IDENTIFICATION OF BIOLOGICAL EDUCATION STUDENT MISCONCEPTIONS THROUGH STUDENT TEACHING VIDEO ANALYSIS

Biotik Jurnal Ilmiah Biologi Teknologi dan Kependidikan Pub Date : 2022-04-28 DOI:10.22373/biotik.v10i1.10526

Nursafiah Nursafiah, Fajar Okta Widarta, Ikhsan Ikhsan, N. Muhammad

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引用次数: 1

Abstract

Knowing the existence of misconceptions in students is important, especially for prospective teacher students. The Covid-19 pandemic has limited learning activities, so educators' creativity is needed. This study aims to identify the existence of student misconceptions through the analysis of student teaching videos. The research subjects were 14 students of Biology Education Study Program at Syiah Kuala University Gayo Lues who programmed microteaching courses for the 2020/2021 academic year. Each student was asked to record his teaching activity, duration 20-30 minutes. The video was analyzed to identify the existence of misconceptions. The data obtained were analyzed quantitatively and qualitatively. The results showed that 36% of the total number of students experienced misconceptions, where cell material was the material with the highest number of misconceptions (60%). This study also shows that video recordings of teaching students can be used as an instrument to identify the existence of misconceptions in students.

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通过学生教学视频分析识别生物教育学生误解

了解学生中存在的误解是很重要的，尤其是对未来的教师学生。新冠肺炎大流行限制了学习活动，因此需要教育工作者的创造力。本研究旨在通过对学生教学视频的分析来识别学生误解的存在。研究对象是Syiah Kuala University生物教育研究项目的14名学生，他们为2020/2021学年编写了微教学课程。每位学生记录自己的教学活动，时长20-30分钟。对视频进行了分析，以确定是否存在误解。对所得数据进行定量和定性分析。结果显示，36%的学生经历过误解，其中细胞材料是误解最多的材料(60%)。本研究还表明，教学录像可以作为一种工具来识别学生中存在的误解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Biotik Jurnal Ilmiah Biologi Teknologi dan Kependidikan

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审稿时长

12 weeks