Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

Yıl 2019, Cilt: 7 Sayı: 2, 199 - 214, 27.06.2019

Rizhal Ristanto , Puji Lestari Mieke Miarsyah

https://doi.org/10.17478/jegys.515978

Cited By: 11

Öz

The achievement of learning objective of Biology, especially Phanerogamic Botany requires several important aspects, namely conceptual understanding and metacognitive skill. Analysis of conceptual understanding of Botany and metacognitive skill is needed to know to what extent are both aspects of achieving the learning objectives. The research aims to know and analyze the conceptual understanding and metacognitive skill of college students to achieve course objectives. The research is conducted in July 2018 at the Universitas Negeri Jakarta in Phanerogamic Botany course Eudicot sub-course material with 77 students as sample. The research includes in quantitative research with descriptive approach. Results obtained are, among others, the mean of conceptual understanding of Botany and metacognitive skill is 63.07 and 50.15, respectively, which is low based on the achievement score. The analysis result indicates that conceptual understanding of Botany is considered as low due to the difficulty faced by students in finding an example for each clade and in understanding the scientific terms that are the base of the learning. Students, however, are able to apply the concept into problems faced and students’ metacognitive skill in student planning aspect is unable to arrange goals to be achieved, to prioritize the learning.

Anahtar Kelimeler

Botany, conceptual understanding, metacognitive

Kaynakça

• Abulon., & Raymundo, E.L. (2014). Basic education teachers’ concept of effective teaching: inputs to teacher education curriculum in the Philippines. International Journal of Research Studies In Education 3(3), 35-48. Doi: 10.5861/ijrse.2014.723.
• Corebima, A.D. (2014). Metacognitive skill measurement integrated inachievement test. American Journal of Educational Research 2 (10), 919-924. doi: 10.12691/education-2-10-11.
• Coskun, Y. (2018). A study on metacognitive thingking skills of university students. Journal of Education and Training Studies 6 (3), 38-46. Doi: 10.11114/jets.v6i3.2931.
• Dewi, S.N.R., Nilawarni, R., Rusdi. (2015). Perbedaan penerapan model conceptual understanding prosedures (cups) dan concept attainment model (cam) terhadap miskonsepsi siswa pada materi sistem pencernaan. Biosferjpb 8(1), 10-19. Doi: https://doi.org/10.21009/biosferjpb.8-1.
• Entwistle, N. (2008). Taking stock: teaching and learning research in higher education. the Ontario International Symposium on Teaching and Learning In Higher Education 1-45.
• Evangeline, C.J. (2012). Examining the effect of metacognitive skill of performence of students. An International Peer Reviewed & Referred SRJIS 3(18), 4054-4059. Retrived from: www.srjis.com.
• Garcia, T., Cueli., Rodriguez, C., krawec, J., & Castro, P.G. (2015). Metacognitive knowladge and skill instudents with deep approach to learning evidence from mathematical problem solving. Revista De Psicodidactica 20 (2), 209-226. Doi: 10.1387/RevPsicodidact.13060.
• Hammond, L.D., Austin, K., Cheung, M., & Martin, D. (2017). Thingking about thinking: metacognition. Stanford Univercity School of Education.
• Hayani, S., Masfufah., Wijayati, N., & Kurniawan, C. (2018). Improvment of metacognition skill and students’ reasoning ability through problem-based learning. Jurnal of Physics 983, 2-7. Doi: 10.1088/1742-6596/983/1/012174.
• Hogan, M.J., Harney, O., Dwyer, C., & Noone, C. (2014). Metacognitive skill development and applied system science: a framework of metacognitive skills, self-regulatory fungtions and real-world applications (Chap.4), 55-106. Retrive from: https://www.springerprofessionalde/en/metacognitive-skill-development-and-applied-systems-science-a-fr/2263728.Howard, E. 2004. The ability to estimate knowledge and performance in college: a metacognitive analysis (Chap.4). 69-83. Retrivefrom:https: //link.springer.com /chapter/10.1007/978-94-017-2243-8_4.
