Biology Students Research Articles

The Effect of Project Based Learning Model on the Students Questioning Ability

The questioning ability is the foundation for building students' thinking skills in finding solutions to problems. This study aimed to determine the effect of the project-based learning model on the ability to ask questions of biology students in class X SMAN 7 Mataram. Quasi-experimental method and Nonrandomized Control Group Design were used in this study with a quantitative approach. The population of this study was class X SMAN 7 Mataram, and random sampling was used as a sampling technique so that four classes were obtained as samples with details of class XG and XF as the experimental group while XK and XL as the control group. The instrument used is Questioning Skills. Data collection of students' questioning skills is done by making five questions, then analyzed by anacova (analysis of covariance) at the 5% significance level using the SPSS 21 program. The results of hypothesis testing in this study show an effect of the project-based learning model on the ability to ask biology students in class X SMAN 7 Mataram.

Assessment of botanical learning through an educational intervention based on aromatic plants and their uses in the immediate environment

AbstractIn order to achieve meaningful learning and in view of the need for education for sustainable development (ESD), pedagogical proposals based on experiential methodologies, paying attention to what is taught and with what objective, are essential. Sustainability in education implies a new vision of the term integral sustainability (IS); this should not only focus on environmental aspects of sustainability, but make the whole process of learning sustainable in itself. Against this background, this article presents a non-formal educational intervention for secondary school biology and geology students focused on aromatic plants and associated traditional knowledge (which are locally relevant to the students), in support of the botany-related contents established in the formal curriculum. To evaluate the activity, pre-test and post-test questionnaires were completed by the students. The results revealed significant improvements in students’ ratings of motivation, scientific learning, and sustainable awareness, demonstrating the effectiveness of implementing pedagogical proposals related to the immediate environment for increasing interest in learning and conservation of natural resources.

Hubungan Self-Efficacy Dengan Stres Akademik Pada Mahasiswa S1 Biologi FMIPA Universitas Pattimura Dalam Proses Penyusunan Skripsi

The process of preparing a thesis is a crucial stage in the academic journey of undergraduate Biology students. At this stage, students are faced with complex and demanding tasks, requiring effective self-regulation skills and resilience to academic pressure. This research aims to investigate the relationship between self-efficacy and academic stress among undergraduate Biology students at the Faculty of Mathematics and Natural Sciences, Pattimura University, during the thesis preparation process. This research employs a quantitative approach with data collection through questionnaires distributed to undergraduate Biology students. Statistical analyses, such as correlation, will be utilized to assess the relationship between self-efficacy and academic stress. The research findings reveal that the most common level of self-efficacy falls within the moderate category. Meanwhile, the categorization of academic stress levels indicates that the majority of respondents, comprising 19 individuals (44.2%), experience mild stress. Statistical analysis unveils a significant relationship between the level of self-efficacy and academic stress among students.

Efektivitas Modul Pencemaran Sampah dengan Model Argument-Driven Inquiry (ADI) untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Biologi

Critical thinking skills are a crucial aspect of the 21st century, playing a fundamental role in various areas of life, yet they are still not optimally developed in classrooms. This research aims to develop critical thinking skills through the Argument Driven Inquiry (ADI) module for biology students. This study uses a nonrandomized control-group pretest-posttest design experiment involving three classes as the experimental group, positive control, and negative control. This research sample consisted of 67 biology students from Universitas Negeri Malang across three classes. Data collection techniques employed pretest and posttest questions on critical thinking skills. Data analysis was performed using ANCOVA. The results of the ANCOVA test on the biology students' critical thinking revealed a significance of learning at 0.036 (less than 0.05), thus it can be concluded that the research hypothesis is accepted, indicating a difference in critical thinking between students using the ADI module, ADI model, and PowerPoint. The ADI module proved effective in enhancing the critical thinking skills of biology students, with significantly higher posttest results compared to other learning models. The development of this module also included the integration of interactive videos about the conditions of garbage mountains and leachate water pollution at the Supit Urang Malang landfill, providing a more realistic context for the students

Analysis of the prior knowledge of students about the ecological importance of vultures

