The Acceptance of Kumatalibi.com for Biology Learning Enrichment: Prospective Teacher Students' Perspective

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

Indonesia continues to be committed to improving the quality of human resources. This is realized through the Ministry of Education and Culture, which promotes and implements a curriculum that supports learning freedom. The application of this curriculum requires not only theoretical support but also more practical technical support, which cannot be ignored. In this regard, the Mandalika University of Education, especially the biology education department, has held workshops related to technical guidance for implementing the freedom to learn curriculum. However, it is essential to understand that there needs to be more information regarding the readiness of prospective biology teacher students to implement this curriculum. Therefore, this research was conducted to describe the level of readiness of prospective biology teacher students for independent learning. In this research, 53 prospective teacher students were involved voluntarily as respondents, including 42 women and 11 men, consisting of 12 (semester 1), 15 (semester 3), 17 (semester 5), and 9 (semester 7). The instrument used to measure the level of readiness for independent learning was adapted from the self-rating scale of self-directed learning (SRSSDL) questionnaire. Next, data regarding readiness for independent learning was analyzed descriptively and quantitatively. Based on the results of the analysis, it was found that 16.98% were not very ready (low or unprepared), 73.58% were not ready (moderate), and 9.43% were ready (high). These results also show that prospective biology teacher students have the same level of readiness for independent learning or that there is no significant difference in readiness for independent learning based on semester differences. Apart from that, of the SRSSDL components, self-awareness and learning activities have the lowest averages (32.51 and 32.09). Thus, our respondents (in this case, prospective biology teacher students) are not ready for independent learning. Regarding what will be done next, can be seen in the conclusions and recommendations section.

The pandemic period resulted in students having to learn from home by relying on a distance learning platform with most of the media used by educators in the form of learning videos or video conferences. This study aims to analyze how learning videos should be made so that the material contained in the learning videos can be conveyed properly to students in terms of video content, video duration, and various obstacles faced by prospective teacher students in obtaining good teaching materials in the form of learning resources and learning videos presented by educators. The data in this study were collected by means of a questionnaire distributed with Google Form. The questionnaire was distributed randomly to prospective elementary school teacher students in a study program at one of the state universities in Mataram. The questionnaire results were analyzed as a percentage of quantitative data. The results showed that 51% of respondents prefer learning videos with a duration of 5 to 10 minutes, as many as 60.5% of prospective teacher students prefer learning videos that contain material explanations of a topic of discussion than video tutorials, as well as the main obstacles for prospective teacher students in obtaining learning materials due to the limited quota of data packages and the internet network (signal) which is less supportive.

This study aims to produce a practicum model in a virtual laboratory that can provide reflective thinking skills for prospective biology teacher students on the topic of invertebrate zoology. a qualitative approach was used in this study with a case study method. The research found that the development of V-Lab invertebrate zoology programs is very helpful for prospective teachers to understand real invertebrates and improve reflective thinking skills of prospective biology teacher students, where they can relate their knowledge to everyday life. Invertebrates are a branch of biology that must be mastered by prospective teacher students, with the existence of this v-lab program makes it easy for students to understand the material and reflect it in life. Based on the results of the analysis it can be concluded that the virtual practicum on the concept of invertebrate zoology has a significant effect on improving the reflective ability of prospective teacher students.

This research was motivated by the development of a valid and feasible STEM-CP-based flipped classroom model to improve the Higher Order Thinking Skills (HOTS) of prospective elementary school teacher students. Further research is needed to determine the impact on HOTS of elementary school teacher candidates. The purpose of this study was to analyze the effect of the STEM-CP-based flipped classroom model on the HOTS of prospective teacher students. This research is quasi-experimental research with research subjects as many as 200 prospective teacher students. The research instrument used is a higher-order thinking test. Data were collected through administering tests to research subjects. Data analysis techniques are carried out with prerequisite tests, hypothesis tests, and further tests using the help of SPSS 26. The results showed that there was an influence of the STEM-CP-based flipped classroom model in increasing the HOTS of prospective elementary school teacher students. This study concluded that the STEM-CP-based flipped classroom model has a positive influence in improving the Higher Order Thinking Skills (HOTS) of elementary school teacher candidates. The implications of this research can be used as a reference for academics to improve the HOTS of prospective teacher students.

