ANALISIS KEMAMPUAN HIGHER ORDER QUESTIONS, BERPIKIR KRITIS, DAN PROBLEM SOLVING MAHASISWA BIOLOGI PADA PEMBELAJARAN KEANEKARAGAMAN TUMBUHAN BIJI BERBASIS REPRESENTASI FILOGENETIK

• Main Author: Rhein Renata Khalisa, - (Author)
• Format: Book
• Published: 2019-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Untuk mendukung literasi abad ke-21, dosen sebaiknya menerapkan pembelajaran yang menargetkan keterampilan bertanya tingkat tinggi (Higher Order Questions/ HOQs). Penelitian ini bertujuan untuk menganalisis efek dari penggunaan representasi filogenetik dalam pembelajaran keanekaragaman tumbuhan biji terhadap keterampilan HOQs, berpikir kritis dan problem solving mahasiswa. Metode penelitian ini adalah pra eksperimen dengan desain one group pretest posttest. Penelitian ini dilakukan pada mahasiswa Biologi semester 4 yang terdiri dari 27 mahasiswa dengan instrumen berupa sepuluh soal esai kemampuan HOQs, lima soal kemampuan berpikir kritis, dan tiga soal kemampuan problem solving. Hasil penelitian menunjukkan bahwa terjadi peningkatan keterampilan HOQs (N-Gain= 0.62), kemampuan berpikir kritis (N-Gain=0.62), dan juga peningkatan kemampuan problem solving (N-Gain=0.58). Hasil penelitian juga menunjukkan data kualitatif berupa peningkatan keterampilan dari Lower Order Questions menjadi Higher Order Questions.---------To fostering 21st century skills, lecturers must implement a lesson toward a high-level questioning skills as a target. This research was aimed to analyze the effect of use of phylogenetics representation. in sperm plants taxonomy learning on HOQs, critical thinking, and problem solving of undergraduate students. Research method was pre-experimental with one group pretest posttest design. This research was conducted on the 4th semester Biology students which are consisted of 27 students with courses were assign to ten of essay high order question skills, five essay of critical thinking questions, and three essay of problem solving questions. The results indicated that there is improvement of students HOQs (N-Gain= 0,62), critical thinking (N-Gain= 0.62) as well as their problem solving (N-Gain=0.58). In addition, qualitative data revealed the increasing from Lower Order Questions to Higher Order Questions. Good achieving of step by step of learning process using phylogenetic approach experienced by each student was well documented in this study.

Item Description

http://repository.upi.edu/44181/1/T_BIO_1706965_Title.pdf
http://repository.upi.edu/44181/2/T_BIO_1706965_Chapter1.pdf
http://repository.upi.edu/44181/3/T_BIO_1706965_Chapter2.pdf
http://repository.upi.edu/44181/4/T_BIO_1706965_Chapter3.pdf
http://repository.upi.edu/44181/6/T_BIO_1706965_Chapter4.pdf
http://repository.upi.edu/44181/5/T_BIO_1706965_Chapter5.pdf
http://repository.upi.edu/44181/7/T_BIO_1706965_Appendix.pdf