Despite vultures' vital role in nature, they are insufficiently addressed in Brazilian educational content, leading to misconceptions about these scavenging birds. With educators neglecting the topic, students rely on their families, social circles, and the media for information, perpetuating misunderstandings. To rectify this and enhance comprehension of vultures' ecological importance, this study examines student perceptions through prior knowledge (PK) analysis. The study involved high school graduates up to 2019 and first- and second-semester college Biology students in Pernambuco, Brazil. A questionnaire with context-rich, thought-provoking questions was employed to stimulate knowledge retrieval. Data was analyzed using Laurence Bardin's content analysis. Findings revealed students' limited knowledge about vulture species. When asked to explain color variations in vultures' heads, some students resorted to prior knowledge related to intraspecific dominance, sexual dimorphism, camouflage, and diet from other bird species. Some perceived vultures as environmental cleaners, while others associated them with carcass decomposition and disease transmission, along with negative aesthetic and hygienic attributes. It's imperative that students not only study textbook-highlighted species but also gain insights into local fauna and its environmental significance. This broader understanding can rectify misconceptions and promote the vital ecological role vultures play in maintaining the balance of ecosystems.

Expanding science skills: teaching tissue culture, data analysis, and reporting through imaging the actin cytoskeleton.

Within the eukaryotic cell, the actin cytoskeleton is a crucial structural framework that maintains cellular form, regulates cell movement and division, and facilitates the internal transportation of proteins and organelles. External cues induce alterations in the actin cytoskeleton primarily through the activation of Rho GTPases, which then bind to a diverse array of effector proteins to promote the local assembly or disassembly of actin. We have harnessed the extensively studied functions of RhoA in the dynamics of the actin cytoskeleton to craft a practical series for Stage 2 Biology students. This series not only imparts essential tissue culture laboratory skills but also reinforces them through repetition. These activities are presented in a scenario designed for students to explore the function of a hypothetical RhoA family member. Students produce slides from transfected cells, undertake fluorescence microscopy, process the images using ImageJ, and compile their findings in a comprehensive scientific report. The composition of the report requires independent acquisition of new knowledge and synoptic learning. According to student feedback, this early experience greatly aids in solidifying and honing the skills required to report on more extensive and intricate research projects, such as capstone projects.

Assessment of Post-Covid-19 Hand Hygiene Compliance Among Nigeria Certificate in Education Biology Students in Zaria, Nigeria

This study titled Assessment of post-COVID-19 hand hygiene compliance among Nigeria Certificate in Education Biology Students in Zaria, Nigeria was a cross-sectional survey work. The study was guided by three research questions and three research objectives. Three hundred forty-six (346) NCE biology students were chosen at random from a population of three thousand four hundred and forty-one using the random sampling technique. The data collection instrument was a structured questionnaire titled "Students Hand-Hygiene Compliance Questionnaire (SHCQ)" which underwent validation by two science education experts from Ahmadu Bello University, Zaria. Split-half method was adopted to determine reliability which gave the reliability coefficient value of 0.77 with Spearman rank statistics. The researchers administered the instrument to respondents over two weeks. The mean and standard deviation were used to analyse the gathered data. According to the results, the College established hand hygiene compliance during the COVID-19 era (X = 4.00, S.D. = 1.20); NCE Biology students in Zaria had low levels of post-COVID-19 hand hygiene compliance (X = 2.80, S.D. = 1.02); and there weren't many obstacles to post-COVID-19 hand hygiene compliance (X = 3.74, S.D. = 1.08). Recommendations among others include: the College management should continue to prioritize and reinforce a robust infrastructure for handwashing facilities, ensure the availability of soap and sanitizers, and conduct regular educational campaigns on proper hand hygiene practices.

Do demographic factors impact plant knowledge and plant awareness disparity?

AbstractSince 1999, plant blindness, now known as plant awareness disparity (PAD), has gained great awareness. However, no study to date has explored the impact of multiple demographic factors, including those of an indigenous population, in understanding plant knowledge. Specifically, this study assessed how race, gender, rurality, and college type of general biology students influenced their self‐perceived plant knowledge and where that knowledge was learned. A total of 702 students across six different colleges, including three tribal and three non‐tribal colleges, completed the survey. The survey included demographic questions, five‐point Likert questions, and choose all that apply questions to assess students’ confidence in their plant knowledge, plant identification skills, where they learned that plant knowledge, and from whom they learned it. College type (tribal vs. non‐tribal) and race (American Indian/Alaskan Native vs. White) showed little differences across most analyses. However, rurality (rural vs. urban) and gender (male vs. female) were often significantly different (p ≤ 0.05). Similar findings were reflected in confidence in identifying specific plant categories. In most cases, participants disagreed when answering that they were confident in identifying categories of plants, with the only exception being gardening. The types of plants participants knew the most about were food, herbs, and foraging plants, which corresponded with gardening and foraging being the activities that taught them most about plants. Parent(s)/guardian(s) were the most important source of plant knowledge followed by school. The information in this study can aid educators, resource managers, and researchers in improving education, curriculum, and PAD.

