Profile of Genetic Concepts Understanding for 9th Junior High School
DOI:
10.29303/jppipa.v8i6.2047Published:
2022-12-25Downloads
Abstract
This research aims to analyze the understanding of students’ concepts in 9th grade junior high school on genetic material. Mastery of concepts is one of the important aims in the process of learning biology. In this research, it is used case study method with the research design pretest only one group design. The number of samples is 50 9th grade students consisting of 35 female students and 15 male students. The average of sample is 14--15 years old. The research instruments consist of 15 multiple choice questions on genetic material. The results show that the understanding of the concept of most of the students is about -0.19 logit. There are differences in mastering the concept of understanding between male and female students at certain concepts. It is used the Rasch model that can explain well the profile of students' conceptual understanding using output table 3.1 summary statistics: reliability person and separation person. Response patterns are known from person fit and scalogram table, as well as output table 30. Item: dif, between/within is applied to detect question bias both genders. The results of profile in understanding the concept of biology learning on genetic concepts require further researches to be able to improve the learning process so as to elevate the understanding of genetic concepts for 9th grade junior high school students
Keywords:
Understanding genetics Misconceptions Rasch model analysisReferences
AltunoÄŸlu, B. D., & Åžeker, M. (2015). The Understandings of Genetics Concepts and Learning Approach of Pre-Service Science Teachers. Journal of Educational and Social Research, March. https://doi.org/10.5901/jesr.2015.v5n1s1p61
Baran, M. (2016). An Analysis on High School Students’ Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey). Journal of Education and Training Studies, 4(3), 150–160. https://doi.org/10.11114/jets.v4i3.1243
Celik, S. (2014). Chemical literacy levels of science and mathematics teacher candidates. Australian Journal of Teacher Education, 39(1). https://doi.org/10.14221/ajte.2014v39n1.5
Cesarini, D., & Visscher, P. M. (2017). Genetics and educational attainment. Npj Science of Learning, 2(1), 1–8. https://doi.org/10.1038/s41539-017-0005-6
Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views. Educational Research and Reviews, 7(3), 61–71. https://doi.org/10.5897/ERR11.205
Coley, J. D., & Tanner, K. D. (2012). Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking. CBE Life Sciences Education, 11(3), 209–215. https://doi.org/10.1187/cbe.12-06-0074
Collins, A., & Halverson, R. (2010). Technology supports for lifelong learning. International Encyclopedia of Education, 184–188. https://doi.org/10.1016/B978-0-08-044894-7.00737-5
Duman, N. (2018). Determination of Misconceptions in Disaster Education with Concept Cartoons: The Case of Flood and Overflow. International Journal of Environmental & Science Education, 13(10), 831–843. http://www.ijese.com
El-Emadi, A. A., Said, Z., & Friesen, H. L. (2019). Teaching style differences between male and female science teachers in qatari schools: Possible impact on student achievement. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109236
Etobro, A. B., & Banjoko, S. O. (2017). Misconceptions of genetics concepts among pre-service teachers. Global Journal of Educational Research, 16(2), 121. https://doi.org/10.4314/gjedr.v16i2.6
Fairazatunnisa, Dwirahayu, G., & Musyrifah, E. (2021). Challenge Based Learning Dalam Meningkatkan Kemampuan Berpikir Kreatif Siswa Pada Materi Persamaan Linear Satu Variabel. Edukatif : Jurnal Ilmu Pendidikan, 3(5), 1942–1956. https://doi.org/https://doi.org/10.31004/edukatif.v3i5.702
Galvin, E., & Mooney Simmie, G. (2015). Identification of Misconceptions in the Teaching of Biology: A Pedagogical Cycle of Recognition, Reduction and Removal. Higher Education of Social Science, 8(2), 1–8. https://doi.org/10.3968/6519
