.png)
.png)
Increasing understanding of biology concepts through writing scientific papers during the pandemic
Abstract
Learning activities were carried out online during the Covid-19 pandemic. Students must improve their ability to write biological scientific papers and apply them in the real world, even presenting them during distance learning. This research is classroom action research that aims to improve the mastery of cell transport concepts and their ability to write scientific papers through online learning. The research was conducted in class XI MIPA 1 at SMA Negeri 2 Purwakarta with 36 students with three cycles of treatment using a constructivist approach with a modified inquiry model. Each cycle is based on a reflection of the previous cycle. The test result data in each cycle is analyzed by comparing the data before and after treatment. Observation data about scientific writing components was analyzed to identify difficulties experienced by students. The results showed that the average learning outcomes for mastery concepts increased by 54.2% using the N-gain score, which means that the treatment significantly impacts mastering the concept of cell transport. The ability of scientific writing papers shows an increase of 11.25%. These classroom action research results show that making scientific writing papers can improve mastery of cell transport, and this may be a recommendation for teaching methods on other concepts.
Abstrak
Kegiatan pembelajaran dilaksanakan secara daring selama pandemi covid 19. Kemampuan peserta didik dalam menulis karya ilmiah biologi dan menerapkannya dalam dunia nyata penting ditingkatkan, bahkan presentasi saat belajar jarak jauh. Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan penguasaan konsep transportasi sel, dan meningkatkan kemampuan menulis karya ilmiah dengan pembelajaran daring. Penelitian ini dilaksanakan di kelas XI MIPA 1 SMA Negeri 2 Purwakarta yang berjumlah 36 siswa, dengan perlakuan 3 siklus menggunakan pendekatan konstruktivisme dengan model inkuiri yang dimodifikasi. Setiap siklus didasarkan pada refleksi dari siklus sebelumnya. Data hasil tes setiap siklus dianalisis dengan membandingkan data sebelum dan sesudah perlakuan. Data observasi tentang komponen penulisan ilmiah dianalisis untuk mengidentifikasi kesulitan yang dialami siswa. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar penguasaan konsep meningkat sebesar 54,2% dengan menggunakan skor N-gain yang berarti perlakuan berpengaruh signifikan terhadap penguasaan konsep transportasi sel. Kemampuan menulis karya ilmiah menunjukkan peningkatan sebesar 11,25%. Hasil penelitian tindakan kelas ini menunjukkan bahwa pembuatan karya tulis ilmiah dapat meningkatkan penguasaan konsep transportasi sel, dan dapat menjadi rekomendasi metode pengajaran pada konsep lainnya.
Keywords
Full Text:
PDFReferences
Anisa, A., Widodo, A., Riandi, R., & Muslim, M. (2019, November). Genetics in socio scientific issues: measuring rebuttal abilities in scientific argumentation. In Journal of Physics: Conference Series (Vol. 1280, No. 3, pp. 1-7). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1280/3/032002
Anisa, A., Widodo, A., Riandi, R., & Muslim, M. (2022). Students’ argumentation in science lessons how effective is rebuttal analysis framework in representing the complexity of classroom argumentation?. Sience & Education, 2(3), 669–687. DOI: https://doi.org/10.1007/s11191-022-00320-8
Bakia, M., Shear, L., Toyama, Y., & Lasseter, A. (2012). Understanding the implications of online learning for educational productivity. Washington: Office of Educational Technology, US Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED532492.pdf
Balgopal, M. M., Casper, A. M. A., Wallace, A. M., Laybourn, P. J., & Brisch, E. (2018). Writing matters: Writing-to-learn activities increase undergraduate performance in cell biology. BioScience, 68(6), 445–454. DOI: https://doi.org/10.1093/biosci/biy042
Boehm, G. A. W. (1953). Scientific writing. American Psychologist, 8(3), 123. DOI: https://doi.org/https://doi.org/10.1037/h0054501
Cotton, K. (1988). Classroom questioning. School improvement research series, 5, 1-22. DOI: https://doi.org/10.1080/00221347308981289
Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In International handbook of research on conceptual change, (pp. 629-646). Routledge. Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/13550/164682_164682..pdf?sequence=2
Hasibuan, M. B., Gultom, S., & Regina, W. (2021). Online learning implementation during the covid- 19 pandemic. In Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), (Vol. 591, pp. 253–257). DOI: https://doi.org/10.2991/assehr.k.211110.092
Hasni, A., Roy, P., & Dumais, N. (2016). The teaching and learning of diffusion and osmosis: What can we learn from analysis of classroom practices? A case study. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1507–1531. DOI: https://doi.org/10.12973/eurasia.2016.1242a
Hohenshell, L. M., & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2–3), 261–289. DOI: https://doi.org/10.1080/09500690500336965