Keterampilan Berpikir Kritis Buku Ensiklopedia Famili Malvaceae Melalui Penelitian Pengembangan

The 21st century is called the information century for all aspects of life. One of the abilities that 21st century education must have is critical thinking. Statistics on critical thinking abilities of biology students show that these abilities are still lacking. The use of teaching materials is one method for training critical thinking skills. The Encyclopedia Book is an instructional resource created during this project. To improve the quality of a product developed in the form of an encyclopedia, development research is needed. Seven types of plants from the Malvaceae family which are often found in the Banua Botanical Gardens are included in the encyclopedia created. The EDR (Educational Design Research) research method was applied in the study of making this encyclopedia. In terms of developing students' critical thinking skills, the results of the expected effectiveness test are in the good category with a total average score of 76.3%, while actual effectiveness is in the very good category with a total average score of 87.13%. This is suitable for use as a teaching tool both in theory and practice.

Formation of biophysical concepts in the process of training biology students

Relevance. The relevance of the study is determined by changes in science and trends in the social development of modern society, since there is an increase in the amount of scientific information in the information society. In the context of the informatization of science and education, an important role in the formation of common concepts about life and the organization of its stages. Purpose. This article explores ways of introducing biophysical concepts into the content of the biology course in the training process of university biology students in order to improve their biophysical knowledge, skills, and professional competence. Training in biology and physics in the experimental group were carried out based on a work program that provides an intersubject relation. Training in the control group was organized in the traditional form of lectures and practical classes. The experiment involved 104 second-, third- and fourth-year students enrolled in �5�011300 � Biology� and �5�011000 � Physics�. The experimental group (EG) consisted of 67 students, and the control group (CG) � of 37 students. The experiment was carried out in three stages. Methodology. The research process was carried out with the help of such research methods as monitoring during classes, analysis of the teacher�s actions and students� performance, dialogue between the teacher and students. Results. The study demonstrated that to achieve high performance in biology and physics among students at pedagogical higher education institutions, further improvements are needed in the developed methodology for integrating interdisciplinary relations between biology and physics to form biophysical concepts. Conclusions. There is a need to expand, supplement and systematize the content of biophysical concepts used in updated educational programs. In order to improve the biophysical knowledge of future specialists one should determine and systematize biophysical concepts in terms of the content of biological knowledge. Keywords: biophysics; biophysical knowledge; development; intersubject relation; concept �energy�

Project-based learning approach on content mastery and cognitive skills: a pedagogical model for senior high school biology students

The principal objective of this study was to determine the effectiveness of a project-based learning approach on the performance level and engagement experience of Senior High School Biology students. Quasi-experimental, specifically the One-Group-Pretest-Posttest Design was employed using mean percentage score and t-test as statistical tools in the treatment of data. The findings revealed that the mean percentage score of students across content areas and cognitive skills did not meet the expectations and were interpreted as being at the beginning level. Nevertheless, there is a significant difference between the pretest and posttest results covering content areas, namely: cells, biological molecules, and energy transformation. Likewise, a significant difference was revealed between the pretest and posttest scores throughout cognitive skills, such as comprehension, analysis, and application. The results suggest that the study can be very helpful to teachers of 21st-century learners so that they can have meaningful engagement in the class by exposing them to project tasks that develop their creativity, critical thinking skills, collaboration, ownership, and self-reflection. In addition, teachers should reinforce basic concepts, employ visual aids, foster active learning, stimulate critical thinking, and adopt an inquiry-based approach. They must also facilitate collaborative learning, ensure inclusivity, enhance project-based learning using models, cultivate metacognitive skills, and simplify complex concepts through scaffolding.