Prospective chemistry teachers play an important role in implementing Discovery Learning through the learning tools they develop. It is important to evaluate the quality of discovery learning-based learning tools utilised by prospective chemistry teachers in order to provide constructive feedback and improve their competence. This study aims to describe the quality of learning tools in the form of teaching materials and Learner Worksheets that have been prepared by prospective chemistry teachers. This research is a quantitative descriptive research. The population of this study were all students majoring in chemistry class of 2021. This study used purposive sampling technique. The sample of this study was prospective teacher students from the 2021 class B chemistry education study programme, totalling 23 people. Data collection techniques in the form of portfolio/document evaluation in the form of learning devices made by prospective chemistry teacher students. The learning tools collected by prospective teacher students are in the form of teaching materials and student worksheets based on Discovery learning. The learning devices that have been collected are then assessed using validated instruments and assessment rubrics and then scored to determine the ability category of prospective teacher students. The results showed that the quality of discovery learning-based teaching materials prepared by Chemistry teacher candidates in the construction component is categorized as Good, content/material is categorized as Very Good, learning assessment is categorized as Quite Good and discovery learning orientation is categorized as Good. The quality of discovery learning-based student worksheets prepared by prospective chemistry teachers in terms of the construction component is categorized as Very Good, learning activities are categorized as Very Good, learning assessment is categorized as Good and discovery learning orientation is categorized as Very Good.

This research aims to analyze the attitudes and perceptions of prospective science teacher students in STEM (Science, Technology, Engineering and Mathematics) learning. This research uses a survey method and is analyzed descriptively to get a true picture. The sample in this study was 62 students consisting of physics education, chemistry education and science education study programs from 4 universities in the West Kalimantan region. Data analysis was carried out qualitatively based on the results of distributing a questionnaire on attitudes and perceptions of prospective science teacher students. Based on the results of data analysis obtained, prospective science teacher students have good attitudes and perceptions towards STEM learning. As for every aspect of students' attitudes and perceptions towards the STEM learning carried out, students have attitudes and perceptions in the category of sufficient understanding that prospective teacher students recognize an interest in STEM learning, have sufficient competence and performance in learning in the STEM field and have an interest and sense of ownership. it is good. The average attitude and perception of students shows 2.81, which means it is quite good.

Collaboration is an important skill for a teacher. Prospective teachers' perceptions about collaboration must be explored to discover their collaboration skills before becoming a teacher. This research aims to determine prospective biology teachers' perceptions regarding collaboration in their teacher preparation program. The study uses a mixed-method approach with an explanatory design. This research uses a survey instrument to obtain quantitative data and semi-structured interviews to obtain qualitative data. A total of 73 prospective biology teacher students were involved in this research. Data were analyzed using a mixed-method approach with explanatory design. The research results show that students have an expert level of collaboration. The gender factor does not significantly influence collaboration, but females have a higher overall score than males. Prospective biology teacher students have been able to define collaboration well, but their definition is not yet in-depth. Prospective biology teacher students have realized the importance of having collaboration skills to support their careers. The recommendation in this research is to develop an appropriate training model to train the collaboration skills of prospective biology teacher students.

Purpose: The purpose of this study is to obtain a profile of habits of mind among prospective teacher students in the PMIPA (Science, Mathematics, and Environmental Education) Department in Pontianak, Indonesia. Recognizing the importance of habits of mind in shaping learning outcomes and life skills, the research aims to assess the prevalence and distribution of self-regulation, critical thinking, and creative thinking among teacher education students. Methods: The research utilizes a quantitative descriptive approach, conducted across three study programs: Biology Education, Chemistry Education, and Mathematics Education. Purposive sampling is employed to select a sample of 100 prospective teacher students. Data collection involves the administration of a questionnaire comprising three aspects: self-regulation, critical thinking, and creative thinking. The collected data are analyzed using quantitative methods to provide a comprehensive understanding of the habits of mind among PMIPA students. Results and Discussion: The research findings reveal that the habits of mind among PMIPA students are generally categorized as good, with 84% exhibiting favorable habits. Among the three study programs, Biology Education students exhibit the highest percentage of favorable habits, followed by Chemistry Education and Mathematics Education. Self-regulation emerges as the predominant habitual component of the mind, followed by critical thinking, with creative thinking ranking lowest in prevalence. These findings suggest that while PMIPA students demonstrate strengths in self-regulation and critical thinking, there may be opportunities for further development of creative thinking skills. Implications of the Research: The results of this research hold significant implications for universities and lecturers involved in teacher education programs. By providing insights into the habits of mind prevalent among prospective teacher students, the findings can inform the design of appropriate teaching and learning strategies tailored to the needs and strengths of PMIPA students. Additionally, the research outcomes may contribute to the enhancement of teacher education curricula, emphasizing the cultivation of critical thinking and creative thinking skills alongside self-regulation. Originality/Value: This study contributes to the existing literature by offering a detailed examination of habits of mind among prospective teacher students in the PMIPA Department, particularly in the context of teacher education in Pontianak, Indonesia. By focusing on the components of self-regulation, critical thinking, and creative thinking, the research provides valuable insights into the cognitive and metacognitive skills prevalent among PMIPA students. The findings offer a basis for enhancing teacher education programs and fostering the development of well-rounded educators equipped with essential habits of mind for success in teaching and lifelong learning.