Kelana, J. B., Sopandi, W., Firdaus, A. R., Maulana, Y., Fasha, L. H., & Fiteriani, I. (2022). Kemampuan guru sekolah dasar dalam membuat pertanyaan pra pembelajaran menggunakan model radec. Jurnal Cakrawala Pendas, 8(4), 1171-1180. DOI: https://doi.org/10.31949/jcp.v8i4.2688
Kern, R., & Schultz, J. M. (2005). Beyond orality: Investigating literacy and the literary in second and foreign language instruction. Modern Language Journal, 89(3), 381–392. DOI: https://doi.org/10.1111/j.1540-4781.2005.00312.x
Kraus, M. W. (2009). The difficulties of scientific writing. APS Association for Psychological Science, 22, 1-5. Retrieved from https://www.psychologicalscience.org/observer/the-difficulties-of-scientific-writing
Krest, M., & Carle, D. (1999). Scientfic writing a model for integrating writing & critical thinking. The American Biology Teacher, 61(3), 223–227. DOI: https://doi.org/10.2307/4450655
Larsson, C. (2012). Critical aspects of understanding of the structure and function of the cell membrane students’ interpretation of visualizations of transport through the cell membrane, (Undergraduate thesis, Linköping University, Sweden). Retrieved from https://www.diva-portal.org/smash/get/diva2:25027/FULLTEXT01.pdf
McGee, P. (2013). Supporting academic honesty in online courses. Journal of Educators Online, 10(1), 1-31. DOI: https://doi.org/10.9743/JEO.2013.1.6
Moses, R. N., & Mohamad, M. (2019). Challenges faced by students and teachers on writing skills in ESL contexts: A literature review. Creative Education, 10(13), 3385–3391. DOI: https://doi.org/10.4236/ce.2019.1013260
Nguyen, T. (2015). The Effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319. Retrieved from https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Nuntasane, J., Tawnonngiew, B., & Nuangchalerm, P. (2020). Developing scientific writing of lower secondary students through inquiry and science writing heuristic learning. Jurnal Penelitian dan Pembelajaran IPA, 6(2), 180-193. DOI: https://doi.org/10.30870/jppi.v6i2.7657
Nuraiman, N., Tama, S. P., Sari, N., Anwar, K., Pertiwi, M., & Mesra, R. (2023). Kreativitas guru ppkn dalam pembelajaran daring pada masa pandemi covid 19 di SMA Muhammadiyah Padang Panjang. JUPE: Jurnal Pendidikan Mandala, 8(1), 188-194. DOI: http://dx.doi.org/10.58258/jupe.v8i1.4873
Rastri, A., Rezeki, Y. S., Salam, U., Riyanti, D., & Surmiyati, S. (2023). An analysis of students’ problems in writing a research proposal. Acitya: Journal of Teaching and Education, 5(1), 57–71. DOI: https://doi.org/10.30650/ajte.v5i1.3479
Rayment, S., Garrie, K., Kaur, I., McVicker, G., Storey, E., Winter, J., De Girolamo, L. A., Rimmer, C., Negus, D., Nelson, C., Thomas, J., Loughlin, M., & Dale, J. (2022). Investigating student engagement and making science real during a pandemic: Bioskills at home, a case study. Education Sciences, 12(2), 1-19. DOI: https://doi.org/10.3390/educsci12020106
Rundgren, C. J., Rundgren, S. N. C., & Schönborn, K. J. (2010). Students’ conceptions of water transport. Journal of Biological Education, 44(3), 129–135. DOI: https://doi.org/10.1080/00219266.2010.9656209
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. DOI: https://doi.org/10.3926/JOTSE.888
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. (2020). Questioning techniques and teachers’ role in the classroom. Shanlax International Journal of Education, 8(4), 45–49. DOI: https://doi.org/10.34293/education.v8i4.3260
Song, D. (2016). Student-generated questioning and quality questions: A. Research Journal of Educational Studies and Review, 2(5), 58–70. Retrieved from http://pearlresearchjournals.org/journals/rjesr/archive/2016/Nov/Abstract/Donggil.html
Sparks, J. R., Song, Y., Brantley, W., & Liu, O. L. (2014). Assessing written communication in higher education: Review and recommendations for next‐generation assessment. ETS Research Report Series, 2014(2), 1-52. DOI: https://doi.org/10.1002/ets2.12035
St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). Covid‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. DOI: https://doi.org/10.1111/bjet.13169
Supriyanto, A. (2020, December). The effect of training scientific writing on the improvement of teachers’ understanding in articles. In 1st International Conference on Information Technology and Education (ICITE 2020), (pp. 406-415). Atlantis Press. DOI: https://doi.org/10.2991/assehr.k.201214.269
Takao, A. Y., & Kelly, G. J. (2003). Assessment of evidence in university students’ scientific writing. Science & Education, 12, 341-363. DOI: https://doi.org/10.1023/A:1024450509847
Wallace, M., & Wray, A. (2021). Critical reading and writing for postgraduates. London: Sage.
Whithaus, C. (2012). Claim-evidence structures in environmental science writing: modifying toulmin’s model to account for multimodal arguments. Technical Communication Quarterly, 21(2), 105–128. DOI: https://doi.org/10.1080/10572252.2012.641431
Yazar Soyadı, B. B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–71. DOI: https://doi.org/10.18200/jgedc.2015214253
DOI: http://dx.doi.org/10.20527/bino.v5i3.16833
Article Metrics
Abstract view : 570 timesPDF - 257 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
