Problems of biology learning and evaluation analysis at the cipp model-based higher education level
Abstract
The purpose of this study was 1) to determine what the problems of biology learning at the college level are based on the learning domain; 2) to examine the biology learning curriculum's context; 3) Evaluate the biology learning curriculum input; 4) Evaluate the biology learning curriculum process, and 5) Evaluate the biology learning curriculum at Universitas Mahasaraswati Denpasar, Indonesia. This research includes evaluative research with a mixed methods, explanatory sequential design approach. The data retrieval technique in this study used the purposive samplingmethod namely, 57 students and 11 lecturers became research samples. The results of this study are: 1) cognitive domain issues are misconceptions, high-level thinking skills, and gender. Affective domain problems include stress, scientific attitudes, and attitudes toward science. Furthermore, the psychomotor domain problems are basic process skills and experimental processes; 2) The context of curriculum problem related to outcome based education (OBE) is still generic and has not involved the business world and industry; 3) Input evaluation results based on leadership and educational facilities are relatively good, but still development in human resources (HR) section. Furthermore, the lecturer's teaching competencies are categorized well; 4) The evaluation of the lecture process is consistently conducted by monitoring Internal Quality Audit and ISO 21001: 2018; 5) The results of the curriculum evaluation product are relatively good but still constrained regarding the fulfillment of doctoral qualifications and student publications. Each of these issues has been assigned separately for follow-up.
References
Adedokun-Shittu, N. A., & Shittu, A. J. K. (2015). Assessing the impacts of ICT deployment in teaching and learning in higher education: Using ICT impact assessment model. Journal of Applied Research in Higher Education, 7(2), 180–193. https://doi.org/10.1108/JARHE-02-2013-0012
Agustina, N. Q., & Mukhtaruddin, F. (2019). The CIPP Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, 2(1), 22–31. https://doi.org/10.12928/eltej.v2i1.1043
Agustina, P., & Saputra, A. (2016). ANALISIS KETERAMPILAN PROSES SAINS (KPS) DASAR MAHASISWA CALON GURU BIOLOGI PADA MATAKULIAH ANATOMI TUMBUHAN (STUDI KASUS MAHASISWA PRODI P. BIOLOGI FKIP UMS TAHUN AJARAN 2015/2016). Prosiding SNPS (Seminar Nasional Pendidikan Sains), “Peningkatan Kualitas Pembelajaran Sains Dan Kompetensi Guru Melalui Penelitian & Pengembangan Dalam Menghadapi Tantangan Abad-21,” 71–77. https://jurnal.fkip.uns.ac.id/index.php/snps/article/view/9816
Aini, R. Q., Rachmatullah, A., Harliadi, M. D., & Ha, M. (2020). Indonesian Pre-service Biology Teachers’ and Biology Education Professors’ Views on Evolution. Science & Education 2020 29:3, 29(3), 713–741. https://doi.org/10.1007/S11191-020-00127-5
Almasri, F. (2022). The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement. Education and Information Technologies 2022, 1–52. https://doi.org/10.1007/S10639-022-10967-Z
Amadi, M. N., & Ememe, P. (2013). Rethinking higher education curriculum in nigeria to meet global challenges in the 21st century. International Perspectives on Education and Society, 21, 459–483. https://doi.org/10.1108/S1479-3679(2013)0000021019
Ariyati, E. (2012). Pembelajaran Berbasis Praktikum Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Pendidikan Matematika Dan IPA, 1(2). https://doi.org/10.26418/jpmipa.v1i2.194
Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12. https://doi.org/10.1186/s43031-019-0007-8
Bashri, A., Prastiwi, M. S., & Puspitawati, R. P. (2020). CIPP Model for Curriculum Evaluation of Biology Education. MISEIC 2020. https://doi.org/10.2991/assehr.k.201201.209