Physiology Core Concepts Guide Successful Mechanistic Reasoning

Mechanistic reasoning is a powerful strategy used to organize one’s thinking by leveraging the properties and behaviors of underlying entities to explain how and why phenomena occur. Modell identified seven “general models” (i.e., principles) in physiology that could serve as a cognitive framework for students to use to reason mechanistically about a variety of seemingly-distinct processes. Many of these principles are also Physiological Core Concepts. Though there are frameworks to analyze students’ use of mechanistic reasoning, there is currently no framework to analyze how physiology students use principles or Core Concepts to support their use of mechanistic reasoning to solve complex problems. In this study we ask two research questions about students use of the principle of Flux (i.e., the Core Concept of Flow Down Gradients) 1) How do students use the Flux Relationship to guide their mechanistic reasoning? 2) Are students who use the Flux Relationship to guide their mechanistic reasoning more successful when solving complex organismal biological problems? We recorded and transcribed in-class discussions of 14 introductory biology students in 4 small groups as they worked across a term to solve complex problems related to the principle of Flux (rate of movement ∝ gradient/resistance). To address RQ1, we combined emergent codes with established frameworks for mechanistic reasoning and Flux reasoning. We iteratively applied our codes to a subset of transcripts, compared interpretations and coding, revised the framework and re-coded. In this way we developed a framework to characterize how students use the Flux Relationship to guide their mechanistic reasoning. To address RQ2, we scored each discussion for accuracy and whether or not the students used the Flux relationship to guide their mechanistic reasoning. We then used a chi-square test to determine if more students who used Flux to guide their reasoning were accurate. RQ1 results: Our principle-based mechanistic reasoning framework for Flux includes two established mechanistic reasoning categories: identification (introduction of components of a system) and chaining (using the relationships between components to reason mechanistically). The framework then identifies how students use flux, or don’t, while discussing a complex physiological problem. For example, students may 1) identify or chain without using Flux, 2) identify an aspect of the Flux Relationship without using it to chain, 3) use the Flux relationship to chain. RQ2 results: We found that students who used the Flux Relationship to chain were significantly more likely to be accurate in their discussion. Our study adds to the current literature by providing researchers and instructors with a more meaningful analysis of how students use physiological principles/Core Concepts when mechanistically reasoning to solve complex problems. Additionally, our results support the claim that supporting students' use of principles/Core concepts can lead to higher accuracy in their reasoning. Finally, our framework can be used to measure the impact of instructional interventions designed to increase the use of students' principle-based mechanistic reasoning. Work funded by NSF. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Use of 5E Learning-cycle and Concept-mapping Strategies for Improving Student's Performance in Genetics in Secondary Schools in Kwara State, Nigeria

The continuous explosion of discoveries in field of science and technology in this 21st century calls for shift from conventional teaching methods to a more innovative teaching strategies in Nigerian secondary schools. Instructional strategies adopted by teachers have been linked by researchers to students’ conceptions, misconceptions, difficulties of some concepts as well as poor performances in science subject like Biology at the senior school certificate examinations in Nigeria. Genetics is one of the concepts in Biology that was reported by researchers to be difficult to teach by teachers and difficult to learn by students in secondary schools in Nigeria. This study examined the effect of using 5E learning-cycle and concept-mapping in teaching genetics to senior school students offering biology. The study is a quasi-experimental type. Sample comprised of senior school two students in public secondary schools in Ilorin city. The study is a quasi-experimental type involving pretest, posttest, non- randomized and non-equivalent control groups. All Senior School two (SS II) Biology students were the targeted population. The target population will not be preparing for WASSCE. A purposive sampling technique was used to select co-educational government secondary schools in three senatorial districts. A Performance Test on Genetics (PTG) was used for data collection. Data collected were analyzed using mean and ANCOVA statistical tool. The study revealed that both learning-cycle and concept- mapping had a positive effect on the performance of the experimental groups. It means there is a significant difference between the experimental and control groups and also, no significant difference between the performance of male and female students. It was therefore recommended among others that teachers should employ these strategies to teach biology particularly genetics

A path model analysis of preform students’ factors and comprehension strategies on cognitive learning outcomes associated with text comprehension

IntroductionThe ability to understand text is influenced by various factors, including the learner’s cognitive abilities and previous experiences. This study examined the correlation between two pre-existing learner characteristics, three comprehension strategies used while reading, and two cognitive outcomes related to text comprehension.MethodsThe study involved 109 undergraduate Biology students, who were instructed to perform think-aloud exercises while reading biology texts and complete post-reading tests. The participants typed out their thoughts about the text when prompted. Their verbal protocols were coded and analyzed.ResultsStatistically significant correlations were only observed between prior knowledge, presage skill, recall, and comprehension. The direct relationships between prior knowledge and cognitive strategies were not significant, and the relationship between participants’ presage skills and the comprehension strategies they employed while reading was not significant.DiscussionThe study revealed that prior knowledge had a more significant impact on cognitive learning outcomes than the students’ prior cognitive skills and the comprehension strategies they employed while reading. Additionally, the participant’s performance on the learning outcomes was influenced by at least one of the comprehension strategies and their prior knowledge.

