice written test with five alternative answers. Test instrument used the dimensions of understanding according to Anderson et al. The results showed that biology teachers knowledge about Discovery Learning model was higher than the Team Assisted Individualization (TAI) learning model. Based on teaching experience, biology teachers has very high knowledge of Discovery Learning model in work period 10-20 years, while biology teachers has high knowledge of Team Assisted Individualization learning model in work period 31-41 years.

show abstract

“…Data analysis was carried out descriptivel by determining the mean score of the biology teachers' understanding of the Argument-Driven Inquiry and Think Pair Share learning model based on understanding criteria consisting of 5 categories according to the category of teachers' understanding [27] as in Table 1. The biology teachers' understanding at public senior high school/islamic senior high school in Kebumen Regency towards the Argument-Driven Inquiry and Think Pair Share learning model is analyzed based on educational background and teachers experience.…”

Section: Research Data Analysis Techniquesmentioning

confidence: 99%

Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience

Prihandayu¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

This research was a descriptive study with a census method that aims to describe the biology teachers' understanding of Argument-Driven Inquiry and Think Pair Share learning model based on the educational background and teachers' experience. This research used the research subject were 37 teachers, they were all biology teachers of class X, XI, and XII at public senior high school/islamic senior high school in Kebumen Regency. The instrument is used a multiple-choice test releated to the understanding of learning model. Data analysis was carried out descriptive by determining the mean score of the biology teachers' understanding based on understanding criteria which consisted of 5 categories. The results showed that the biology teachers' understanding score of the Argument-Driven Inquiry learning model was moderate and the biology teachers' understanding score of the Think Pair Share learning model was very high. The analysis based on educational background shows that teachers with an educational background from the education field was higher understanding than from non-educational fields. The analysis based on teachers' experience shows that biology teachers in the work period of 11-20 years have the highest understanding compared to those who work for 1-10 years and 11-30 years.

show abstract

Students’ Competence in Cognitive Process and Knowledge in Biology Based on Curriculum Used in Indonesia

Cited by 13 publications

References 12 publications

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Biology Teacher’s Knowledge About Discovery Learning and Team Assisted Individualization Model Based on Teaching Experience

Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience

Contact Info

Product

Resources

About