Bilasa, P., & Taspinar, M. (2020). Opinions of the Students from Foreign Language Teaching Departments about Their Undergraduate Programs. International Journal of Educational Methodology, 6(2), 367–380. https://doi.org/10.12973/ijem.6.2.367
Bulunuz, M., Jarrett, O. S., & Martin-Hansen, L. (2012). Level of Inquiry as Motivator in an Inquiry Methods Course for Preservice Elementary Teachers. School Science and Mathematics, 112(6), 330–339. https://doi.org/10.1111/J.1949-8594.2012.00153.X
Butt, G. (2011). Globalisation, geography education and the curriculum: what are the challenges for curriculum makers in geography?. Curriculum Journal, 22(3), 423-438. https://doi.org/10.1080/09585176.2011.601682
Cameron, R. (2009). A sequential mixed model research design: Design, analytical and display issues. International Journal of Multiple Research Approaches, 3(2), 140–152. https://doi.org/10.5172/mra.3.2.140
Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050
Carli, M., Fontolan, M. R., & Pantano, O. (2021). The Analysis of the Ability of Preservice Teachers in Compiling an Analysis Rubric for Learning Performance Assessments You may also like Teaching optics as inquiry under lockdown: how we transformed a teaching-learning sequence from face-to-face to dista. Journal of Physics: Conference Series, 1796, 1–8. https://doi.org/10.1088/1742-6596/1796/1/012025
Chinta, R., Kebritchi, M., & Ellias, J. (2016). A conceptual framework for evaluating higher education institutions. International Journal of Educational Management, 30(6), 989–1002. https://doi.org/10.1108/IJEM-09-2015-0120
Cho, J., & Trent, A. (2005). “Backward” Curiculum Design and Assessment: What Goes Around Comes Around, Or Haven’t We Seen This Before? Taboo.
Chusni, M. M., Hasanah, A., Ghazali, A. M., Zakwandi, R., & Malik, A. (2019). The effect of laboratory processing capability and science literacy of readiness become a professional pre-service physics teachers. Journal of Physics: Conference Series, 1318(1), 012083. https://doi.org/10.1088/1742-6596/1318/1/012083
Çınar, D. (2016). Science Student Teachers’ Cognitive Structure on the Concept of “Food Pyramid.” International Education Studies, 9(7). https://doi.org/10.5539/ies.v9n7p21
Clemmons, A. W., Timbrook, J., Herron, J. C., & Crowe, A. J. (2020). Bioskills guide: Development and national validation of a tool for interpreting the vision and change core competencies. CBE Life Sciences Education, 19(4), 1–19. https://doi.org/10.1187/cbe.19-11-0259
Creswell, J. W. (2014). Research Design:Qualitative, Quantitative, and Mixed Methods Approach (4th ed.). SAGE Publications.
Dewi, N. R., & Masrukan. (2018). Peningkatan Kemampuan Berpikir Kreatif Mahasiswa Program Magister | PRISMA, Prosiding Seminar Nasional Matematika. PRISMA, Prosiding Seminar Nasional Matematika, 539–546. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/20139
Dharmono, Mahrudin, & Riefani, M. K. (2019). Kepraktisan Handout Struktur Populasi Tumbuhan Rawa dalam Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Pendidikan Biologi. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 1(2), 105–110. http://dx.doi.org/10.20527/binov.v1i2.7864
Dizon, A. G. (2023). Historical development of CIPP as a curriculum evaluation model. History of Education, 52(1), 109–128. https://doi.org/10.1080/0046760X.2022.2098390
Duschl, R. A., & Grandy, R. (2013). Two Views About Explicitly Teaching Nature of Science. Science and Education, 22(9), 2109–2139. https://doi.org/10.1007/S11191-012-9539-4
Elfitra, Darari, M. B., & Simanjuntak, E. (2019). Relationship 6 task KKNI for student’s scientific publications. Journal of Physics: Conference Series, 1188(1), 012045. https://doi.org/10.1088/1742-6596/1188/1/012045
Erkol, S., & Ugulu, I. (2014). Examining Biology Teachers Candidates’ Scientific Process Skill Levels and Comparing these Levels in Terms of Various Variables. Procedia - Social and Behavioral Sciences, 116, 4742–4747. https://doi.org/10.1016/J.SBSPRO.2014.01.1019
Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821–835. https://doi.org/10.1002/TEA.21155
Frey, B. B. (2018). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. https://doi.org/10.4135/9781506326139
Görkem Erdogan, & Mede, E. (2021). The Evaluation of an English Preparatory Program Using CIPP Model and Exploring A1 Level Students’ Motivational Beliefs. Journal of Education and Educational Development, 8(1), 53–76. https://doi.org/10.22555/joeed.v8i1.109
Grainger, P., Steffler, R., de Villiers Scheepers, M. J., Thiele, C., & Dole, S. (2019). Student negotiated learning, student agency and General Capabilities in the 21st Century: The DeLorean Project. Australian Educational Researcher, 46(3), 425–447. https://doi.org/10.1007/S13384-018-0287-6
Gültekin, M., Umdu, Ü., & Assoc, T. (2014). Diagnosing Students’ Misconceptions about Plant Parts in Turkey. International Journal of Humanities and Social Science, 4(7). http://www.ijhssnet.com/journals/Vol_4_No_7_1_May_2014/17.pdf
Hadi, S., & Rabiman. (2019). The evaluation of industrial assisted classes program in vocational schools in Yogyakarta. IOP Conference Series: Materials Science and Engineering, 535(1), 012022. https://doi.org/10.1088/1757-899X/535/1/012022
Haka, N. B., Majid, E., & Pahrudin, A. (2021). Pengembangan e-modul android berbasis metakognisi sebagai media pembelajaran biologi kelas XII SMA/MA. Edu Sains: Jurnal Pendidikan Sains dan Matematika, 9(1), 71-83. https://e-journal.iain-palangkaraya.ac.id/index.php/edusains/article/view/2155
Hartadiyati, E., Wiyanto, Rusilowati, A., & Prasetyo, A. P. B. (2020). Pedagogical content knowledge (PCK) of prospective biology teacher on respiratory system material to education for sustainable development. Journal of Physics: Conference Series, 1521(4), 042034. https://doi.org/10.1088/1742-6596/1521/4/042034
Hartati, S. J., Sayidah, N., & Muhajir. (2018). The use of CIPP model for evaluation of computational algorithm learning program. Journal of Physics: Conference Series, 1088(1), 012081. https://doi.org/10.1088/1742-6596/1088/1/012081
Haryati, S. (2013). Profesi Kependidikan Panduan untuk Guru dan Calon Guru (1st ed., Vol. 1). Penerbit Sembilan Bintang.
Hasan, A., Yasin, S. N. T. M., & Yunus, M. F. M. (2015). A Conceptual Framework for Mechatronics Curriculum Using Stufflebeam CIPP Evaluation Model. Procedia - Social and Behavioral Sciences, 195, 844–849. https://doi.org/10.1016/j.sbspro.2015.06.324
Hills, M., Harcombe, K., & Bernstein, N. (2020). Using anticipated learning outcomes for backward design of a molecular cell biology Course-based Undergraduate Research Experience. Biochemistry and Molecular Biology Education, 48(4), 311–319. https://doi.org/10.1002/bmb.21350
Hosseini, H., Chalak, A., & Biria, R. (2019). Impact of backward design on improving Iranian advanced learners’ writing ability: Teachers’ practices and beliefs. International Journal of Instruction, 12(2), 33–50. https://doi.org/10.29333/IJI.2019.1223A
Idris, T. (2019). Profil Berpikir Kritis Mahasiswa Program Studi Pendidikan Biologi Se-kota Pekanbaru. Bioedusiana, 4(2), 1–7. https://doi.org/10.34289/277898
Isnaeny, F. Y. (2016). Pengembangan multimedia interaktif berbasis problem based learning (PBL) untuk meningkatkan kemampuan berpikir kritis mahasiswa program studi pendidikan biologi UMS pada materi sistem gerak manusia (Doctoral dissertation, UNS (Sebelas Maret University). https://digilib.uns.ac.id/dokumen/detail/56808/Pengembangan-Multimedia-Interaktif Berbasis-Problem-Based-Learning-PBL-untuk-Meningkatkan-Kemampuan-Berpikir-Kritis-Mahasiswa-Program-Studi-Pendidikan-Biologi-UMS-pada-Materi-Sistem-Gerak-Manusia
John, C. W. (2009). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. In SAGE Publications Inc.
