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All Journal Scientiae Educatia: Jurnal Pendidikan Sains Biosfer: Jurnal Pendidikan Biologi JPBIO (Jurnal Pendidikan Biologi)
Aidil Adhani
Biology Education, Faculty Of Teacher Training And Education, Universitas Borneo Tarakan
Education

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Correlation of creative thinking skill with STEAM readiness of biology pre-service teacher Aidil Adhani; Fadhlan Muchlas Abrori; Linta Annisa
JPBIO (Jurnal Pendidikan Biologi) Vol 7, No 2 (2022): November 2022
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v7i2.1896

Abstract

Creative thinking skills are one of the 21st century skills that must be possessed by biology pre-service teachers. Someone with good creative thinking skills can more easily convey ideas, solve problems, and always think differently than usual. The aim of this study is to know how the relationship between creative thinking skills to STEAM rediness. This research is correlational quantitative research. The sampling technique used in this research is the quota sampling technique. The number of students used as a sample is 90 people with each batch consist of 30 samples. The instrument used in this study is a questionnaire, both to measure creative thinking skills and STEAM readiness. Data analysis techniques using Spearman rank correlation. The data shows the strong correlation between creative thinking skill and STEAM readiness with correlation coefficient value 0,622. The aspects of creative thinking skill are potential to make pre-service teacher more prepared to STEAM implementation at school. The better the creative thinking skills of biology pre-service teacher, the more prepared they will be in implementing STEAM later.
Hybrid project-based learning for problem-solving skils and student creativity in plant anatomy and physiology courses Silfia Ilma; Aidil Adhani; Nelsiani Thomas Sarira
Biosfer: Jurnal Pendidikan Biologi Vol 16 No 1 (2023): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.33888

Abstract

Problem solving and creativity skills are very important skills for students to face global challenges. This study aims to analyze the effect of the Hybrid project-based learning (HPBL) learning model on students' problem-solving skills and creativity. This research used a pretest-posttest non-equivalent control group design. The experiment was conducted March to October 2022. The essay test of problem-solving and creativity was applied to measure students' problem-solving skills and creativity. Data collection in this study was carried out using Google Form, Google Classroom, Google meet, and WhatsApp. Data analysis using SPSS version 23 software. The analysis of covariate (ANCOVA) analysis results showed that HPBL affected problem-solving skills and student creativity with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving problem-solving skills and creativity. The HPBL class gained the highest posttest score. Therefore, HPBL could be applicable to improve problem-solving skills and student creativity.
Unraveling the connection: Digital competence and steam readiness in biology pre-service teachers Aidil Adhani
Biosfer: Jurnal Pendidikan Biologi Vol 16 No 2 (2023): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.34338

Abstract

Digital competence is one of the things that pre-service teachers need to have in order to survive in global competition. The goal of this reasearch is to know the correlation between digital competence of biology pre-service teachers and their readiness to apply STEAM-oriented learning. This research is a bivariate correlational quantitative research. The sampling technique used in this study is the quota sampling technique with number of sample are 90 students. The instrument used in this study was a questionnaire to measure students' digital competency skills and their readiness for STEAM. The data analysis technique in this study is inferential statistical analysis in the form of a bivariate correlation test (Spearman Rank correlation). The Correlation Coefficient value shows a coefficient of 0.622, meaning there is a strong relationship between digital competence and readiness for STEAM. The digital competence of pre-service teachers is considered necessary in STEAM-oriented learning because technology and digital tools play an essential role in improving the quality of learning and enabling more interactive, innovative, and fun learning experiences.
Profiling the Preservice Biology Teachers’ Teaching Orientations: Challenges of 21st Century Learning Listiani Listiani; Aidil Adhani
Scientiae Educatia: Jurnal Pendidikan Sains Vol 12, No 1 (2023): June 2023
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v12i1.13856

Abstract

Teacher's teaching orientations represent teachers' preference in selecting teaching methods that are part of their thinking process and decision-making. Because of the variety of classroom situations, the condition of the students, and the topics to be taught, different teachers might have different preferences for teaching their classrooms. As novice teachers still learn and acquire information regarding the actual classroom setting, this research aims to determine their preference for teaching instructions. Forty-six preservice biology teachers participated in this study. The data was collected using the online version of Indo-POSTT (Pedagogy of Science Teaching Test) was used to understand the preservice teachers' teaching orientations. This formative instrument has been implemented to assess pre- and in-service science teachers' teaching orientations but has never been done widely in Indonesia. Statistically, the study results show that our respondents preferred the more teacher-centered approaches instead of student-centered ones. Active Direct instruction is the most preferred teaching method, while inquiry instruction is the least preferred. This information is especially essential for teacher training institutions to prepare preservice teachers best qualified by understanding the teaching approaches they selected for teaching in the classroom.
Co-Authors Fadhlan Muchlas Abrori Linta Annisa Listiani Listiani Nelsiani Thomas Sarira Silfia Ilma