HOTS-AEP OF CLIMATE CHANGE (HOTS-AEPCC) DAN TOPIK BIOTEKNOLOGI UNTUK EKOPEDAGOGIK PADA PEMBELAJARAN IPA
Abstract
Climate change is a phenomenon that discusses in one of the topics of Science (IPA) that could be integrated with biotechnology. The topic might be studied further in terms of ecopedagogy. The purpose of this study was to measure HOTS with the Higher Order Thinking Assessment instrument based on the Environmental Problem of Climate Change (HOTS-AEPCC) and to analyze the relationship between ecopedagogy and biotechnology. The method used in this research was descriptive with the data collection technique using a survey. The results indicated that the students' HOTS scores as measured by HOTS-AEPCC were still in the low category. Therefore, the results of the analysis showed that the topic of biotechnology in science learning was suitable. It assumed that ecopedagogy could combine with biotechnology. This study concludes that the students' HOTS score is still low. Therefore it is necessary to develop science learning oriented to climate change.
Downloads
References
Anagun, S. S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825–840. https://doi.org/10.12973/iji.2018.11452a
Bocala, C. (2015). From Experience to Expertise: The Development of Teachers’ Learning in Lesson Study. Journal of Teacher Education, 66(4), 349–362. https://doi.org/10.1177/0022487115592032
Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21–29. https://doi.org/10.17810/2015.45
Cook, K. L., & Oliveira, A. W. (2015). Communicating Evolution: An Exploration of Students’ Skills in an Essential Practice of Science. Electronic Journal of Science Education, 19(5), 1–23. http://ejse.southwestern.edu
Fisher-Maltese, C., & Zimmerman, T. D. (2015). A garden-based approach to teaching life science produces shifts in students’ attitudes toward the environment. International Journal of Environmental and Science Education, 10(1), 51–66. https://doi.org/10.12973/ijese.2015.230a
Fu, Y., & Guo, D. (2020). Projection of the East Asian westerly jet under six global warming targets. Atmospheric and Oceanic Science Letters, 13(2), 129–135. https://doi.org/10.1080/16742834.2020.1715199
Gündüz, A. Y., Alemdağ, E., Yaşar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–57. https://doi.org/10.1017/CBO9781107415324.004
Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer: Jurnal Pendidikan Biologi, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276
He, X., Hong, T., Liu, L., & Tiefenbacher, J. (2011). A comparative study of environmental knowledge, attitudes and behaviors among university students in China. International Research in Geographical and Environmental Education, 20(2), 91–104. https://doi.org/10.1080/10382046.2011.564783
Hyun, J., Ediger, R., & Lee, D. (2017). Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms. International Journal of Teaching, 29(1), 108–118. http://www.isetl.org/ijtlhe/
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935
Karpudewan, M., Roth, W. M., & Abdullah, M. N. S. Bin. (2015). Enhancing primary school students’ knowledge about global warming and environmental attitude using climate change activities. International Journal of Science Education, 37(1), 31–54. https://doi.org/10.1080/09500693.2014.958600
Lodato, T., French, E., & Clark, J. (2018). Open government data in the smart city: Interoperability, urban knowledge, and linking legacy systems. Journal of Urban Affairs, 1–15. https://doi.org/10.1080/07352166.2018.1511798
Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. International Journal of Management Education, 16(1), 37–42. https://doi.org/10.1016/j.ijme.2017.12.001
Nordin, A. B., & Alias, N. (2013). Learning Outcomes and Student Perceptions in Using of Blended Learning in History. Procedia - Social and Behavioral Sciences, 103, 577–585. https://doi.org/10.1016/j.sbspro.2013.10.375
Nwagwu, W. E. (2020). E-learning readiness of universities in Nigeria- what are the opinions of the academic staff of Nigeria’s premier university? Education and Information Technologies, 25(2), 1343–1370. https://doi.org/10.1007/s10639-019-10026-0
Okur-Berbeglu, E. (2015). The Effect of Ecopedagogy-Based Environmental Education on Environmental Attitude of In-service Teachers. International Electronic Journal of Environmental Education, 5(2), 86–110. https://doi.org/10.18497/iejee-green.09988
Paristiowati, M., Hadinugrahaningsih, T., Purwanto, A., & Karyadi, P. A. (2019). Analysis of students’ scientific literacy in contextual-flipped classroom learning on acid-base topic. Journal of Physics: Conference Series, 1156(1), 012026. https://doi.org/10.1088/1742-6596/1156/1/012026
Parsons, S. A., Malloy, J. A., Parsons, A. W., Peters-Burton, E. E., & Burrowbridge, S. C. (2018). Sixth-grade students’ engagement in academic tasks. Journal of Educational Research, 111(2), 232–245. https://doi.org/10.1080/00220671.2016.1246408
Sadiqin, I. K., Santoso, U. T., & Sholahuddin, A. (2017). Students ’ difficulties on science learning with prototype problem-solving based teaching and learning material : a study evaluation of development research. Advances in Social Science, Education and Humanities Research, 100, 279–282.
Samih, H. (2019). Smart cities and internet of things. Journal of Information Technology Case and Application Research, 21(1), 3–12. https://doi.org/10.1080/15228053.2019.1587572
Urbani, J. M., Truesdell, E., Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling 21st-century skills with preservice teachers. Teacher Education Quarterly, 44(4), 27–51.
Vidergor, H. E., & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In Applied Practice for Educators of Gifted and Able Learners (pp. 217–232). https://doi.org/10.1007/978-94-6300-004-8_11
Zohar, A., & Agmon, V. A. (2018). Raising test scores vs. teaching higher order thinking (hot): senior science teachers’ views on how several concurrent policies affect classroom practices. Research in Science and Technological Education, 36(2), 243–260. https://doi.org/10.1080/02635143.2017.1395332
Copyright (c) 2021 Ilmi Zajuli Ichsan, Ahman Sya, Sunaryo Sunaryo, Achmad Husen, Diana Vivanti Sigit, Yosi Laila Rahmi, Miza Nina Adlini, Titin Titin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Biotek agree to the following terms: Authors retain the copyright and grant Universitas Islam Negeri Alauddin Makassar right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.