Jurnal BIOEDUIN : Program Studi Pendidikan Biologi, 2018
This study aimed to analyze the misconceptions and argumentation ability Biology educationstudent... more This study aimed to analyze the misconceptions and argumentation ability Biology educationstudents using diagnostic question clusters on the concept of molecular genetics. In addition,this study aims to look at the pattern of misconceptions tendencies and scientificargumentation ability of students accompanied by the factors supporting the occurrence ofmisconceptions and arguments student achievement levels. As this study focused on theconcept of molecular genetics which includes the concept of genes, chromosomes, DNA, andprotein synthesis. This research was conducted with the descriptive research method and thesample using purposive sampling techniques. The subjects were biology education students ofIslamic University of Sunan Gunung Djati Bandung who attended the lectures of genetics inthe academic year 2014/2015. The instrument used is a matter of diagnostic question clusters(DQCs) which covers a combined essay and multiple choice questions, learning observationsheet, and intervi...
Tujuan dari penelitian ini adalah untuk mengetahui keadaan miskonsepsi dan kemampuan argumentasi ... more Tujuan dari penelitian ini adalah untuk mengetahui keadaan miskonsepsi dan kemampuan argumentasi ilmiah mahasiswa pendidikan biologi pada konsep genetika molekuler. Penelitian ini menggunakan metode penelitian deskriptif dan subjek penelitiannya adalah mahasiswa pendidikan biologi Instrumen yang digunakan dalam penelitian ini adalah soal DQCs (Diagnostic Question Clusters), lembar observasi, wawancara dan catatan lapangan. Soal diujikan sebanyak dua kali yakni sebelum pembelajaran dan setelah pembelajaran secara tertulis. Soal DQCs digunakan untuk menjaring kemunculan adanya miskonsepsi dan kemampuana argumentasi ilmiah. Lembar observasi digunakan untuk mengetahui aktivitas belajar mahasiswa di dalam kelas ketika proses pembelajaran berlangsung. Wawancara digunakan untuk mengetahui faktor-faktor penyebab miskonsepsi. Hasil penelitian menyebutkan bahwa miskonsepsi yang teridentifikasi pada pembelajaran genetika molekuler adalah sebagai berikut: DNA dan RNA (17 %); gen (13,75%); kromo...
The learning process biology can not be separated from the biological assessment of the results o... more The learning process biology can not be separated from the biological assessment of the results of the learning process. In addition, many students are required to memorize and understand the concepts. Most students find it difficult to memorize the classic manner, so that the educational innovators create a way to determine the extent of students' understanding of the relationship one concept to another. One of them is to use a mind map. However, in an era now use mind mapping by academics no longer with handwriting but facilitated by digital technology via software or application in computer systems. In assessing artificial mind map software students should also be made to assess the results of the mind map through scanning. Scanning can be performed on the student's own handwriting image, or directly scan files created digitally. Through scanning, teachers no longer need to manually check the results of students' mind map, simply enter the desired course assessment ru...
Jurnal BIOEDUIN : Program Studi Pendidikan Biologi, 2018
This study aimed to analyze the misconceptions and argumentation ability Biology educationstudent... more This study aimed to analyze the misconceptions and argumentation ability Biology educationstudents using diagnostic question clusters on the concept of molecular genetics. In addition,this study aims to look at the pattern of misconceptions tendencies and scientificargumentation ability of students accompanied by the factors supporting the occurrence ofmisconceptions and arguments student achievement levels. As this study focused on theconcept of molecular genetics which includes the concept of genes, chromosomes, DNA, andprotein synthesis. This research was conducted with the descriptive research method and thesample using purposive sampling techniques. The subjects were biology education students ofIslamic University of Sunan Gunung Djati Bandung who attended the lectures of genetics inthe academic year 2014/2015. The instrument used is a matter of diagnostic question clusters(DQCs) which covers a combined essay and multiple choice questions, learning observationsheet, and intervi...
Tujuan dari penelitian ini adalah untuk mengetahui keadaan miskonsepsi dan kemampuan argumentasi ... more Tujuan dari penelitian ini adalah untuk mengetahui keadaan miskonsepsi dan kemampuan argumentasi ilmiah mahasiswa pendidikan biologi pada konsep genetika molekuler. Penelitian ini menggunakan metode penelitian deskriptif dan subjek penelitiannya adalah mahasiswa pendidikan biologi Instrumen yang digunakan dalam penelitian ini adalah soal DQCs (Diagnostic Question Clusters), lembar observasi, wawancara dan catatan lapangan. Soal diujikan sebanyak dua kali yakni sebelum pembelajaran dan setelah pembelajaran secara tertulis. Soal DQCs digunakan untuk menjaring kemunculan adanya miskonsepsi dan kemampuana argumentasi ilmiah. Lembar observasi digunakan untuk mengetahui aktivitas belajar mahasiswa di dalam kelas ketika proses pembelajaran berlangsung. Wawancara digunakan untuk mengetahui faktor-faktor penyebab miskonsepsi. Hasil penelitian menyebutkan bahwa miskonsepsi yang teridentifikasi pada pembelajaran genetika molekuler adalah sebagai berikut: DNA dan RNA (17 %); gen (13,75%); kromo...
The learning process biology can not be separated from the biological assessment of the results o... more The learning process biology can not be separated from the biological assessment of the results of the learning process. In addition, many students are required to memorize and understand the concepts. Most students find it difficult to memorize the classic manner, so that the educational innovators create a way to determine the extent of students' understanding of the relationship one concept to another. One of them is to use a mind map. However, in an era now use mind mapping by academics no longer with handwriting but facilitated by digital technology via software or application in computer systems. In assessing artificial mind map software students should also be made to assess the results of the mind map through scanning. Scanning can be performed on the student's own handwriting image, or directly scan files created digitally. Through scanning, teachers no longer need to manually check the results of students' mind map, simply enter the desired course assessment ru...
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