Keterampilan meneliti yang dimiliki mahasiswa prodi pendidikan biologi se-wilayah III Cirebon

Djohar Maknun; Ria Yulia Gloria; Jajang Aisyul Muzakki

doi:10.21831/jipi.v6i1.28251

Keterampilan meneliti yang dimiliki mahasiswa prodi pendidikan biologi se-wilayah III Cirebon

Djohar Maknun, Institut Agama Islam Negeri Syekh Nurjati Cirebon, Indonesia
Ria Yulia Gloria, Institut Agama Islam Negeri Syekh Nurjati Cirebon, Indonesia
Jajang Aisyul Muzakki, Institut Agama Islam Negeri Syekh Nurjati Cirebon, Indonesia

10.21831/jipi.v6i1.28251

Abstract

Keterampilan meneliti meliputi keterampilan dasar, yaitu observasi, mengukur, klasifikasi, komunikasi, membuat inferensi, membuat prediksi, dan keterampilan terintegrasi berupa menafsirkan data, mengendalikan variabel, membuat definisi operasional, dan merumuskan hipotesis, dan melaksanakan eksperimen. Secara umum keterampilan meneliti meliputi keterampilan merancang, melaksanakan, dan melaporkan hasil penelitian. Tujuan penelitian ini untuk meningkatkan keterampilan meneliti mahasiswa S-1 Program Studi Pendidikan Biologi Se-wilayah III Cirebon. Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik analisis data menggunakan statistik deskriptif. Instrumen penelitian menggunakan tes dan kuesioner. Sampel diambil secara acak sederhana. Hasil penelitian ini adalah rataan tingkat penguasaan keterampilan meneliti merancang tercapai sebesar 51,3%, melaksanakan penelitian sebesar 55,21%, dan melaporkan hasil penelitian 62,82%. Keterampilan meneliti kurang diberikan pelatihan pada saat pembelajaran, hanya 43,8% dosen pembimbing praktikum yang memberikan pembekalan keterampilan meneliti. Kesimpulan penelitian menunjukkan bahwa keterampilan meneliti mahasiswa S-1 Prodi Pendidikan Biologi Se-wilayah III Cirebon masih tergolong dalam kategori kurang.

Research skills held by biology education study program students in region III Cirebon

Abstract

Research skills include basic skills, namely observation, measuring, classification, communication, making inferences, making predictions, and integrated skills in the form of interpreting data, controlling variables, making operational definitions, and formulating hypotheses, and carrying out experiments. In general, research skills include the skills of designing, implementing, and reporting the results of research. The purpose of this study was to improve the research skills of undergraduate students in the Biology Education Study Program in Region III Cirebon. This research uses quantitative descriptive methods. Data analysis techniques using descriptive statistics. Research instruments using tests and questionnaires. Samples are taken at random. The results of this study are the average mastery level of researching design skills reached 51.3%, carrying out research amounting to 55.21%, and reporting research results of 62.82%. Research skills were not given training while learning, only 43.8% of practicum supervisors provided research skills. The conclusion of the study shows that the research skills of undergraduate students of Biology Education Study Program in Region III Cirebon are still classified in the inadequate category.

Keywords

keterampilan meneliti; pendidikan biologi; Wilayah III Cirebon; research skills; biology education; Region III Cirebon

Full Text:

Fulltext PDF

References

Aldulaimi, S. H. (2016). Fundamental Islamic perspective of work ethics. Journal of Islamic Accounting and Business Research, 7(1), 59–76. https://doi.org/10.1108/JIABR-02-2014-0006

Aloysius, D. C. (2016). Pembelajaran Biologi di Indonesia bukan untuk hidup. Proceeding Biology Education Conference, 13(1), 8–22. https://jurnal.uns.ac.id/prosbi/article/viewFile/5640/5008

Anderson, J., & Priest, C. (2012). The live education of an architect: John Hejduk and Oxford Brookes year one live projects. Journal for Education in the Built Environment, 7(2), 50–62. https://doi.org/10.11120/jebe.2012.07020050

Bazeley, P. (2010). Conceptualising research performance. Studies in Higher Education, 35(8), 889–903. https://doi.org/10.1080/03075070903348404

Bybee, R. W. (2009). The BSCS 5E instructional model and 21st Century skills. BSCS.

