STUDENTS' LEVEL OF THINKING IN BIO-
TECHNOLOGY USING EXAMPLES BASED LEARNING
M. HALIMAH*, A. RAHMAT, S. REDJEKI, RIANDIScience Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, Indonesia
*Corresponding author: [email protected]
Abstract
Biotechnology is one of the subjects that is still considered difficult for students to understand. One of the learning approaches that can provide a solution is EBL. This study aims to find out how the level of thinking of students participating in biotechnology courses during online classes using Examples Based Learning (EBL) approach on recombinant DNA material and to determine the mastery of concepts of prospective Biology teacher students on recombinant DNA material.
The method used in this research is one group pre-test post-test design. The results showed that there was an increase in student learning outcomes in the medium category with a high tendency, for students' thinking ability using the Marzano 2007 framework, the highest level is at the level of thinking retrieval level 1 and level 3 Analysis, level 5 metacognitive and level 6 self-system. Meanwhile, level 2 comprehension and level 4 knowledge in medium category. The result is so because EBL provides expert solutions. The implication of these results that EBL can be an alternative solution for online learning while still being able to increase students' thinking levels, especially the level of metacognitive thinking and self-systems.
Keywords: Based learning (EBL), Biotechnology, Students’ thinking ability.
1. Introduction
Biotechnology is one of the subjects taught in the Biology Education Study program. Students as prospective Biology teachers taught to equip this course. As part of the provision of knowledge for prospective Biology teachers, biotechnology is still considered difficult to understand for students participating in the course. It is because biotechnology teaches many things that seem abstract, unreal, and imaginative [1]. It requires excellent visualization and explanation. For example, in the Recombinant DNA material, starting from the description of DNA, genes, chromatin, and the technology of how to isolate, cut, and combine DNA so that students can understand the material so that it will be easy to apply it in everyday life. In general, teachers do not understand the basics of knowledge needed to explain biotechnology material [2]. These difficulties can be overcome and minimized with the ability of the skills possessed by the teacher in composing material, integrating, collaborating with technology, and good pedagogic mastery.
In addition, students' thinking skills with a high level of thinking can also optimize their understanding of Biotechnology. One learning approach that can accommodate learning material content and can increase students' thinking level is EBL. EBL is example-based learning that provides expert solutions.
EBL is example-based learning that provides expert solutions. The effectiveness of example-based learning will increase if students can re-explain concepts or materials. Still, students can also elaborate and synthesize the principles and concepts that they already understand [3]. Digital assessments can improve students' higher- order thinking skills in distance learning, such as Chemical Engineering Learning for Biotechnology students [4]. EBL can improve problem-solving skills for novice students [5]. Example-based workshops can also improve teachers' thinking skills in the development program (PDP) for in-service teachers [6]. Example-based learning is also close to self-regulated learning, namely learning that directs oneself to learn independently [7]. The research carried out is to find out the description of the thinking level of students in Biotechnology courses, especially recombinant DNA Technology material using EBL. The novelty of this research is that EBL is used in biotechnology learning. Unlike previous studies, most EBL is used in learning mathematics or geometry, but it is also used. It has been developed in other fields such as music, chess, athletics, and computer programming [8]. In addition, it is also widely developed in medical learning [9].
2. Methods
This research used a survey method. The subjects of the study were pre-service.
The research method used is one group pre-test post-test design with one experimental class-participants in this study involving thirty-one students: thirty female students and one male student. The needs and characteristics of the EBL approach to implementing the learning carried out in this research are online development using the Moodle Learning Management System (LMS). The discussion with students is carried out through the media zoom meeting, which is automatically integrated into the Learning management system (LMS). The duration of the learning time is 90 minutes with the following learning steps: 1) The pre-test lasts for 10 minutes; 2) Lecturers show videos of learning materials.
Students listen and observe videos (Listening and Observing) which last for 20 minutes; 3) Students then interpret the video (Interpretation) by writing down what they understand from the video about the material.
The interpretation of this video is assisted and guided by working on the LKM student worksheet for 20 minutes; 4) The students then raise the problem (Expressing the problem), which lasts for 5 minutes; 5) Students look for solutions to the problems raised (find the solution); 6) Students make presentations and group discussions (Communication) which lasts for 15 minutes; 7) Post-test for 10 minutes; 8) Lecturer confirms the material being studied for 10 minutes; 9) Students are guided by lecturers to conclude the results. 5-minute study. The learning steps used are learning steps with examples-based learning (EBL) approach, and the learning videos used are made with the characteristics of worked examples videos.
The pre-test and post-test questions were developed, starting from the level of retrieve, comprehension, analysis, knowledge utilization, Metacognitive, to the self-system level of 13 questions with different indicators. Each indicator used at each level is as follows: level 1- retrieval the indicator used is recalling; level 2- comprehension indicators used by integration; level 3- Analysis of indicators used matching, Classifying and Specifying; level 4- Knowledge Utilization indicators used in Decision making, Investigating and Problem-solving; Level 5- Metacognitive indicators used Specifying goals; Level 6- Self System indicators used by Examining Efficacy. The pre-test and post-test data obtained were then analysed using SPSS to obtain the N gain value.
