Exploring gender-based biological concepts: an analysis of bilingual secondary school students
The purpose of this study was to analyze gender-based biological concepts understanding at secondary school students of bilingual programs. 6 (sixth) problems, according to Bloom's taxonomy categorization, were designed consisted of: understanding, applying, analyzing, evaluating, and creating. The topics included cell, classification of the organism, ecology, plant anatomy and physiology, and human anatomy and physiology. Samples were 47 students from grade nine (secondary school) from one of bilingual secondary schools in Jakarta, Indonesia. Data obtained were analyzed quantitatively and qualitatively. The analysis showed that the average value of the concept comprehension test was 55.07, which was below the Minimum Criteria of Completeness score of 73. The average value of male students was 57.29, and the average value of female students was 52.85. There was no significant difference between the learning outcomes of male and female students. Some male students have higher achievements because they have more engagement in science than others. Students' low ability to understand the biology concept makes them unable to perform their competency at the stages of applying, analyzing, evaluating, and creating. Overall, data showed that the average level of understanding of biological concepts for secondary school of bilingual programs still tends to be low and needs to be continuously improved in the learning process. Hopefully, further studies can be conducted to develop the most appropriate learning method to improve biological concepts.
Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27(8), 761–776. https://doi.org/10.1002/tea.3660270806.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bahar, M., Johnstone, A. H., & Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84–86. https://doi.org/10.1080/00219266.1999.9655648.
Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol, UK: Multilingual Matters.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R.(1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
Brownell, S. E., Freeman, S., Wenderoth, M. P., & Crowe, A. J. (2014). BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors. CBE Life Sciences Education, 13(2), 200–211. https://doi.org/10.1187/cbe.13-12-0233.
Chavan, R., & Patankar, P. (2018). Perception of Biological Concepts among Higher Secondary Teachers: A Study. Online Submission, 7(23), 144–153. Retrieved from https://eric.ed.gov/?id=ED593125.
Chiappetta, E. L., & Fittman, D. A. (1998). Clarifying the Place of Essential Topics and Unifying Principles in High School Biology. School Science and Mathematics, 98(1), 12–18. https://doi.org/10.1111/j.1949-8594.1998.tb17287.x.
Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views. Educational Research and Reviews, 7(3), 61–71. Retrieved from https://academicjournals.org/article/article1379665422_Cimer.pdf.
Department of National Education, Republic of Indonesia. (2003). Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System. Jakarta, Indonesia.
Fitriati, S. W. (2015). English Bilingual Education in an Indonesian Public School. In P. Redmond, J. Lock, & P. A. Danaher (Eds.), Educational Innovations and Contemporary Technology. https://doi.org/10.1057/9781137468611_6.
Gabel, D. (2003). Enhancing the Conceptual Understanding of Science. Educational Horizons, 81(2), 70–76. Retrieved from https://www.jstor.org/stable/42925990.
Giddens, J. F., & Brady, D. P. (2007). Rescuing nursing education from content saturation: the case for a concept-based curriculum. The Journal of nursing education, 46(2), 65–69. https://doi.org/10.3928/01484834-20070201-05.
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216–231. Retrieved from http://www.ijonte.org/FileUpload/ks63207/File/19..gunuc.pdf.
Hendarman, H. (2011). Kajian Terhadap Keberadaan dan Pendanaan Rintisan Sekolah Bertaraf Internasional (RSBI). Jurnal Pendidikan Dan Kebudayaan, 17(4), 373–382. https://doi.org/10.24832/jpnk.v17i4.34.
Ismirawati, N., Corebima, A. D., Zubaidah, S., Ristanto, R. H., & Nuddin, A. (2020). Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result? Universal Journal of Educational Research, 8(4A), 51–58. Retrieved from http://www.hrpub.org/journals/article_info.php?aid=9094.
Kang, J., Hense, J., Scheersoi, A., & Keinonen, T. (2019). Gender study on the relationships between science interest and future career perspectives. International Journal of Science Education, 41(1), 80–101. https://doi.org/10.1080/09500693.2018.1534021.
Karabıyık, C. (2019). The relationship between student engagement and tertiary level English language learners’ achievement. International Online Journal of Education and Teaching (IOJET), 6(2), 281–293. Retrieved from http://iojet.org/index.php/IOJET/article/view/590.
Konicek-Moran, R., & Keeley, P. (2015). Teaching for Conceptual Understanding in Science. Arlington, VA: NSTA press.
Konold, T., Cornell, D., Jia, Y., & Malone, M. (2018). School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination. AERA Open, 4(4), 1–17. https://doi.org/10.1177/2332858418815661.
