The implementation of RANDAI to improve pre-service biology teachers’ communication skills

Abstract

This study aimed to investigate the effect of RANDAI learning model on pre-service biology teachers’ communication skills. This experimental study used a posttest only non-equivalent control group design. it involved 107 pre-service biology teacher at the Universitas Negeri Padang, indonesia, which were divided into three treatment groups (experimental, positive control and negative control). Their communication skills were observed using a checklist and a 1- 4 scale rubric with organization, content, and delivery indicators. Data analysis was performed using ANOVA at the 5% significance level (p<0.05). The analysis results showed that RANDAI had a significant effect on pre-service biology teachers’ communication skills. The participants in RANDAI group achieved a higher average score (93.37) than the participants in Problem Based Learning/PBL (85.07) and direct learning (81.33) groups. The LSD test also indicated a significant difference in communication skills between the participants in RANDAI, PBL, and direct learning groups. Therefore, it can be concluded that RANDAI learning model can be used to improve pre-service biology teachers’ communication skills.