Search

Metacognitive skill is one of the 21st-century skills that need to be empowered at various levels of education because they have an essential role in many international, multicultural, and interconnected patterns of people's lives. In genetics learning, metacognitive skills have a role in supporting learning success. Learners with high metacognitive skills can manage their cognitive skills and know their weaknesses to make improvements for the following action. Learners need a learning model to support the empowerment of metacognitive skills through the RQA (Reading, Questioning, Answering) learning model. This study aimed to determine the effect of implementing the RQA learning model in empowering students' metacognitive skills. This research was conducted using a pre-experimental method with research subjects of Biology students in the class of 2021/2022 who took the Genetics course. The group of students who took the Genetics 2 course consisted of 3 classes (102 students). Students' metacognitive skills were measured through essay tests and assessed using the metacognitive skill rubric by Sumampouw (2016). We analysed the research data through prerequisite tests and one-way ANOVA hypothesis testing. It was found that a data normality significance value of 0.200 and a data homogeneity significance value of 0.695. Data normality showed more than 0.05, so the research data is normally distributed and homogeneous. The results of the research hypothesis test show a significant effect on students' metacognitive skills taught by the RQA model with a significance value of 0.019. Furthermore, learning with this RQA model can be used as alternative learning that empowers metacognitive skills. [ABSTRACT FROM AUTHOR]

Genetic advancement is crucial as it supports science and technology and touches all aspects of human existence. Therefore, materials such as the regulation of gene expression become essential to be comprehensively reached by undergraduate biology students. However, this material is complex and requires good visual representation. Therefore, undergraduate biology students need more effort to understand it. This study aims to determine biology students' understanding of the concept of regulation of gene expression. We used qualitative research methods to analyse the understanding of the regulation of gene expression in biology students taking the Genetics II course from February to April at the State University of Malang. The first stage conducted material analysis and developed the Regulation of Gene Expression Concepts Assessment (RGECA) test instrument. Then, the data was obtained according to the level of understanding with the help of Microsoft Office Excel for Windows. The results showed that the RGECA instrument was valid and reliable, so we can use it to demonstrate the understanding of undergraduate biology students. Furthermore, the answers given by students show that biology students have a good understanding of the regulation of prokaryotic gene expression but a bad understanding of the regulation of eukaryotic gene expression. Most undergraduate biology students have difficulties understanding post-transcriptional modification, RNA splicing, and DNA methylation. The results of this study can be used as a basis for improving the quality of genetic learning. [ABSTRACT FROM AUTHOR]

Scientific reasoning skills are essential abilities in decision-making to avoid panic behaviour while increasing critical thinking skills. Project-based learning can empower scientific reasoning skills among students by presenting content within authentic projects. This study aims to determine the effect of a project-based learning-assisted genetics 1 project guide interactive e-book on the empowering reasoning skills of Biology students at the Faculty of Mathematics and Natural Sciences, State University of Malang. The study involved 63 students who were taking the Genetics 1 course. The research method was quasi-experimental with a nonequivalent control group pretest-posttest design. The instrument used to measure scientific reasoning is a test of scientific reasoning consisting of five questions whose validity and reliability are known well. Indicators of scientific reasoning consist of abilities in these aspects: (1) argumentation or topic selection; (2) knowledge, research, and views; (3) methodology; (4) analysis; and (5) conclusions, limitations, and implications. The data obtained were then analysed descriptively and continued with one-way ANCOVA. The results showed a significant difference in students' reasoning in learning that started with PjBL+e-books and PjBL only. The highest corrected average was reached by the experimental class (PjBL+E-book), 83.204, while the control class had a corrected average of 57.522. Therefore, the PjBL model-assisted e-book can be used as an effort to empower students' scientific reasoning. [ABSTRACT FROM AUTHOR]

Critical thinking is an intellectually disciplined process of actively and skillfully conceptualising, applying, analysing, synthesising, and evaluating information generated through observation, experience, reflection, reasoning, or communication as a guide for action. Critical thinking allows individuals to solve and observe problems from different perspectives. In the Genetics II course, students must actively find the main concepts of the material through observation, experimentation, making pictures, graphs, and tables, and communicating the results to others. This process is closely related to critical thinking skills. Therefore, applying the PjBL learning model combined with the project guidebook can empower critical thinking in the Genetics II course. This study aims to determine the effect of applying the PjBL learning model combined with the project guidebook on the critical thinking skills of Biology students of the State University of Malang. The research used a pretest-posttest non-equivalent control group design involving 52 students taking the Genetics II course from April-Mei. Data on critical thinking skills were collected using eight essay questions. ANCOVA analysis was performed at a significance level of 0.5% to test the hypothesis. The results of data analysis obtained a significance value of 0.000, which means that there is an effect of the application of the PjBL learning model combined with the project guidebook on the critical thinking skills of biology students. The results showed a significant difference in students' critical thinking skills between learning that started with PjBL combined with a guidebook and PjBL only. Furthermore, the experimental class reached the highest corrected average (PjBL+guidebook), 73.423, while the control class had a corrected average of 65.053. The presence of the project guidebook is intended to support the interaction process between students, lecturers, and lecturer assistants. [ABSTRACT FROM AUTHOR]