Behavior that damages the environment can be changed through knowledge, because knowledge can influence a person's attitude in protecting theenvironment. This research aims to analyze the relationship between environmental ethics literacy and environmental awareness in prospective biology teacher students. The research was conducted on Biology Education students at "X" University, Malang City. The research sample was taken randomly from the population and the sample in this study was 74 prospective biology teacher students in semester V of the 2020/2021 academic year, and semester VII of the 2019/2020 academic year. Sample selection was based on all students who had taken and passed ethics andecology courses. The instruments used to collect data were test questions and attitude observation sheets with Likert scales and Guttman scales. Data were analyzed using the Pearson Product Moment correlation test with data processing using the SPSS 24 for Windows program. Theresearch results show that (1) the environmental ethics literacy of prospective biology teacher students is in the medium category; (2) environmental awareness of prospective biology education teacher students in the good category; (3) there is a relationship betweenenvironmental ethical literacy and environmental awareness character, because the results of correlation analysis with the Pearson ProductMoment correlation show a significance value of 0.000 < 0.05. The results of this research show that environmental ethics literacy has a positiverelationship with environmental awareness, so to foster environmental awareness it is necessary to continuously increase environmental ethics literacy.

Critical thinking skills are important in sharing aspects of life in the current and future era of globalization and information. An important aspect of critical thinking is literacy. Literacy abilities within the scope of Natural Sciences refer to scientific literacy. The critical thinking test results show that students' critical thinking components must still be developed. This paper discusses developing and validating a critical thinking measurement instrument for prospective science-biology teacher students based on Megapodidae bird ecotourism. The aim is to develop and assess the validity, reliability, and characteristics of critical thinking skills instruments so that they can be used to measure critical thinking skills in Science-Biology prospective teacher students. Product development in the form of critical thinking skills test instruments in Biology learning for prospective teacher students at FKIP Unram. Instrument development is carried out in four steps: identifying indicators, developing collection items, making validity checks, and improving item quality. Instrument validation is by a learning expert from FKIP Unram. Essay form questions consist of 21 items with difficulty levels at medium and high levels. The results of expert validation analysis using Aiken's V method for each aspect are classified as valid with a value of 0.79. The instrument developed can be used as a valid and reliable measure of critical thinking ability.

This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment

Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the future

TPACK research has been conducted on several subject teachers in schools in Jambi. However, research on prospective teachers, especially Biology, has not been widely conducted. What is new about this study is seeing the differences in TPACK results of female and male prospective teachers, which has not previously been done on prospective Biology teachers in Jambi. This research aims to examine the gap between two groups of male and female teacher candidates in assessing their TPACK knowledge. This study was conducted by distributing questionnaires to prospective teacher students using Google Form. There were 63 students consisting of 13 males and 50 females. The research method used was quantitative descriptive. The results showed that there were quite significant differences in TK and TCK indicators related to technology use. This is due to differences in training and time of technology use. Although male and female prospective teachers rated their domain knowledge very high, especially regarding CK, they rated their technological knowledge lower, including their ability to link this knowledge into TCK, TPK, and TPACK. This study has also produced recommendations for future research to improve TPACK of prospective biology teacher students

Geometry is one of branches of mathematics that can develop deductive thinking ability for anyone, including students of prospective mathematics teachers, who learning it. This deductive thinking ability is needed by prospective mathematics teachers for their future careers as mathematics educators. This research therefore aims to investigate the influence of the learning process of a geometry course toward deductive reasoning ability of students of prospective mathematics teachers. To do so, this qualitative research was carried out through an observation of the learning process and assessment of the geometry course, involving 56 students of prospective mathematics teachers, in one of mathematics education program, in one of state universities in Bandung. A geometry topic observed in the learning process was the Ceva’s theorem, and the assessment was in the form of an individual written test on the application of the Ceva’s theorem in a proving process. The results showed that the learning process emphasizes on proving of theorems and mathematical statements. In addition, the test revealed that ten students are able to use the Ceva’s theorem in a proving process and different strategies of proving are found, including the use of properties of similarity between triangles and of the concept of trigonometry. This indicates a creativity of student deductive thinking in proving process. In conclusion, the geometry course that emphasizes on proving of theorems and mathematical statements has influenced on filexibility of student deductive thinking in proving processes.