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THE IMPROVEMENT OF COMPREHENSION ON BIOLOGY RESEARCH METHODOLOGY THROUGH WRITING RESEARCH PROPOSAL RETROSPECTIVELY BY COMBINING CLASSROOM DISCUSSION AND COLLABORATIVE WORKING GROUP IN LESSON STUDY

Rofieq, Ainur and Husamah, Husamah and Wahyuni, Sri and Hindun, Iin and Purwanti, Elly (2015) THE IMPROVEMENT OF COMPREHENSION ON BIOLOGY RESEARCH METHODOLOGY THROUGH WRITING RESEARCH PROPOSAL RETROSPECTIVELY BY COMBINING CLASSROOM DISCUSSION AND COLLABORATIVE WORKING GROUP IN LESSON STUDY. In: Proceeding of International Conference on Teacher Training and Education (ICTTE) FKIP UNS 2015. Universitas Sebelas Maret, pp. 94-100.

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Abstract

Lesson Study (LS) was conducted aiming at: (1) describing the ideal steps in combining classroom discussion and collaborative working group in effort to improve students’ comprehension on writing biology research proposal that is arranged retrospectively; (2) analyzing the improvement of students’ comprehension on writing biology research proposal retrospectively by combining classroom discussion and collaborative working group (further noted as collaborative classroom discussion). The location of LS was in Class VB and VC, incorporating fifth semester students in Biology Education Department University of Muhammadiyah Malang (UMM) Indonesia. This LS was conducted within four cycles with its main focus on concept comprehension covering three cognitive levels, namely: simple concept comprehension, concept analysis, and concept synthesis. The findings of this current LS concluded that there were 8 activity stages in ideal syntax of collaborative classroom discussion, to name: (1) pre-condition: students were to complete collaborative working groupbased assignments; (2) the lecturer explained the rules and assessment system of the discussion; (3) reorganizing seating arrangement and dividing group discussions, one presenting group and the other discussion groups; (4) positioning the students from high group in each discussion group; (5) the lecturer acted as a facilitator and was accompanied by a student-recruited note-taker; (6) conducting classroom discussion led by the facilitator; (7) the lecturer administered the assessment process; and (8) the lecturer along with students conducted reflection. The implementation of ideal syntax of collaborative classroom discussion was proven to improve students’ comprehension on biology research methodology through writing research proposal retrospectively. Collaborative classroom discussion could improve students’ comprehension on biology research methodology course as the implementation of which improved cognitive processes, initiated from simple concept comprehension, concept analysis, to concept synthesis and evaluation.

Item Type: Book Section / Proceedings
Keywords: lesson study, collaborative classroom discussion, concept comprehension
Subjects: L Education > LB Theory and practice of education
Divisions: Faculty of Teacher Training and Education > Department of Biology Education (84205)
Depositing User: Atik Yuliawati
Date Deposited: 17 Mar 2020 03:54
Last Modified: 17 Mar 2020 03:54
URI : http://eprints.umm.ac.id/id/eprint/60766

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