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Assessing deep learning orientation in pre-service teachers’ ecology field trip designs using the ANCOR framework
Abstract
Field trips play a crucial role in the education of prospective biology teachers, as they not only strengthen conceptual understanding but also foster pedagogical and professional competencies. The ability of students to design fields trip activities within instructional modules is essential for promoting meaningful learning. However, in practice, field trip activities often remain focused on data collection and procedural tasks. This study aims to analyze the extent to which deep learning is reflected in the learning designs embedded in the modules used by students during an ecology trip. Deep learning orientation in this study is that students can create modules that thoroughly combine theory and field observation data based on ANCOR framework. A quantitative descriptive approach was employed to evaluate student-developed field trip modules oriented toward deep learning. The evaluation was conducted using the ANCOR framework (analyze, trial, and reconstruct). The results indicate that students meet expectation (68%) across eight module aspects. Student achievement was predominantly concentrated on technical and operational aspects, such as the use of tools and materials, object identification, and data transformation, while conceptual components remained limited. The development of field trip modules has important implications for enhancing prospective teachers’ readiness to design meaningful biology instruction, particularly in fostering higher-order thinking skills and data literacy.
Abstrak. Field trip merupakan pengalaman pembelajaran penting dalam pendidikan calon guru biologi karena tidak hanya memperkuat pemahaman konsep, tetapi juga mengembangkan kompetensi pedagogik dan profesional. Kemampuan mahasiswa dalam merancang kegiatan field trip dalam sebuah modul menjadi penting sebagai pembelajaran yang bermakna. Akan tetapi, praktik di lapangan menunjukkan bahwa kegiatan field trip seringkali masih berorientasi pada pengumpulan data dan aktivitas procedural. Penelitian ini bertujuan untuk menganalisis orientasi pembelajaran mendalam dalam desain pembelajaran yang disusun oleh mahasiswa dalamc melaksanakan kegiatan field trip ekologi. Orientasi pembelajaran pada studi ini adalah mahasiswa dapat menyusun desain pembelajaran berdasarkan teori dan hasil observasi lapangan berdasarkan ANCOR framework Penelitian ini menggunakan pendekatan deskriptif kuantitatif untuk mengevaluasi desain field trip berorientasi deep learning pada proyek ekologi yang disusun oleh mahasiswa dalam bentuk modul. Evaluasi modul dianalisis dengan pendekatan ANCOR, yaitu analyze, trial, dan reconstruct. Evaluasi dari modul ini menunjukkan bahwa mahasiswa telah memenuhi kriteria minimal pada delapan aspek modul, meski belum mencapai tingkat optimal. Capaian mahasiswa masih didominasi oleh aspek teknis operasional, seperti penguasaan pada alat dan bahan, identifikasi objek, dan transformasi data. Penyusunan modul field trip berdampak pada kesiapan mahasiswa calon guru dalam merancang pembelajaran biologi yang bermakna serta dapat mengembangkan keterampilan berpikir tingkat tinggi (higher-order thinking skills) dan literasi data.
Keywords
References
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DOI: http://dx.doi.org/10.20527/bino.v8i3.25963
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