Chu, S., Lo, C., Chow, K., Mak, M., Ho, E., & Tsang, A. (2008). Primary four students’ development of research skills through inquiry-based learning projects. The World Association of Lesson Studies International Conference 2007, 1–29. https://web.edu.hku.hk/f/acadstaff/447/2007_primary_research.pdf

Davidson, Z. E., & Palermo, C. (2015). Developing research competence in undergraduate students through hands on learning. Journal of Biomedical Education, 2015, 1–9. https://doi.org/10.1155/2015/306380

Gobaw, G. F., & Atagan, H. I. (2016). Assessing laboratory skills performance in undergraduate biology students. Academic Journal of Interdisciplinary Studies, 5(3), 113–122. https://doi.org/10.5901/ajis.2016.v5n3p113

Hammersley, M. (1993). On the teacher as researcher. Educational Action Research, 1(3), 425–445. https://doi.org/10.1080/0965079930010308

Kapon, S. (2016). Doing research in school: Physics inquiry in the zone of proximal development. Journal of Research in Science Teaching, 53(8), 1172–1197. https://doi.org/10.1002/tea.21325

Karamustafaoğlu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26–38. http://www.ijpce.org/index.php/IJPCE/article/view/99

Leeming, F. C., Dwyer, W. O., Porter, B. E., & Cobern, M. K. (1993). Outcome research in environmental education: A critical review. The Journal of Environmental Education, 24(4), 8–21. https://doi.org/10.1080/00958964.1993.9943504

Leonard, L. (2016). Kompetensi tenaga pendidik di Indonesia: Analisis dampak rendahnya kualitas SDM guru dan solusi perbaikannya. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(3), 192–201. https://doi.org/10.30998/formatif.v5i3.643

Loveys, B. R., Kaiser, B. N., Mcdonald, G., Kravchuk, O., Gilliham, M., Tyerman, S., & Able, A. J. (2014). The development of student research skills in second year plant biology. International Journal of Innovation in Science and Mathematics Education, 22(3), 15–25. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/8257

Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, (2016).

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 65 tahun 2013 tentang standar proses pendidikan dasar dan menengah, Pub. L. No. 65 (2013).

OECD. (2019). OECD to publish results of latest PISA survey. OECD.Org. https://www.oecd.org/newsroom/oecd-to-publish-results-of-latest-pisa-survey-on-3-december-2019.htm

Pratiwi, I. (2019). Efek program PISA terhadap kurikulum di Indonesia. Jurnal Pendidikan Dan Kebudayaan, 4(1), 51. https://doi.org/10.24832/jpnk.v4i1.1157

Szostak, R. (2013). Research skills for the future: An interdisciplinary perspective. Journal of Research Practice, 9(1), 1–5. http://jrp.icaap.org/index.php/jrp/article/view/385

TIMSS, & PIRLS. (2019). Result PIRLS database lates a test news. Timssandpirls.Bc.Edu. https://timssandpirls.bc.edu/

Wahyudi, A., Marjono, M., & Harlita, H. (2015). Pengaruh problem based learning terhadap keterampilan proses sains dan hasil belajar biologi siswa kelas X SMA Negeri Jumapolo tahun pelajaran 2013/2014. Bio-Pedagogi: Jurnal Pembelajaran Biologi, 4(1), 5–11. https://jurnal.uns.ac.id/pdg/article/view/5350

Williams, C. (2011). Research methods. Journal of Business & Economics Research (JBER), 5(3), 65–72. https://doi.org/10.19030/jber.v5i3.2532

Wu, M. (2011). Using PISA and TIMSS mathematics assessments to identify the relative strengths of students in western and Asian countries. Journal of Research in Education Sciences, 56(1). http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/11643

DOI: https://doi.org/10.21831/jipi.v6i1.28251