Students' interest and cognitive learning outcomes: Biology education in high schools during COVID-19

Gustia, Linda; Suhartini, Sriyanti

doi:10.21009/biosferjpb.18663

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…The benefits of student interest on academic achievement and learning have been well-documented (Hidi & Renninger, 2006 ; Schiefele et al, 1992 ). In a recent study, Gustia and Suhartini ( 2021 ) found that higher levels of interest in learning about biology during COVID-19 significantly increased students’ cognitive outcomes for biology. Yet, the specific topics of interest to students related to COVID-19 have not been explicitly explored.…”

Section: Introductionmentioning

confidence: 99%

Student interest, concerns, and information-seeking behaviors related to COVID-19

Elsner

Sadler

Zangori

et al. 2022

Discip Interdscip Sci Educ Res

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COVID-19 creates an opportunity for science classrooms to relate content about viruses to students’ personal experiences with the pandemic. Previous researchers have shown that students are interested in crisis situations like disease outbreaks; however, they primarily acquire information about these events through internet sources which are often biased. We argue that it is important to understand student interest, concerns, and information-seeking behaviors related to COVID-19 to support science classroom learning and engagement about the virus and other potential outbreaks. We surveyed 224 high school students and analyzed their responses to six open-ended questions. We found that students expressed the most interest in topics related to the origin of COVID-19 and vaccines. Their greatest concerns included contracting the virus or someone they know contracting the virus and vaccine distribution. Of our sample, only 6.7% reported using their teachers as their source of COVID-19 information. Science classrooms have the potential to pique students’ situational interest by discussing COVID-19 topics that are important to students, which can increase their academic performance, content knowledge, attention, and engagement in learning about viruses. Moreover, classroom instruction about COVID-19 by teachers has shown to alleviate students’ stress and anxiety. We provide key areas of student interest about COVID-19 to help educators address students’ questions and improve curricular resources on viral pandemics.

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Section: Introductionmentioning

confidence: 99%

Student interest, concerns, and information-seeking behaviors related to COVID-19

Elsner

Sadler

Zangori

et al. 2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…Other internal factors related to success learning process are physiological factors which include student health and psychological factors, such as intelligence, learning interest, perception, attitude, talent, self-confidence, learn readiness and student effort in following the learning process to achieve the expected results (Daryanti, 2016;Gustia & Suhartini, 2021;Husamah & Pantiwati, 2014;Yuranda & Nurhayati, 2016).…”

Section: Figure 2 Frequency Distribution Of Students ' Perception Sco...mentioning

confidence: 99%

The relationship between student's perceptions of the learning environment with learning outcomes of the immune system in distance learning

2022

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Students' perception of the learning environment is the process of students interpreting the learning experiences they receive. The learning environment is an external factor that has an important role in the learning process, namely as a place to facilitate students and teachers in achieving learning goals. Therefore, it is necessary to have a good learning environment so that the learning process runs smoothly and students' perceptions of the learning environment become positive because this is related to student learning outcomes. This study aims to determine the relationship between student's perceptions of the learning environment with learning outcomes of the immune system in distance learning. This research was conducted at SMA Negeri 21 Jakarta in June of 2020/2021. The method used was quantitative with a correlational study. The sample in this study was 105 students of class XI MIPA who were selected by simple random sampling. The research instrument for students' perceptions of the learning environment uses the Dundee Ready Education Environment Measure (DREEM) questionnaire with a measurement scale, namely the Likert scale. In contrast, the immune system learning outcome instrument in distance learning is a test based on basic competence (KD) and competency achievement indicators (GPA). The test is in the form of multiple-choice with five answer choices. Giving a score for each question if it is correct, will get a score of 1 and if the answer is wrong it will get a score of 0. The prerequisite Test shows the data is normally distributed and homogeneous. Based on the statistical hypothesis testing results, a significant regression model and the correlation coefficient have a strong relationship. Furthermore, the coefficient of determination was calculated and the R Square value was obtained which indicated that students' perceptions of the learning environment were related to the learning outcomes of the immune system in distance learning.

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“…Cognitive learning outcomes refer to the measurable level of students' actual abilities in terms of concept acquisition, which is a direct consequence of their individual efforts in the learning process (Bahri, Corebima, Amin, and Zubaidah, 2016). The role of metacognitive awareness in enhancing students' cognitive learning outcomes is significant, as it exhibits a positive correlation with such outcomes (Millis, 2016;Gustia & Suhartini, 2021). According to the study conducted by Hermawan, Abidin, and Junedi (2018), there exists a notable association between metacognitive awareness and cognitive learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The correlation between metacognitive awareness and cognitive learning outcomes based on gender of biology education students

Adiansyah,

Muh. Amin,

Yani

et al. 2023

Biosfer

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Metacognitive awareness has a significant and complex correlation with cognitive learning outcomes. So far, there have not been many studies investigating the correlation between metacognitive awareness and cognitive learning outcomes based on gender. This research aimed at determining the correlation between metacognitive awareness and cognitive learning outcomes based on the gender of biology education students. The samples of this research were biology education students in the third semester of 2020/2021 academic year. The research samples comprised 104 students consisting of 47 male students and 57 female students. The research instruments were used to collect the data of students’ metacognitive awareness and cognitive learning outcomes. The results of this research showed that metacognitive awareness had a significant correlation with cognitive learning outcomes both in male students and female students. Metacognitive awareness contributed 66.5% towards the cognitive learning outcomes of male students. This number was greater than that in female students, which was only 39.40%. The results of the ANOVA test showed that the correlation between metacognitive awareness and cognitive learning outcomes in male students and in female students was not parallel and not coincide. The results of this research are expected to have effective contributions for educators to continually improve the achievement of learning objectives that emphasize on the development of metacognition and cognition in order to produce competent and quality graduates

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Students' interest and cognitive learning outcomes: Biology education in high schools during COVID-19

Cited by 5 publications

References 7 publications

Student interest, concerns, and information-seeking behaviors related to COVID-19

Student interest, concerns, and information-seeking behaviors related to COVID-19

The relationship between student's perceptions of the learning environment with learning outcomes of the immune system in distance learning

The correlation between metacognitive awareness and cognitive learning outcomes based on gender of biology education students

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