ANALISIS KEMAMPUAN CK (CONTENT KNOWLEDGE) CALON GURU BIOLOGI PADA KONSEP GENETIKA
Mega Elvianasti (1), Widi Purwianingsih (2), Riandi (3), Ari Widodo (4), Diana Rochintaniawati (5)
(1) Dosen, Pendidikan Biologi Universitas Muhammadiyah Prof.DR.Hamka
(2), (3), (4), (5) Dosen, Sekolah Pasca Sarjana Universitas Pendidikan Indonesia
Egahumaira@gmail.com
ABSTRAK
Content Knowledge (CK) merupakan kemampuan seseorang dalam mengungkapkan kembali suatu objek tertentu berdasarkan ciri- ciri yang dimiliki oleh objek tersebut. Konsep, prinsip dan struktur pengetahuan dan pemecahan masalah merupakan hasil belajar yang penting dalam ranah kognitif. Genetika termasuk konsep yang memiliki karakter invisible, inaccessible, abstrak dan tersusun atas struktur yang rumit sehingga sulit untuk dipahami. Tujuan penelitian ini adalah untuk menganalisis kemampuan Content Knowledge (CK) mahasiswa calon guru Biologi di Jurusan Pendidikan Biologi Universitas Pendidikan Indonesia dilihat berdasarkan tes penguasaan konsep. Penelitian menggunakan metode kualitatif, diukur dengan pemberian tes berupa soal uraian terkait konsep genetika, soal uraian yang disusun berdasarkan taksonomi Bloom Revisi dari jenjang C2- C4. Mahasiswa calon guru dikelompokkan menjadi tiga kelompok berdasarkan urutan nilai dari skor total 61, yaitu: kelompok atas terdiri dari calon guru RHD, SRP, ERN, dan ADN dengan rata-rata 77, kelompok sedang terdiri dari calon guru SHL, END, KRT dan EIS dengan rata-rata 63, sedangkan kelompok bawah terdiri dari calon guru DVY, DTA, YLI, dan WND dengan rata-rata 44. Pada umumnya calon guru memiliki penguasaan yang rendah mengenai konsep regulasi gen, Hukum Mendel, dan sintesis protein, tetapi pada umumnya calon guru memiliki penguasaan yang baik mengenai konsep Gen, DNA, dan kromosom, mutasi, hubungan DNA, RNA, polipeptida,transkripsi dan translasi dalam fungsi pembentukan sifat makhluk hidup, dan hubungan antara reproduksi seksual dengan pewarisan gen.
Kata kunci: Content Knowledge (CK), Genetika
ABSTRACT
Content Knowledge (CK) is a person's ability to reveal the return of a particular object based on the characteristics possessed by the object. Concepts, principles and structure of the knowledge and problem solving are important learning outcomes in the cognitive domain. Genetics includes the concept that has character invisible, inaccessible, abstract and composed of a complicated structure that is hard to understand. The purpose of this study was to analyze the ability of Content Knowledge (CK) prospective teachers in the Biology Department of Biology Education Universitas Pendidikan Indonesia visits based tests mastery of concepts. Research using qualitative methods, measured by administering the test in the form of a description about the related concepts of genetics, about the description that is based on Bloom's taxonomy revision of level C2 C4. Student teachers are grouped into three groups based on the order value of a total score of 61, namely: the top group consists of prospective teachers RHD, SRP, ERN, and ADN with an average of 77, the group is comprised of prospective teachers SHL, END, KRT and EIS with an average of 63, while the bottom group consisting of prospective teachers DVY, DTA, LIF, and WND with an average of 44. in general, prospective teachers have a low mastery of the concept of gene regulation, Mendel's Law, and protein synthesis, but is generally prospective teachers have a good mastery of the concept of genes, DNA and chromosomes, mutations, relationship DNA, RNA, polypeptide, transcription and translation in the functioning of the establishment of a living being, and the relationship between sexual reproduction with the transmission of genes.
Keywords: Content Knowledge (CK), Genetika
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