PENGARUH MENGAJARKAN NATURE OF SCIENCE (NOS) TERHADAP PENERIMAAN DAN PEMAHAMAN KONSEP EVOLUSI MAHASISWA UNIVERSITAS ISLAM MADURA

Lukluk Ibana, Shefa Dwijayanti Ramadani

Abstract


Penelitian ini bertujuan untuk mengungkap pengaruh mengajarkan Nature of Science (NOS) terhadap penerimaan dan pemahaman konsep evolusi para mahasiswa di Universitas Islam Madura. Penelitian dilakukan melalui kuasi eksperimental dengan desain pretest-posttest control group design. Data mengenai penerimaan konsep evolusi diukur menggunakan instrumen MATE (Measure of Acceptance of The Theory of Evolution); sementara pemahaman konsep evolusi diukur dengan menggunakan tes pemahaman konsep dalam bentuk multiple choise. Data berupa penerimaan dan pemahaman konsep evolusi pada saat pretest dan postest kemudian diuji statistik menggunakan analisis kovarian (anakova) dengan taraf signifikansi sebesar 5%. Hasil penelitian menunjukkan bahwa mengajarkan Nature of Science (NOS) berpengaruh terhadap penerimaan konsep evolusi (F hitung sebesar 57,330 dengan p-value = 0,000), namun tidak berpengaruh secara signifikan terhadap pemahaman konsep evolusi (F hitung sebesar 3,339 dengan p-value = 0,073)

Keywords


nature of science; acceptance of the concept of evolution; understanding of the con-cept of evolution

Full Text:

PDF

References


Abd-El-Khalick, F. 2001. Embedding Nature of Science Instruction in Preservice El-ementary Science Courses: Abandon-ing Scientism. Journal of Science Teacher Education, 12(3): 215-233.

Afidah, M. (2017). Identifikasi pola miskon-sepsi mahasiswa pada konsep mekanisme evolusi menggunakan cer-tainty of response index(CRI). Bio-Lectura, 4(2).

Archila, P. A., & Molina, J. (2018). Evolu-tion and creationism: views of students in a Colombian university—findings from 7 years of data using a three-question survey. Research in Science Education, 1-20.

Bayer, C. N., and M. Luberda. 2016. “Meas-ure, Then Show: Grasping Human Evo-lution through an Inquiry-based, Data-driven Hominin Skulls Lab.” PLoS ONE 11 (8): e0160054. doi:10.1371/journal.pone.0160054.

Bruner, E., Preuss, T.M., Chen, X., & Rilling, J.K. (2017). Evidence for expansion of the precuneus in human evolution. Brain Structure and Function, 222(2): 1053-1060.

Cofré, H. L., Santibáñez, D. P., Jiménez, J. P., Spotorno, A., Carmona, F., Navar-rete, K., & Vergara, C. A. (2018). The effect of teaching the nature of science on students’ acceptance and under-standing of evolution: myth or reality?. Journal of Biological Education, 52(3): 248-261.

Colautti, R. I., & Lau, J. A. (2015). Contem-porary evolution during invation: evi-dence for differentiation, natural selec-tion, and local adaptation. Molecular ecology, 24(9): 1999-2017.

Dunk, R.D., & Wiles, J.R. (2018). Changes in Acceptance of Evolution and Asso-ciated Factors during a year of intro-ductory Biology: The Shifting Impacts of Biology Knowledge, Politics, Reli-gion, Demographics,and undestanding of the nature of science. bioRxiv, 280479.

Endrawati, dkk. (2012). Aktifitas Belajar Siswa Pada Pembelajaran Inkuiri Ber-basis Pendidikan Karakter Pada Materi Evolusi. Jurnal BioEdu. 1(3): 17-20.

Forbes, G. A. (2006). Evolution Education: Why Bother?. MSTA Journal. Di akases dari http://www.cfimichigan.org/images/uploads/pdf/Evolution-Education-Why-Bother.pdf, pada tanggal 12 Agustus 2018.