The Effectiveness of Problem-Based Learning Assisted by Articulate Storyline Interactive Students' Critical Thinking Skills

This study aims to reveal the impact of a problem-based learning model assisted by articulate storyline interactive media on high school biology students' critical thinking skills. This research was conducted in April-July 2023. The research method used was a quasi-experiment with a nonequivalent control group design. The population is all grade X science students (grade X IPA) of SMA Negeri 1 Kawali, West Java in the 2022/2023 school year as many as 6 classes. The sampling technique used was the purposive sampling technique, with grade X IPA 1 class as the experimental class and X IPA 3 as the control class each containing 36 students. The data collecting instrument is a critical thinking skill test consisting of 13 description questions that had gone through validity and reliability tests with the results of the instrument validity test, namely eight significant questions and five very significant questions, and the reliability score r = 0.84 including the high category. The data analysis technique used was the one-way ANOVA test at a significance level of 0.05. The average N-gain score of critical thinking skills of the experimental class is 0.45 (medium) higher than the control class which is 0.19 (low). Based on the results of testing the research hypothesis, it can be concluded that there is an effect of a problem-based learning model assisted by articulate storyline interactive media on critical thinking skills at a significance level of 0.000. The theoretical implication is that critical thinking skills can be improved by using a problem-based learning model assisted by interactive learning media so that the problem-based learning model assisted by articulate storyline interactive media can be used as a teaching method to improve critical thinking skills.

Peningkatan Motivasi dan Hasil Belajar Kognitif Biologi dengan Menggunakan Model Pembelajaran Kooperatif Tipe The Learning Cell

The lack of student participation in learning is caused by teachers not paying attention to students' psychological conditions, so that students experience difficulties in learning which has an impact on low motivation and student learning outcomes. The effectiveness of learning, learning motivation and learning outcomes need to be improved through a learning process using a cooperative model of The Learning Cell type, namely a concept that places more emphasis on raising questions which is the key to learning. The purpose of this research is to determine the increase in motivation and cognitive learning outcomes of students using the cooperative learning model type The Learning Cell. The type of research used is classroom action research which consists of two cycles, each cycle consisting of two meetings. This research measures the results of observations of the implementation of teacher and student activities, motivation and cognitive learning outcomes of students using observation sheets on the implementation of teacher and student activities, as well as questionnaires and evaluation tests. The results of the research show that the percentage of implementation of the results of observing teacher activities in cycle I was 82.57% which was included in the good category and cycle II increased with a percentage of 89.28% in the very good category, while the results of observing the implementation of student activities in cycle I was with a percentage of 60. % in the quite active category and increased in cycle II with a percentage of 85% in the very active category. Student motivation was obtained from the distribution of questionnaires in the first cycle which was in the good category at 80.60% and in the second cycle it increased to 82.56%, still in the good category. Student cognitive learning outcomes are obtained from evaluation tests that have been prepared and distributed to students at the end of each cycle, in cycle I it was 65%, so students were not yet said to be classically complete and continued in cycle II which experienced an increase of 87%, so student learning outcomes on the subject of interdependence in ecosystems, it is stated to be classically complete. Based on these results, it can be concluded that by implementing the cooperative learning model of The Learning Cell type, it can increase the motivation and cognitive learning outcomes of Biology students at SMP Negeri 2 Kayangan.

Analisis Miskonsepsi Materi Sistem Reproduksi Manusia Menggunakan Instrumen Tiga Tingkat (Three-tier test) Terhadap Mahasiswa Biologi

The aim of this research is to determine the level of misconceptions of biology students regarding the human reproductive system material. This really needs to be researched because it can find out the extent to which biology students understand the material. To find out the misconceptions experienced by biology students, researchers used the Certainty of Response Index (CRI) method to measure the level of misconceptions biology students had regarding human reproduction material taught by lecturers. This research uses qualitative methods, with descriptive research type. The subjects of this research consisted of all biology students. The population in this study were 36 biology students. The data collection technique uses a questionnaire containing diagnostic questions at the Three Tier Test level with the Certainty of Response Index (CRI) method where in the questions there are three levels of categories, namely questions, reasons and beliefs. This questionnaire is distributed online via Google Form. The data obtained was processed using percentage techniques. The results of this research were analyzed by adjusting the levels of the categories of understanding the concept, not knowing the concept and misconceptions. The results obtained will later show biology students who experience misconceptions and biology students who already understand the concept. The results of this research show that 21.5% of biology students understand the concept, 31.4% do not understand the concept and 25% of biology students experience positive misconceptions, 22.2% negative misconceptions. It can be concluded that it turns out that biology students still experience many misconceptions regarding the human reproductive system material compared to biology students who understand the concept.)

