Assessing Students’ Ethnicities and Critical Thinking Skill to Develop PBL Based-Biology Learning Tools

Didimus Tanah Boleng,Sonja V.T Lumowa,Evie Palenewen

doi:10.15294/biosaintifika.v10i1.10554

Didimus Tanah Boleng, Sonja V.T Lumowa + Show 1 more

Open Access

https://doi.org/10.15294/biosaintifika.v10i1.10554

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Abstract

A survey has been conducted in grade XI natural science of senior high school, at odd semester, academic year 2016/2017 in Samarinda, Indonesia. The focus of this research are to determine the students’ ethnicities, and the responses of biology teachers about students' critical thinking skills, and Problem-Based Learning. Sampling technique was total sampling. The research instrument was a questionnaire. Data was analysed by techniques used descriptive. The results of the data analysis show that the compositions of students’ ethnics are: Java (12.7%), Bugis (6.9%), Kutai (13.3%), Banjar (13.3%), and other ethnics (28.5%). Most of the teachers (86.0%) who already understood about the learning approaches, said that they already understood, while the remaining 14% did not understand the patterns of Problem-Based Learning. In addition, 23.3% teachers said that students were less able to explain, express opinions, and make conclusions; 76.7% said that students are sufficiently able to explain, express opinions, and make conclusions. Future research related to biology learning in multiethnic students needs to be conducted to get more information. The design of learning tools needs to consider the ethnic of the students in strengthening critical thinking skills. Similar research needs to be done to obtain more information.The findings of this research are the students’ ethnicities of the XI class of Natural Sciences, as well as the responses of high school biology teachers about students' critical thinking skills in Biology.

Highlights

Students ethnic are both internal and external factors that influence student learning
Senior high school biology teachers in that academic year were as many as 30 teachers
The questionnaires used were in the form of: (1) ethnic student card, to know the students’ ethnicity, and (2) questionnaires for teachers, to know the type of curriculum implemented in senior high school, reveal the responses of Biology teachers about students’ critical thinking skills in biology, and the pattern of PBL

Summary

INTRODUCTION

Students ethnic are both internal and external factors that influence student learning. In relation to the students’ critical thinking skills in biology, the results of surveys and interviews in in May, 2012 of 40 senior high school biology teachers in Samarinda on the students’ critical thinking skills in biology concept (cells, tissues, motion systems, and circulatory systems) revealed that many students of grade XI science were not able to express their opinions in a structured and logical way. The focuses of this research are to determine the students’ ethnicities, and the responses of biology teachers about students’ critical thinking skill, and Problem-Based Learning This preliminary study would be used to develop learning tool for multi-ethnic students. This study is a preliminary research as a need assessment to develop PBL based- learning tool to encourage students’ critical thinking skill on concepts of cell, tissues, human movement system, and circulatory system

METHODS

RESULTS AND DISCUSSION

CONCLUSION