Lee, S. W. Y., & Tsai, C. C. (2013). Technology-supported Learning in Secondary and Undergraduate Biological Education: Observations from Literature Review. Journal of Science Education and Technology, 22(2), 226–233. https://doi.org/10.1007/s10956-012-9388-6
Lippe, M., & Carter, P. (2018). Using the CIPP Model to Assess Nursing Education Program Quality and Merit. Teaching and Learning in Nursing, 13(1), 9–13. https://doi.org/10.1016/J.TELN.2017.09.008
Ludwig, P. M., Nagel, J. K., & Lewis, E. J. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students. International Journal of STEM Education, 4(1), 1–14. https://doi.org/10.1186/S40594-017-0095-Y
Maknun, D., Hertien, R. R., Surtikanti, K., Munandar, A., & Subahar, T. S. (2012). Keterampilan Esensial Dan Kompetensi Motorik Laboratorium Mahasiswa Calon Guru Biologi Dalam Kegiatan Praktikum Ekologi. JPII, 1(2), 141–148. http://journal.unnes.ac.id/index.php/jpii
Maskour, L., Alami, A., Zaki, M., & Agorram, B. (2019). Plant classification knowledge and misconceptions among university students in morocco. Education Sciences, 9(1). https://doi.org/10.3390/EDUCSCI9010048
McDonald, C. V., Klieve, H., & Kanasa, H. (2019). Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS). Research in Science Education 2019 51:5, 51(5), 1325–1348. https://doi.org/10.1007/S11165-019-09910-Z
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE Publications.
Nerita, S., Maizeli, A., & Afza, A. (2017). Student Analysis of Handout Development based on Guided Discovery Method in Process Evaluation and Learning Outcomes of Biology. Journal of Physics: Conference Series, 895(1), 012006. https://doi.org/10.1088/1742-6596/895/1/012006
Nugrahadi, E. W., Maipita, I., Ane, L., & Putra, P. D. (2018). Analisis Implementasi Kurikulum Berbasis Kkni Di Fakultas Ekonomi Unimed. Niagawan, 7(1), 8–13. https://doi.org/10.24114/niaga.v7i1.9349
Nugroho, A. A., & Subiyantoro, S. (2017). Pengembangan Modul Sistematika Tumbuhan Tinggi Berbasis Guided Discovery untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Biologi. Bio-Pedagogi, 6(2), 19. https://doi.org/10.20961/bio-pedagogi.v6i2.20696
Nursalam, L. O., Syarifuddin, Sailan, Z., Saifullah, Hakim, A. R., Rosadi, A., Suhardi, M., Asyş_ari, M., Prayogi, S., & Bilad, M. R. (2022). Exploring pre-service teacher’ views of science process skills. Journal of Physics: Conference Series, 2165(1), 012012. https://doi.org/10.1088/1742-6596/2165/1/012012
Oflaz, M., Yelkin, A., Coşkun, D., & Bolat, Ö. (2022). The Effects of the Technology-Integrated Writing Lessons: CIPP Model of Evaluation. Turkish Online Journal of Educational Technology - TOJET, 21(1), 157–179. https://orcid.org/0000-0002-5133-6482
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
Puspitasari, L., Akbar, S., & Aisyah, E. N. (2018, December). The Role of Lecturer Disciplines in Student Character Building | Atlantis Press. Proceedings of the International Conference on Education and Technology (ICET 2018). https://www.atlantis-press.com/proceedings/icet-18/125926663
Rao, G. K. L., Iskandar, Y. H. P., & Mokhtar, N. (2021). Revisiting the Delphi Technique in Orthodontics: A Systematic Review. Journal Of Clinical And Diagnostic Research. https://doi.org/10.7860/jcdr/2021/49628.15338
Ratumbuisang, K. F., & Wu, Y. T. (2020). Exploring pre-service teacher’ views of science process skills Pre-service teachers’ integrated curriculum approaches to STEM education in classrooms N Jun-On and J Kaya-The effectiveness of iCRT Video-based Reflection System on Pre-service Teachers’ Micr. Journal of Physics: Conference Series, 1796, 1–8. https://doi.org/10.1088/1742-6596/2165/1/012012
Saepuzaman, D., Utari, S., & Nugraha, M. G. (2019). Development of basic physics experiment based on science process skills (SPS) to improve conceptual understanding of the preservice physics teachers on Boyle’s law. Journal of Physics: Conference Series, 1280(5), 052076. https://doi.org/10.1088/1742-6596/1280/5/052076
