Mastery concepts and misconceptions in biotechnology courses with a three tier diagnostic test
DOI:
https://doi.org/10.21009/biosferjpb.36900Keywords:
Biotechnology, Mastery of Concept, Misconception, Three Tiers diagnostic testAbstract
This research aims to determine the mastery of concepts and misconceptions of students in the Biology Education Study Program wich is in Pekanbaru. This type of research is survey research with a porpusive sampling type. The population of the study was all students who had taken biotechnology courses, while the research sample was 6th semester students who had just completed biotechnology courses in the previous semester. The total research sample was 32 students. The instrument used to measure mastery of concepts and misconceptions is a diagnostic test with 20 multiple choice questions accompanied by reasons and level of belief. The questions are given using a Google form and students work on the questions during class and are given 90 minutes.The research data were analyzed descriptively. Based on the results showed that for indicator 1 30.01% of students understood the basic concepts of biotechnology well and 55.63 had misconceptions. In indicator 2, only 5% of students understood the concept of biotechnology process while 64.38% had misconceptions and 29.38 did not understand the concept. Indicator 3, as many as 10.63% of students understand the concept of conventional and modern biotechnology characteristics and 59.38% of students have misconceptions and 25.63% do not understand the concept while indicator 4 as many as 30.63% of students understand the examples of biotechnology products while still 43.13% have misconceptions and 22.50% still do not understand the concept. Students' mastery of concepts in biotechnology courses is in a very low category and while more than half of the students still experience misconceptions and do not understand the concepts.
References
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Lestari, A., & Susantini, E. (2020). Pengembangan Instrumen Tes Miskonsepsi Menggunakan Four-Tier Test pada Materi Transpor Membran. Berkala Ilmiah Pendidikan Biologi (BioEdu), 9(3), 371–377. https://doi.org/10.26740/bioedu.v9n3.p371-377
Lestari, E. A., Harjito, H., Susilaningsih, E., & Wijayati, N. (2021). Analisis Miskonsepsi Menggunakan Tes Diagnosa Three-Tier Multiple Choice Pada Materi Stoikiometri. Jurnal Inovasi Pendidikan Kimia, 15(2), 2824–2830. https://doi.org/10.15294/jipk.v15i2.29171
Mukhlisa, N. (2021). Miskonsepsi Pada Peserta Didik. SPEED Journal : Journal of Special Education, 4(2), 66–76. https://doi.org/10.31537/speed.v4i2.403
Mustakim, T. A., Zulfiani, Z., & Herlanti, Y. (2015). Identifikasi Miskonsepsi Siswa Dengan Menggunakan Metode Certainty of Response Index (Cri) Pada Konsep Fotosintesis Dan Respirasi Tumbuhan. Edusains, 6(2). https://doi.org/10.15408/es.v6i2.1117
Orhan, T. Y., & Sahin, N. (2018). The impact of innovative teaching approaches on biotechnology knowledge and laboratory experiences of science teachers. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040213
Pesman, H., & Eryilmaz, A. (2010). Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits. The Journal of Education Research, 103, 208–222. https://doi.org/10.1080/00220670903383002
Ripoll, V., Godino-Ojer, M., & Calzada, J. (2023). Development of engineering skills in students of biotechnology: Innovation project “From laboratory to industry.” Education for Chemical Engineers, 43(October 2022), 37–49. https://doi.org/10.1016/j.ece.2023.01.006
Saparuddin, S., Lestari, U., & Suarsini, E. (2021). Persepsi dan Kebutuhan Mahasiswa Calon Guru Biologi terhadap Media Pembelajaran Bioteknologi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(5), 720. https://doi.org/10.17977/jptpp.v6i5.14782
Shalihah, A., Mulhayatiah, D., & Alatas, F. (2019). Identifikasi Miskonsepsi Menggunakan Tes Diagnostik Three-Tier Pada Hukum Newton Dan Penerapannya. Journal of Teaching and Learning Physics, 1(1), 24–33. https://doi.org/10.15575/jotalp.v1i1.3438
Smith, J. (2012). Biotechnology Fifth Edition (5th ed.). cambridge.org.
Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649
Subekti, H., Susilo, H., Ibrohim, I., Suwono, H., & Purnomo, A. R. (2020). Exploration of Balai Materia Medica Batu: Field-Trip Supporting Biotechnology Learning. December. https://doi.org/10.2991/miseic-19.2019.44
Suhandi, A., Sinaga, P., Kaniawati, I., & Suhendi, E. (2008). Efektivitas Penggunaan Media Simulasi Virtual Pada Pendekatan Pembelajaran Konseptual Interaktif Dalam Meningkatkan Pemahaman Konsep Dan Meminimalkan Miskonsepsi. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 12(1), 48. https://doi.org/10.18269/jpmipa.v12i1.317
Surmeli, H., & Sahin, F. (2010). Examination of university students’ attitudes towards biotechnological studies in terms of faculty and gender variables. Procedia - Social and Behavioral Sciences, 2(2), 3999–4005. https://doi.org/10.1016/j.sbspro.2010.03.630
Tim dosen. (2020). Kurikulum Program Studi Pendidikan Biologi Universitas Islam Riau.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students ’ misconceptions in science Development and use of diagnostic tests to evaluate students ’ misconceptions in science. 10(2), 159–169. https://doi.org/10.1080/0950069880100204
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463–476. https://doi.org/10.29333/iji.2020.13232a
Yilmaz, M., & Demirhan, H. (2021). Variables predicting prospective biology teachers’ acceptance perceptions regarding gene technology. European Journal of Science and Mathematics Education, 2(3), 183–192. https://doi.org/10.30935/scimath/9410
Zubaidah, S., & Pangestuti, A. A. (2016). Peta Konsep sebagai Alat Evaluasi pada Pembelajaran Biologi Concept Map as Evaluation Tool in Biology. Proceeding Biology Eucation Conference, 13(1), 164–168. https://media.neliti.com/media/publications/176158-ID-peta-konsep-sebagai-alat-evaluasi-pada-p.pdf
Amsel, E., Baird, T., & Ashley, A. (2011). Misconceptions and conceptual change in undergraduate students’ understanding of psychology as a science. Psychology Learning and Teaching, 10(1), 3–10. https://doi.org/10.2304/plat.2011.10.1.3
Bradshaw, L., & Templin, J. (2014). Combining Item Response Theory and Diagnostic Classification Models: A Psychometric Model for Scaling Ability and Diagnosing Misconceptions. Psychometrika, 79(3), 403–425. https://doi.org/10.1007/s11336-013-9350-4
Casanoves, M., González, Á., Salvadó, Z., Haro, J., & Novo, M. (2015). Knowledge and Attitudes Towards Biotechnology of Elementary Education Preservice Teachers: The first Spanish experience. International Journal of Science Education, 37(17), 2923–2941. https://doi.org/10.1080/09500693.2015.1116718
Creswell, J. (2015). Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research, FIFTH EDITION.
Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers. Psychology Learning and Teaching, 20(3), 420–444. https://doi.org/10.1177/14757257211028723
Geng, F., & Alani, F. (2015). Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab.” Proceedings of the Canadian Engineering Education Association. https://doi.org/10.24908/pceea.v0i0.5749
Goh, W. W. Bin, & Sze, C. C. (2019). AI Paradigms for Teaching Biotechnology. Trends in Biotechnology, 37(1), 1–5. https://doi.org/10.1016/j.tibtech.2018.09.009
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Halimah, M., Rahmat, A., & Redjeki, S. (2020). Biotechnology learning profile biology in FKIP Biology Education Study Program Pasundan University Bandung Indonesia. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042031
Hasan, S., Bagayoko, D., & Kelley, E. L. (2014). Misconceptions and the Certainty of Response Index ( CRI ). September 1999. https://doi.org/10.1088/0031-9120/34/5/304
Hidayah, L. U., Imam Supardi, K., & Woro Sumarni. (2018). Penggunaan Instrumen Lembar Wawancara Pendukung Tes Diagnostik Pendeteksi Miskonsepsi Untuk Analisis Pemahaman Konsep Buffer-Hidrolisis. Jurnal Inovasi Pendidikan Kimia, 12(1), 2075–2085. https://doi.org/10.15294/jipk.v12i1.13299
Hilgartner, S. (2017). Biotechnology. December 2015, 0–26. https://doi.org/10.1016/B0-08-043076-7/03147-8
Istiyani, R., Muchyidin, A., & Rahardjo, H. (2018). Analisis miskonsepsi siswa pada konsep geometri menggunakan. Cakrawala Pendidikan, 37(2), 223–236. https://media.neliti.com/media/publications/261628-analysis-of-student-misconception-on-geo-bcb7b618.pdf
Jago Duda, H., Esti Wahyuni, F. R., & Edy setyawan, A. (2020). Mengidentifikasi Mengidentifikasi miskonsepsi mahasiswa pendidikan biologi pada konsep Bioteknologi Hewan. BIOEDUSCIENCE: Jurnal Pendidikan Biologi Dan Sains, 4(1), 97–105. https://doi.org/10.29405/j.bes/4197-1054807