Ghazali, Z., & Tolmie, A. (2014). Nuevos enfoques para comprender el desarrollo de los conceptos biológicos en niños pequeños. Educatio Siglo XXI, 32(2). https://doi.org/10.6018/j/202181
Haskel-Ittah, M., & Yarden, A. (2018). Students’ conception of genetic phenomena and its effect on their ability to understand the underlying mechanism. CBE Life Sciences Education, 17(3), 1–9. https://doi.org/10.1187/cbe.18-01-0014
Himmetoglu, B., Aydug, D., & Bayrak, C. (2021). Education 4.0: Defining The Teacher, The Student, And The School Manager Aspects Of The Revolution. Turkish Online Journal of Distance Education, 21(July), 12–28. https://doi.org/10.17718/TOJDE.770896
Inc., A. (2013). Next Generation Science Standards: For States, By States. In Next Generation Science Standards: For States, By States (Vols. 1–2). https://doi.org/10.17226/18290
Kiliç, D., & Saǧlam, N. (2014). Students understanding of genetics concepts: The effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63–70. https://doi.org/10.1080/00219266.2013.837402
Meric, E. (2014). The analysis of the thinking styles and creativity of the sports students studying in the different fields of university. Educational Research and Reviews, 9(20), 866–871. https://doi.org/10.5897/err2014.1783
Mioković, Ž., Varvodić, S., & Radolić, V. (2012). Undergraduate Engineering Students’ Conceptual and Procedural Knowledge of Wave Phenomena. International Journal of Electrical and Computer Engineering Systems, 3(1), 9–23. https://hrcak.srce.hr/85688
Nawawi, S. (2016). Potensi Model Pembelajaran Challenge Based Learning dalam Memperdayakan Kemampuan Berpikir Kritis. Prosiding Seminar Nasional Matematika, 1(1), 153–164. shorturl.at/cfCY4
Özarslan, M., & Çetin, G. (2018). Biology Students’ Cognitive Structures about Basic Components of Living Organisms. Science Education International, 29(2), 62–74. https://doi.org/10.33828/sei.v29.i2.1
Reinke, N. B., Kynn, M., & Parkinson, A. L. (2019). Conceptual understanding of osmosis and diffusion by Australian first-year biology students. International Journal of Innovation in Science and Mathematics Education, 27(9), 17–33. https://doi.org/10.30722/ijisme.27.09.002
Rodzalan, S. A., & Saat, M. M. (2015). The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students. Procedia - Social and Behavioral Sciences, 172(2012), 725–732. https://doi.org/10.1016/j.sbspro.2015.01.425
Safarati, N., & Lubis, R. H. (2022). Students’ conceptual understanding and critical thinking skills through online learning using a virtual laboratory. JIPF (Jurnal Ilmu Pendidikan Fisika), 7(1), 42–49. https://doi.org/http://dx.doi.org/10.26737/jipf.v7i1.2221
Sudibjo, N., Idawati, L., & Harsanti, H. R. (2019). Characteristics of Learning in the Era of Industry 4.0 and Society 5.0. In International Conference on Education Technology, 372(ICoET), 276–278. https://www.atlantis-press.com/proceedings/icoet-19/125925095
Sugawara, E., & Nikaido, H. (2014). Properties of AdeABC and AdeIJK efflux systems of Acinetobacter baumannii compared with those of the AcrAB-TolC system of Escherichia coli. Antimicrobial Agents and Chemotherapy, 58(12), 7250–7257. https://doi.org/10.1128/AAC.03728-14
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Model Rasch untuk Penelitian I lmu-ilmu sosial (edisi revisi). Cimahi: Trim Komunikata Publishing House.
Willis, S., Byrd, G., & Johnson, B. D. (2017). Challenge-Based Learning. Computer, 50(7), 13–16. https://doi.org/10.1109/MC.2017.216
Yamtinah, S., Masykuri, M., Ashadi, & Shidiq, A. S. (2017). Gender differences in students’ attitudes toward science: An analysis of students’ science process skill using testlet instrument. AIP Conference Proceedings, 1868(December). https://doi.org/10.1063/1.4995102
License
Copyright (c) 2022 Bhian Ananda Javanica Rubiyanto, Puguh Karyanto, Bowo Sugiharto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
