TANTANGAN DAN PELUANG PENGEMBANGAN MATAKULIAH KEANEKARAGAMAN TUMBUHAN DI ERA DISRUPSI DARI PERSPEKTIF CALON GURU BIOLOGI

Abstract

Abstrak. Matakuliah Keanekaragaman Tumbuhan (KT) memainkan peran penting untuk membekali mahasiswa mempelajari prinsip taksonomi. Taksonomi merupakan salah satu upaya konservasi. Di saat era disrupsi seperti saat ini, konservasi merupakan masalah global yang mendesak. Namun, banyak penelitian yang melaporkan bahwa matakuliah KT sulit untuk dipelajari, sehingga mahasiswa menjadi tidak tertarik untuk belajar. Penelitian ini ditujukan untuk mengeksplorasi minat melalui persepsi mahasiswa calon guru biologi tentang tantangan yang terjadi selama perkuliahan KT berlangsung, serta solusi yang dapat digunakan untuk mengembangakan matakuliah KT. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Teknik pengumpulan data berupa reflective essay yang dianalisis menggunakan analisis tematik. Hasil eksplorasi persepsi mahasiswa calon guru biologi berupa tantangan dan peluang selama mengikuti perkuliahan KT. Tantangan yang dialami terangkum dalam empat tema: kesulitan pemahaman materi; keterbatasan media pembelajaran; metode pembelajaran kurang efektif; serta kesulitan management waktu. Peluang untuk mengembangkan matakuliah KT terangkum dalam empat tema besar: penguatan materi; optimalisasi media pembelajaran; optimalisasi metode pembelajaran; dan optimalisasi kegiatan praktikum.Abstract. Plant Diversity course (in Bahasa Keanekagaraman Tumbuhan) plays an essential role in facilitating students to learn taxonomic principles. Taxonomy is one of the conservation efforts. In this disruptive era, conservation is an urgent global problem. However, many studies have reported that this course is difficult to study, so that students are not interested in studying. This study is aimed at exploring interest through the perceptions of prospective biology teacher students about the challenges that emerge during KT course, as well as solutions that can be used to improve KT course. The research method used is qualitative research methods. The data collection technique was a reflective essay which  then was analyzed using thematic analysis. The results of an exploration of the perceptions of biology teacher candidate students in confronting challenges and opportunities during KT course. The challenges experienced are summarized in four themes: difficulties in understanding the material; limited learning media; less effective learning methods; as well as time management difficulties. Meanwhile, the opportunities to develop KT course are also summarized in four major themes: strengthening material; optimization of learning media; optimization of learning methods; and optimization of practicum activities.