• Indariswati, A., & Saptasari, M. (2016). Pengaruh mind maping melalui model pembelajaran inkuiri terbimbing terhadap keterampilan metakognitif dan hasil belajar Biologi. Jurnal Universitas Negeri Malang, 1-10. Retrived from: http://jurnal-online.um.ac.id/data/artikel/artikelCFFBFCBA659D 6176 EB110EF C5D 12FC38.pdf.
• Kristian, P.L.Y., Cari, C., & Sunarno, W. (2018). The analysis of the mathematics concept comphrehension of senior high school on dynamic fluid material. Internasional Conference On Science Education 1006, 1-5. Doi: 10.1088/1742-6596/1006/1/012028.
• Layng, T.V.J. (2013). Understanding concept: implications for science teaching. Eschool News: Daily Tech News &Inovation, 1-12. Retried from: https://www.eschoolnews.com/2013/04/04/understanding-concepts-implications-for-science-teaching
• Livingston, J. A. (2003). Metacognition : an overview. Education Resources Information Center, 1(14): 1-7. Retrive from:https://www.researchgate.net/ punlication /2347 55498.
• Malone, K.L., Schunn, C.D., Schuchardt, A.M. (2017). Improving conceptual understanding and representation skills through excel-based learning. Journal Scient Education Technologi 1-15. Doi: 10.1007/s10956-017-9706-0.
• Nurajizah, U., Sistiana, W., Setiono. (2018). Improving student’ metacognitive awareness through implementing learning journal. Jurnal Pendidikan Biologi Indonesia 4 (2), 105-112. Doi: https://doi.org/10.22219 /jpbi.v4i2.5788.
• Nurmaliah, C. (2009). Analisis keterampilan metakognisi siswa smp negeridi kota Malang berdasarkan kemampuan awal, tingkat kelas, dan jenis kelamin. Jurnal Biologi edukasi, 2085-6725, 18-21. Retrived from: http://www.jurnal. unsyiah.ac.id/JBE/article/view/410.
• Parrott, J., & Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews 4 (112), 2-8. Doi: 10.1186/s13643-015-0101-8.
• Palennari, M. (2016). Exploring the correlation between metacognition and cognitive retention of students using some biology teaching strategies. Journal of Baltic Science Education, 15(5), 617–629.
• Pratama, A.T. (2018). Improving metacognitive skills using problem-based learning (pbl) at natural science of primary school in deli serdang, Indonesia. Biosferjpb 11(2), 100-105.doi:https://doi.org/10.21009/biosfer jpb.v11n2.
• Ristanto, R.H. (2017). Pengembangan perangkat pembelajaran integrasi cooperative integrated reading and composition (CIRC) dan inkuiri terbimbing serta pengaruhnya terhadap literasi sains dan penguasaan konsep Biologi mahasiswa PGSD universitas pakuan (Unpublished doctoral dissertation). Universitas Negeri Malang, Malang.Sands, D. (2014). Concept and conceptual understanding: what are we talking about?. NDIR 10 (1), 7-11. Doi:10.11120/ndir.2014.00030.
• Sartono, N., Komala, R., &Dumayanti, H. (2016). Pengaruh penerapan model reciprocal teaching terintegrasi mind mapping terhadap pemahaman konsep siswa pada materi filum arthropoda. Biosferjpb9(1), 20-27.doi: https://doi.org/ 10.21009/biosferjpb.9-1.
• Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8.
• Sequeira, 2012. Introduction to concept of teaching and learning. SSRN 10(31), 1-6. Doi:http://dx.doi.org/10.2139/ssrn.2150166.
• Susiati, A., Adisyahputra., Miarsyah, M. (2018). Hubungan kemampuan membaca pemahaman dan kemampuan berpikir tingkat tinggi dengan kemampuan literasi sians guru biologi sma. Biosferjpb 11(1), 1-12.doi: https://doi.org/10.21009/biosfer jpb.11-1.
• Viennot, L. (2008). Learning and conceptual understanding: beyond simplistic ideas, what have we learned. International commission on physics education. Retrieved from: https://web.phys.ksu.edu/icpe/Publications /teach2/Viennot.pdf.
• Veenman, M.V.J., Kok, R., & Blonte, A.W. (2005). The relation between intellectual and metacognitive skills in early adolescene. Instructural Science 33 (1), 193-211. Doi:10.1007/s11251-004-2274-8.
• Zuhaida, A. (2018). Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding. International conference on science education 1006, 1-7. Doi: 10.1088/1742-6596/1006/1/012041