3. Results and Discussions
3.1. The impact of EBL on recombinant DNA biotechnology
courses on the mastery of concepts for prospective biology
teacher students
The first research question is how the impact of EBL in Biotechnology courses on mastering the concept of recombinant DNA for Biology teacher candidates? It will be answered in the following description. The pre-test and post-test results showed that the EBL approach could improve the mastery of concepts or learning outcomes for prospective Biology teacher students in the medium category, with an N gain of 0.7. The results of the SPSS calculation can be shown in table 1. The results of this study are in line with the research proposed by Roelle et al. [3], where EBL effectively improves student learning outcomes in chemistry subjects.
Table 1. Recapitulation of pre-test and post-test score.
Component Pre-test Post-test
Total Student 31 31
Average 28.41 76.07
Deviation standard 11.22 14.94
Score maximum 48.39 93.55
Score minimum 3.23 22.58
Normality test (Saphiro Wilk) 0.93 (normal) 0.86 (normal)
N-gain 0.7
The final test score increased by 47.66 points, from an average score of 28.41 to 76.07. Increased knowledge of this material can also be seen from the results of N-gain. The average N-gain score of 0.7 is included in the medium category. The results of this N-gain calculation are reinforced by the percentage of N gain, as illustrated in Fig. 1.
Based on Fig. 1, it is found that the N-gain value is more clustered in the high category with a percentage of 58.84% or as many as 17 students. The number of students in the medium N-gain category was 13 people, or 41.94%. Only one person, or 3.23% of students, is in the low N gain category. Based on the results of the analysis, it can be concluded that the use of EBL in Biotechnology courses on the concept of recombinant DNA is effective in increasing the mastery of concepts for prospective Biology teacher students. That is why teachers must think good strategies for improving student comprehension [10-15].
Fig. 1. Frequency in the N-gain category in mastering the concept of recombinant DNA.
3.2. The thinking level of student in biotechnology courses
The second research question is how to describe the thinking level of students in biotechnology courses during online classes using EBL on the concept of Recombinant DNA? It will be answered in the following description. The thinking ability framework used is from Ateskan and Lane [6] which is level 1- retrieval indicator used is recalling; level 2- comprehension indicators used by integration;
level 3- Analysis of indicators used matching, Classifying and Specifying; level 4- Knowledge Utilization indicators used in Decision making, Investigating and Problem-solving; Level 5- Metacognitive indicators used Specifying goals; Level 6 - Self System indicators used by Examining Efficacy. It is in line with the results of the research presented by Ateskan and Lane [6], namely that self-regulated learning systems that are close to EBL can improve teachers' thinking skills in in- service teacher training programs.
Based on the Table 2 and Fig. 2, the number of students who mostly grouped into the high N-gain category was at the level of analytical thinking (L3), retrieving (L1), metacognitive (L5), and self-system (L6). While at L2 and L4, N-gain students grouped in the medium category.
Of all the verb indicators used to make questions, almost all questions at level 1-retrieval can be answered correctly by all participants, so it is not surprising that the N gains are in the high category. At level 2-comprehension, some of the participants answered correctly so that n gains in the low category. It is possible
due to the doubts of some participants in answering the questions posed, namely, the indicator verb used is to describe the relationship between the sexual mechanism in bacteria and recombinant DNA technology.
Table 2. Results of thinking ability biology teacher candidate student at energy level.
Level of thinking Indicator N-Gain
Level 1-Retrieval Recalling 0.73
Level 2-Comprehension Integration 0.63
Level 3-Analysis Matching, classifying dan specifying 0.75 Level 4-Knowledge
utilization
Decision making, investigating dan
problem solving 0.60
Level 5-Metacognitive Specifying goals 0.67
Level 6-Self system Examining efficacy 0.68
Fig. 2. Thinking ability results biology teacher candidate students at each level.
Furthermore, at level 3, the analysis resulted in n gains with a high category; there were three questions with different verb indicators, namely sorting, classifying, and developing arguments between typical recognition sequences and specific cutting sites on restriction endonuclease enzymes. At level 4 - Knowledge utilization, the results obtained n gains in the medium category. Some students lack a lot of knowledge, especially on indicators explaining the dangers of using GMO food and solving problems to produce non-GMO crops with tissue culture techniques. Another factor is that students feel hesitant to answer, especially on making decisions about which recombinant DNA technology to use. The increase in student learning outcomes strongly influenced by many factors, such as the duration of the test, signal problems, and others. So, the results obtained are not optimal.
Other factors that influence include the high cognitive load of this course.
Besides that, some students are still in the stage of concrete thinking [16-26], have not entered formal or post-formal.
4. Conclusion
This study aims to determine the improvement of student learning outcomes and thinking skills in Biotechnology, the concept of recombinant DNA technology using EBL. This study uses quantitative methods with one group pre-test post-test design. the results of research conducted on 31 prospective biology teacher students participating in the Biotechnology course found an increase in learning outcomes with an N gain of 0.70, namely in the medium category, which tends to be high. In addition, students' thinking skills also increased, especially at the highest level, namely at the level of retrieval thinking level 1, level 3, namely analysis, level 5 metacognitive, and level 6 self-system. Meanwhile, level 2 comprehension and level 4 knowledge utilization are in the medium category. The implication of these results that EBL can be an alternative solution for online learning while still being able to increase students' thinking levels, especially the level of metacognitive thinking and self-systems.
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