The Effect of Performance Based Evaulation on Preservice Biology Teachers’ Achievement and Laboratory Report Writing Skills

Güneş, Perihan; Katırcıoğlu, Hikmet; Yılmaz, Miraç

doi:10.12973/tused.10134a

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Every student has the same role. They can exchange opinions and provide input while working on assignments (Gunes et al, 2015). Every data generated is collected and recorded as one part of the learning phase.…”

Section: Posttest Results Of the Implementation Of The Sgil Model On A Broad Scalementioning

confidence: 99%

Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Wijayanti

Rahardjo

Saputro

et al. 2019

JPII

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The purpose of this study is to analyze the problem set items to get information and feedback on critical thinking skills tests. This research develops a SGIL model that can improve students' critical thinking learning. This study uses a research and development design to develop the SGIL model. The SGIL model is proven to be able to improve the critical understanding of PGSD students. The syntax of SGIL consists of 6 steps, namely: (1) discussion of problems and topic selection; (2) research planning; (3) implementation; (4) data integration; (5) analysis and synthesis; and (6) conclusions and communication. The participants were 114 Elementary Teacher Education Program (PGSD) students who were selected by using a random sampling technique. This research was conducted in 3 sample universities. The data of SGIL model effectiveness was measured by using instrument of critical thinking skills. This instrument has been analyzed for its validity, reliability, level of difficulty, and discrimination item. Tests to obtain data were carried out for 90 minutes. The instrument was calculated by using analysis of Quest and Lisrel.

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Section: Posttest Results Of the Implementation Of The Sgil Model On A Broad Scalementioning

confidence: 99%

Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Wijayanti

Rahardjo

Saputro

et al. 2019

JPII

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“…Students' cognitive learning outcomes are fundamental aspect of classroom to routines, patterns of actions, values, understanding, attitudes, appreciation, skills wherewith the occurrence of a change in the way of thinking and acting, in order to have the students' intelligence development in shaping a better life (Suprijono, 2009;Alanazi, 2017;Bustami et al, 2021). The cognitive learning outcome of students is an achievement of one's abilities based on the learning process so that changes in attitudes, knowledge, and skills can be measured or observed for helping students to achieve successful performances (Ramadhan et al, 2017;Gunes, Katircioglu & Yilmaz, 2015;Ramalingam, Ramalingam & Chinnavan, 2014;Sabtiawan, Yuanita & Rahayu, 2019). The role of student cognitive learning outcomes according to is that with cognitive learning outcomes, students can know the shortcomings, make improvements to achieve better student cognitive learning outcomes, and become an evaluation for teachers in designing learning plans, using models or methods, and can know whether or not a teacher achieves the learning goals to be achieved.…”

Section: ▪ Introductionmentioning

confidence: 99%

Human Digestive System: Gender-Based Contextual Teaching and Learning

Bustami

Utami

Supiandi

et al. 2022

JPMIPA

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The human digestive system is one of the materials taught to junior high school students. This research purpose was to determine the gender-based contextual (CTL) effect on biology students cognitive learning outcomes. This research used quasi-experimental design with pretest-posttest nonequivalent control group design. Data analysis used descriptive statistical and inferential statistics. The analysis results show that there was significant effect of using the CTL learning model on students' cognitive learning outcomes on the human digestive system material with sig value was 0.000>0.05. Regarding gender, there is no significant effect on cognitive learning outcomes on the human digestive system material with sig value was 0.764>0.05. There is no significant effect of the interaction of learning models and gender on cognitive learning outcomes on the human digestive system material with sig value was 0.960>0.05. Thus, the CTL learning model can improve the cognitive learning outcomes students who have gender characteristics.

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“…Higher education has an important role in assessing or evaluating students' achievement for helping students to achieve successful performances (Gunes, Katircioglu & Yilmaz, 2015;Ramalingam, Ramalingam & Chinnavan, 2014;Sabtiawan, Yuanita & Rahayu, 2019). The achievement assessment is done so that the students could understand the concept that they study.…”

Section: Introductionmentioning

confidence: 99%

The supports of JiRQA learning on biology students’ achievement in multi-ethnical classroom

Bustami¹,

Gandasari²,

Darmawan³

et al. 2021

tused

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The purpose of this quasi-experimental research was to reveal the JiRQA learning supports on biology students' achievement in the multi-ethnical classroom in higher education. The research sample was included 125 students consisting of the ethnics of Dayak, Javanese, and Malay. The achievement data were obtained from the pretest and posttest using an essay test and analyzed by using ANCOVA at the level of significance 5%, followed by LSD test. The analysis results show that the achievement in JiRQA learning is 30.91% higher and significantly different from that of conventional learning. The achievement of Dayak ethnic students is 20.30% higher from the Javanese ethnic and 19.53% from Malay ethnic. The achievement among ethnics in JiRQA learning was not significantly different, but significantly different in conventional learning. Therefore, JiRQA learning has the accommodate biology students' achievement in the multi-ethnical classroom.

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The Effect of Performance Based Evaulation on Preservice Biology Teachers’ Achievement and Laboratory Report Writing Skills

Cited by 5 publications

References 15 publications

Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Human Digestive System: Gender-Based Contextual Teaching and Learning

The supports of JiRQA learning on biology students’ achievement in multi-ethnical classroom

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