Jubaedah, D. S., Kaniawati, I., Suyana, I., Samsudin, A., & Suhendi, E. (2017). Pengembangan Tes Diagnostik Berformat Four-Tier Untuk Mengidentifikasi Miskonsepsi Siswa Pada Topik Usaha Dan Energi. VI, SNF2017-RND-35-SNF2017-RND-40. https://doi.org/10.21009/03.snf2017.01.rnd.06
Kaplar, M., Lužanin, Z., & Verbić, S. (2021). Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00279-y
Lestari, A., & Susantini, E. (2020). Pengembangan Instrumen Tes Miskonsepsi Menggunakan Four-Tier Test pada Materi Transpor Membran. Berkala Ilmiah Pendidikan Biologi (BioEdu), 9(3), 371–377. https://doi.org/10.26740/bioedu.v9n3.p371-377
Lestari, E. A., Harjito, H., Susilaningsih, E., & Wijayati, N. (2021). Analisis Miskonsepsi Menggunakan Tes Diagnosa Three-Tier Multiple Choice Pada Materi Stoikiometri. Jurnal Inovasi Pendidikan Kimia, 15(2), 2824–2830. https://doi.org/10.15294/jipk.v15i2.29171
Mukhlisa, N. (2021). Miskonsepsi Pada Peserta Didik. SPEED Journal : Journal of Special Education, 4(2), 66–76. https://doi.org/10.31537/speed.v4i2.403
Mustakim, T. A., Zulfiani, Z., & Herlanti, Y. (2015). Identifikasi Miskonsepsi Siswa Dengan Menggunakan Metode Certainty of Response Index (Cri) Pada Konsep Fotosintesis Dan Respirasi Tumbuhan. Edusains, 6(2). https://doi.org/10.15408/es.v6i2.1117
Orhan, T. Y., & Sahin, N. (2018). The impact of innovative teaching approaches on biotechnology knowledge and laboratory experiences of science teachers. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040213
Pesman, H., & Eryilmaz, A. (2010). Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits. The Journal of Education Research, 103, 208–222. https://doi.org/10.1080/00220670903383002
Ripoll, V., Godino-Ojer, M., & Calzada, J. (2023). Development of engineering skills in students of biotechnology: Innovation project “From laboratory to industry.” Education for Chemical Engineers, 43(October 2022), 37–49. https://doi.org/10.1016/j.ece.2023.01.006
Saparuddin, S., Lestari, U., & Suarsini, E. (2021). Persepsi dan Kebutuhan Mahasiswa Calon Guru Biologi terhadap Media Pembelajaran Bioteknologi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(5), 720. https://doi.org/10.17977/jptpp.v6i5.14782
Shalihah, A., Mulhayatiah, D., & Alatas, F. (2019). Identifikasi Miskonsepsi Menggunakan Tes Diagnostik Three-Tier Pada Hukum Newton Dan Penerapannya. Journal of Teaching and Learning Physics, 1(1), 24–33. https://doi.org/10.15575/jotalp.v1i1.3438
Smith, J. (2012). Biotechnology Fifth Edition (5th ed.). cambridge.org.
Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649
Subekti, H., Susilo, H., Ibrohim, I., Suwono, H., & Purnomo, A. R. (2020). Exploration of Balai Materia Medica Batu: Field-Trip Supporting Biotechnology Learning. December. https://doi.org/10.2991/miseic-19.2019.44
Suhandi, A., Sinaga, P., Kaniawati, I., & Suhendi, E. (2008). Efektivitas Penggunaan Media Simulasi Virtual Pada Pendekatan Pembelajaran Konseptual Interaktif Dalam Meningkatkan Pemahaman Konsep Dan Meminimalkan Miskonsepsi. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 12(1), 48. https://doi.org/10.18269/jpmipa.v12i1.317
Surmeli, H., & Sahin, F. (2010). Examination of university students’ attitudes towards biotechnological studies in terms of faculty and gender variables. Procedia - Social and Behavioral Sciences, 2(2), 3999–4005. https://doi.org/10.1016/j.sbspro.2010.03.630
Tim dosen. (2020). Kurikulum Program Studi Pendidikan Biologi Universitas Islam Riau.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students ’ misconceptions in science Development and use of diagnostic tests to evaluate students ’ misconceptions in science. 10(2), 159–169. https://doi.org/10.1080/0950069880100204
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463–476. https://doi.org/10.29333/iji.2020.13232a
Yilmaz, M., & Demirhan, H. (2021). Variables predicting prospective biology teachers’ acceptance perceptions regarding gene technology. European Journal of Science and Mathematics Education, 2(3), 183–192. https://doi.org/10.30935/scimath/9410
Zubaidah, S., & Pangestuti, A. A. (2016). Peta Konsep sebagai Alat Evaluasi pada Pembelajaran Biologi Concept Map as Evaluation Tool in Biology. Proceeding Biology Eucation Conference, 13(1), 164–168. https://media.neliti.com/media/publications/176158-ID-peta-konsep-sebagai-alat-evaluasi-pada-p.pdf
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2024-05-07
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Idris, T., Hidayat, T. ., & Rahmat, A. . (2024). Mastery concepts and misconceptions in biotechnology courses with a three tier diagnostic test . Biosfer: Jurnal Pendidikan Biologi, 17(1), 142–152. https://doi.org/10.21009/biosferjpb.36900
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