Santi, N., Soendjoto, A., & Winarti, A. (2018). Critical Thinking Ability of Biology Education Students through Solving Environmental Problems. Bioedukasi: Jurnal Pendidikan Biologi, 11(1), 35–39. https://doi.org/10.20961/bioedukasi-uns.v11i1.19738
Sari, T. A. (2021). Persepsi Mahasiswa Terhadap Video Pembelajaran Berbasis Powerpoint Sebagai Alternatif Media Pembelajaran Jarak Jauh. SINASIS (Seminar Nasional Sains). http://www.proceeding.unindra.ac.id/index.php/sinasis/article/view/5331
Setiawati, G. A., Arjaya, I. B. A., & Ekayanti, N. W. (2014). Identifikasi Miskonsepsi Dalam Materi Fotosintesis Dan Respirasi Tumbuhan Pada Siswa Kelas IX SMP Di Kota Denpasar - Neliti. Jurnal Bakti Saraswati , 3(2), 17–30. https://www.neliti.com/publications/74728/identifikasi-miskonsepsi-dalam-materi-fotosintesis-dan-respirasi-tumbuhan-pada-s
Sinambela, P. L. (2017). Profesionalisme Dosen Dan Kualitas Pendidikan Tinggi. Populis : Jurnal Sosial Dan Humaniora, 2(2), 579–596. https://doi.org/10.47313/PJSH.V2I2.347
Siswadi, Y., Houghty, G. S., & Agustina, T. (2019). Implementation of the CIPP evaluation model in Indonesian nursing schools. Jurnal Ners, 14(3), 126–131. https://doi.org/10.20473/JN.V14I3.17046
Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7(1), 1–22. https://doi.org/10.1186/S40594-020-00223-6
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Issue 1,2). Alfabeta, CV.
Thompson, S. K., Brown, J., Cotner, S., Andicoechea, J., Zhao, F., & Roehrig, G. (2020). Design Features Of An Effective And Theoretically Grounded Training Program For Undergraduate Teaching Assistants In The Life Sciences. 11(1), 59–74. https://doi.org/10.14434/ijdl.v11i1.24129
Tuna, H. (2021). Curriculum evaluation of tourism undergraduate programs in Turkey: A CIPP model-based framework. Journal of Hospitality, Leisure, Sport and Tourism Education, 29. https://doi.org/10.1016/j.jhlste.2021.100324
Tytler, R. (2007). Re-imagining Science Education Engaging students in science for Australia’s future Australian Education Review.
Vali, L. (2021). Identification of remarkable dimensions in management and evaluation of non-communicable disease programmes a systematic review and meta-synthesis. In Sultan Qaboos University Medical Journal (Vol. 21, Issue 3, pp. 365–372). https://doi.org/10.18295/squmj.4.2021.011
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., van Hest, E. G. C., & Poortman, C. (2017). Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International journal of science education, 39(2), 238-256. https://doi.org/10.1080/09500693.2016.1277280
Wahyuni, S., Susetyorini, R. E., & Latifa, R. (2015). Peningkatan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Biologi UMM Melalui Lesson Study. JINoP (Jurnal Inovasi Pembelajaran), 1(2), 187. https://doi.org/10.22219/jinop.v1i2.2571
Wang, C. L. (2015). Mapping or tracing? Rethinking curriculum mapping in higher education. Studies in Higher Education, 40(9), 1550-1559. https://doi.org/10.1080/03075079.2014.899343
Wu, W., Biber, P. D., Peterson, M. S., -, al, Kumar Tanneru, H., Packirisamy, M., Pillay, P., & Susanti, R. (2018). Misconception of biology education student of teacher training and education of Sriwijaya University to the concept of photosynthesis and respiration. Journal of Physics: Conference Series, 1022(1), 012056. https://doi.org/10.1088/1742-6596/1022/1/012056
Yangin, S., & Yangın, S. (2019). The effect of ethnobotanic activities on learning performance of pre-service teachers about plants’ classification. Cypriot Journal of Educational Sciences, 14(3), 401–421. https://doi.org/10.18844/cjes.v14i3.3836
Copyright (c) 2023 Biosfer: Jurnal Pendidikan Biologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