Glaze, A. L., & Goldston, M. J. (2015). US science teaching and learning of evolu-tion: A critical review of the literature 2000–2014. Science Education, 99(3): 500-518.

Howe, E. M. 2007. Addressing Nature-of-Science Core Tenets with the History of Science: An Example With Sickle-Cell Anemia & Malaria. The American Biology Teacher, 69(8), 467-472. 2007.

Jannah, U. D. A. & Setiadi, A.E. (2018). Miskonepsi siswa pada materi evolusi kelas XII IPA madrasah aliyah Di Ka-bupaten Kubu Raya. Jurnal Bioeduca-tion, 1(1): 8-13.

Kane, E. A., Broder, E. D., Warnock, A. C., Butler, C. M., Judish, A. L., Angeloni, L. M., & Ghalambor, C. K. (2018). Small fish, big questions: Inquiry kits for teaching evolution. The American Biology Teacher, 80(2): 124-131.

Khisfe, Rola. (2012). “Relationship Between Nature of Science (NOS) Understand-ing and Argumentation Skills: A Role for Counterargument and Contextual Factors”. Journal of Research in Sci-ence Teaching, 49(4): 489–514.

Khishfe, R., & Abd-El-Khalick, F. 2002. In-fluence of Explicit and Reflective Ver-sus Implicit Inquiry-Oriented Instruc-tion on Sixth Graders’ Views of Na-ture of Science. Journal of Research in Science Teaching, 39(7), 551–578. 2002.

Khishfe, Rola. 2013. “Explicit Nature of Science and argumentation Instruction in the Context of Socioscientific Is-sues: An effect on student learning and transfer”. International Journal of Sci-ence Education, 36(6): 974-1016.

Kim, S. Y., & Irving, K. E. 2010. History of Science as An Instructional Context: Student Learning in Genetics and Na-ture of Science. Science & Education 19(2), 187-215. 2010.

Kim, S., & Nehm, R. 2011. A cross-cultural comparison of Korean and American science teachers’views of evolution and the nature of science. International Journal of Science Education, 33(2): 197–227.

Lawson, A. E. & Worsnop, W. A. 1992. Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief, and religious commitment. Journal of Research in Science Teaching, 29: 143-166.

Lederman, N.G. 2006. Research on Nature of Science: Reflections on the Past, Anticipations of the Future. Asia Pacif-ic Forum on Science Learning and Teaching, 7(1), 1-11. 2006.

McKeachie, W. J., Lin, Y. G., & Strayer, J. (2002). Creationist vs. evolutionary be-liefs: Effects on learning biology. The American Biology Teacher, 64(3), 189-192.

Mead, R., Hejmadi, M., & Hurst, L. D. (2017). Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance. PLoS biology, 15(5): e2002255.

Meadows, L., Doster, E., & Jackson, D.F. 2000. Managing the conflict between evolution and religion. American Biol-ogy Teacher, 62: 102-107.

Rudge, D. W., & Howe, E. M. 2009. An Ex-plicit and Reflective Approach to the Use of History to Promote Under-standing of The Nature of Science. Science & Education, 18(10), 561-580. 2009.

Rutledge, M. L., & Mitchell, M. A. (2002). High school biology teachers' knowledge structure, acceptance & teaching of evolution. The American Biology Teacher, 64(1): 21-28.

Rutledge, M. L., & Warden, M. A. (2000). Evolutionary theory, the nature of sci-ence & high school biology teachers: Critical relationships. The American Biology Teacher, 62(1): 23-31.




DOI: http://dx.doi.org/10.17977/um052v11i1p23-31

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang,Building O-5 Jl. Cakrawala No.2 Malang 65145 Tel / Fax. (0341) 588077 (direct), (0341) 551312 line 262

E-mail: jpb.journal@um.ac.id

Web: s.id/JPB

 

View My Stats