The Effect of SIMAS ERIC Learning Model on Protist Material to Improve Students' Cognitive Learning Outcomes in Class X

Various problems that cause low student learning outcomes are thought to be due to the lack of teacher innovation when teaching in the classroom, the selection of learning models or strategies that do not facilitate students’ awareness and interest in learning, as well as other influencing problems. One of the models that can help teachers train students to plan lessons, monitor the learning process, and evaluate learning outcomes is the Simas Eric learning model with syntax skimming, mind mapping, questioning, exploring, writing, and communicating. This study aimed to determine the effect of the SIMAS ERIC learning model on cognitive learning outcomes of Biology students at SMAN 24 Bandung. This is a quasi-experimental research with a non-equivalent pretest-posttest control group design. The participants in this study were class X MIPA 1 and X MIPA 3 students at SMAN 24 Bandung. Data were collected through the results of observations of students’ cognitive learning outcomes. Data analysis was done using the ANOVA technique, which shows the learning outcomes of the SIMAS ERIC model on protist material, affecting the cognitive learning outcomes of Biology students at SMAN 24 Bandung with an average cognitive learning outcome of experimental class students of 84.50%. The average cognitive learning outcome of control class students was 78.50%. The experimental class obtained a higher average cognitive learning outcome than the control class. The benefit of this research is that it can determine the effect of the Simas Eric model based on students’ cognitive learning outcomes. Keywords: SIMAS ERIC learning model, protist material, cognitive learning outcomes

Online Quantitative Literacy-Based Biology Learning towards Students' Self-Efficacy

Quantitative literacy is an important skill for biology students. During COVID-19, students had to adapt to several changes, including shifting from offline to online classes. However, not all biology content can be taught easily, especially online. Therefore, students need self-efficacy abilities. Self-efficacy was important for students to be able to make a plan for their learning. This research aimed to describe students’ self-efficacy to continue their online biology learning during COVID-19, based on their quantitative literacy skills. This study used 20-item questionnaires with four choices of statements. The biology topic chosen was plant anatomy. This research measured the score of 82 first-year college students’ self-efficacy from three aspects - magnitude, strength, and generality. Data were analyzed using descriptive statistics to measure the mean, the highest, and the lowest students’ self-efficacy scores. The result showed that the average score of students’ self-efficacy was 2.72, which means students’ self-efficacy was in the moderate category. All three aspects were also in the moderate category, with the strength aspect score being the highest at 2.76 and the magnitude aspect score being the lowest at 2.66. Based on the number of participants’ level of self-efficacy, 3% of students were in the high category, 96% were in the moderate category, and 1% were in the low category. The result showed that most of the students in this research have a moderate level of self-efficacy in online biology learning, based on quantitative literacy. This means that most of the students still must develop their self-efficacy skills to learn online quantitative lessons in biology successfully. The results also suggested that it is essential to teach students how to manage their learning behavior through the development of self-efficacy to succeed in online quantitative lessons in biology learning in the future. Keywords: literacy, online class, self-efficacy

Perception of Prospective Biology Teacher Students on Online Lecture on Vertebrata Zoology

This research aimed to describe students’ perceptions of online lectures on vertebrate zoology. This quantitative descriptive analysis was conducted through questionnaires and interviews distributed to students online. The sample in this study was 32 Biology students. The results of the study showed that 48% of the teaching and learning process needed to be carried out in a variety of ways so that students are motivated, learning objectives can be achieved, and lecturers can facilitate textbooks to be used especially for online learning. The results of the interviews showed that 96.9% of students stated that it was necessary to develop a digital-based textbook on vertebrate zoology. In line with this, 68% of students strongly agreed to add to the collection of photos of the species displayed. As many as 64% of students stated that they had a deeper curiosity about the existence of the animals being studied so that students’ awareness and concern for the environment could grow and increase their knowledge of biodiversity. In addition, as many as 52% of students agreed with using applications in identifying animals in vertebrate zoology courses as the use of technology in learning can increase student knowledge, performance, and motivation so that this study can contribute as an initial study in the development of digital textbooks of vertebrate zoology. Keywords: perception, prospective teacher, biology, online lecture, vertebrata, zoology