Abstract
Not a few students who have difficulty interpreting the material being studied in terms of life encourage the need for a paradigm shift in science learning, which is directed at lifelong learning. In this paper, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, which is also often called 5E+e. This research investigates the improvement of lifelong learning for the prospective teachers during the 5E+e inquiry in the plant diversity course. The quasi-experimental method with a one-group pretest-postest design was used. The research subjects were taken by purposive sampling, namely the fifth-semester students of the Biology Education Study Program at one of the Teachers Institution in Central Java with 31 participants. Data were gathered using a questionnaire filled out by students before (pre) and after (post) the treatment of the 5E+e inquiry learning and observation. The data analysis was carried out in both quantitative and qualitative-descriptive manners to make a comprehensive conclusion. The results revealed that the average lifelong learning score of prospective teachers compiled with rubrics had increased between before (2.68) and after being given the program (3.26) with a maximum score of 4.00. Thus, it can be concluded that the entrepreneurship-oriented inquiry learning program applied to the plant diversity course can increase the lifelong learning of prospective teachers.
Highlights
The rapid development of science has increasingly been felt in various aspects of life, eventually resulting in the Industrial Revolution 4.0
This research focuses on improving prospective teachers' lifelong learning during lectures on plant diversity with the 5E+e inquiry learning program
It can be concluded that the 5E+e inquiry carried out at the course of plant diversity can provide students with life-long learning
Summary
The rapid development of science has increasingly been felt in various aspects of life, eventually resulting in the Industrial Revolution 4.0. Science learning, which emphasizes mastery of concepts without the provision of lifelong learning, worsens unpromising conditions despite having a diploma at various education levels, challenging educators of pre-service teachers and education practitioners to find solutions (Rustaman, 2016). This is in line with the statement that the need for sustainable skills development will continue to be perceived by everyone of all ages because of many jobs in the future that have not existed today (Cummins & Kunkel, 2015)
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