Profile of life-long learning of prospective teacher in learning biology

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Instead of constructing knowledge, learning also debriefs the student’s skills to be survive in life. Especially in biology learning which has a conceptual structure about life, it is relevant to address the program toward life-long learning orientation. Therefore, debriefing life-long learning is important. As preliminary study, the focus of this article is to investigate the profile of student life-long learning in biology instruction. A number of 22 students in Plant Physiology course from Biology education department in one teacher college in Central Java was involved as participants. Data were collected by using questionnaire with 30 statements representing five standard life-long learning (complex thinking, information processing, effective communication, collaboration, and habits of mind standards). Research result shows that overall, the average score of life-long learning student profile is 2.91 from a maximum score of 4.00. From each standard, the average scores of complex thinking standard (3.14), information processing standard (2.77), effective communication standard (2.89), collaboration standard (3.08), and habits of mind standard (2.69). Based on the data collected, life-long learning profile of students is still quite low especially for habits of mind, information processing, and effective communication. Thus, it is very urgent to develop a program of debriefing life-long learning for next biology courses (Plant Biodiversity and horticulture) for them in near future.