Pre-service biology teachers’ perception on project-based transdisciplinary assessment in calculus course

Abstract

The transdisciplinary approach is believed to be a good learning approach of calculus for biology. One form of interdisciplinary application is project-based transdisciplinary assessment. Where in the current context of online learning, project-based transdisciplinary assessment is carried out online. The success of implementing project-based transdisciplinary assessment is determined by the perception of it. The purpose of this study is to analyze the perception of pre-service biology teachers on project-based transdisciplinary assessment in calculus courses. This study involved 25 pre-service biology teachers. This research was conducted in Tangerang, Indonesia, in 2020. Data were collected using a questionnaire with a Likert scale. Data were analyzed using descriptive statistics including mean, maximum-minimum score and standard deviation. The results show that the average is a positive perception of project-based transdisciplinary assessment in the high category. Positive perceptions with high categories appear in the domain of learning effectiveness, depth and breadth of material and enthusiasm in learning. However, pre-service biology teachers see project-based transdisciplinary assessment is a new burden for them in learning and difficult for them. The implication of this research is that the use of project-based transdisciplinary assessment can be considered as an approach in learning calculus.