Lazarowitz, R., & Penso, S. (1992). High school students’ difficulties in learning biology concepts. Journal of Biological Education, 26(3), 215–223. https://doi.org/10.1080/00219266.1992.9655276.
Lestari, P., Ristanto, R., & Miarsyah, M. (2019). Analysis of conceptual understanding of botany and metacognitive skill in pre-service biology teacher in Jakarta, Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 199–214. https://doi.org/10.17478/jegys.515978.
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: A correlation study in genetic. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Mills, S. (2016). Conceptual Understanding: A Concept Analysis. The Qualitative Report, 21(3), 546–557. Retrieved from https://nsuworks.nova.edu/tqr/vol21/iss3/8.
Ministry of National Education. (2009). Minister of National Education Regulation No. 78 of 2009 concerning the Implementation of International Standard Schools at the Elementary and Secondary Education Level. Jakarta, Indonesia.
Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi, 12(2), 194–210. https://doi.org/10.21009/biosferjpb.v12n2.194-210.
Noviyanti, E., Rusdi, & Ristanto, R. H. (2019). Guided Discovery Learning Based on Internet and Self Concept: Enhancing Student’s Critical Thinking in Biology. Indonesian Journal of Biology Education, 2(1), 7–14. https://doi.org/10.31002/ijobe.v2i1.1196.
OEDC. (2018). Pisa 2015 Results in Focus. Retrieved from http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.
Olasehinde, K. J., & Olatoye, R. A. (2014). Comparison of male and female senior secondary school students’ learning outcomes in science in Katsina State, Nigeria. Mediterranean Journal of Social Sciences, 5(2), 517–523. https://doi.org/10.5901/mjss.2014.v5n2p517.
Phanphech, P., Tanitteerapan, T., & Murphy, E. (2019). Explaining and enacting for conceptual understanding in secondary school physics. Issues in Educational Research, 29(1), 180–204. Retrieved from http://www.iier.org.au/iier29/phanphech.pdf.
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100.
Schunk, D. H. (2012). Learning Theories An Educational Perspective (6th ed.). Boston, MA: Pearson Education Inc.
Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248. https://doi.org/10.21009/biosferjpb.v12n2.238-248.
Seymour, J., & Lonaden, B. (1991). Respiration-that’s breathing isn’t it? Journal of Biological Education, 25(3), 177–183. https://doi.org/10.1080/00219266.1991.9655203.
Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431-1460. https://doi.org/10.1002/tea.21580.
Sugiyono. (2010). Statistika Untuk Penelitian. Bandung: Alfabeta CV.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta CV.
Tambaya, S. I., Sabitu, A., & Matazu, Y. M. (2016). Comparative analysis of gender performances in biology, chemistry and physics among pre-degree students of Federal University, Dutsinma. International Journal Of Educational Benchmark (IJEB), 5(1), 108–118.
Tekkaya, C., Özkan, Ö., & Sungur, S. (2001). Biology Concepts Perceived as Difficult by Turkish High School Students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145–150. Retrieved from http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1048-published.pdf.
Trilipi, D., Subali, B., Anwar, Y., & Santoso, L. M. (2019). Note-taking roundhouse diagram strategy: improving student retention on body defense system concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 157-169. https://doi.org/10.21009/biosferjpb.v12n2.157-169.
Wardyaningrum, A. R., & Suyanto, S. (2019). Improving Students’ Conceptual Understanding of Biology through Quipper School. In Journal of Physics: Conference Series, 1233 (1), 012001. https://doi.org/10.1088/1742-6596/1233/1/012001.
Yadav, M. K., & Singh, P. N. (2015). On the Effect of Gender Differences in the Formation of Conjunctive Concepts in Biology, II(11), 15015–15026. Retrieved from http://euacademic.org/UploadArticle/1428.pdf.
Yenilmez, A., & Tekkaya, C. (2006). Enhancing students’ understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education and Technology, 15(1), 81–87. https://doi.org/10.1007/s10956-006-0358-8.
Yunanda, I., Susilo, H., & Ghofur, A. (2019). Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor). Biosfer: Jurnal Pendidikan Biologi, 12(2), 170-181. https://doi.org/10.21009/biosferjpb.v12n2.170-181.
Zeidan, A. (2010). the Relationship Between Grade 11 Palestinian Attitudes Toward Biology and Their Perceptions of the Biology Learning Environment. International Journal of Science and Mathematics Education, 8(5), 783–800. https://doi.org/10.1007/s10763-009-9185-8.
Copyright (c) 2020 Biosfer: Jurnal Pendidikan Biologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.