Biology Learning Tasks Variation during COVID-19 Pandemic and Its Effect on Students' Self-Efficacy

Autor/inn/en	Tuzzahra, Dewi Utami; Rahmat, Adi; Hamdiyati, Yanti
Titel	Biology Learning Tasks Variation during COVID-19 Pandemic and Its Effect on Students' Self-Efficacy
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 8 (2022) 3, S.226-235 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Biology; Science Instruction; Public Schools; Self Efficacy; COVID-19; Pandemics; Learning Processes; Science Teachers; Teacher Attitudes; Self Esteem; Student Attitudes; Scoring Rubrics; Cognitive Processes; Blended Learning; Teaching Methods; Case Studies; High School Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Public school; Öffentliche Schule; Self-efficacy; Selbstwirksamkeit; Learning process; Lernprozess; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Scoring formulas; Auswertungsbogen; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Indonesien
Abstract	Changes in the learning process during the COVID-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. However, it remains ineffective, resulting in a threat of learning loss. This condition can be overcome if students have confidence in their abilities or self-efficacy. It is important to do an analysis related to biology learning tasks taught by the teachers and students' self-efficacy. This study aims to analyze biology learning tasks variation during the COVID-19 pandemic and its effect on students' self-efficacy. This study used descriptive design with cross-sectional survey method. Samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. The instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after Biology Learning. The results show that all learning modes in Biology Learning during the COVID-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. The dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole Biology learning process. There were no learning tasks that reached the highest level of cognitive process (self-system). The result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. Biology learning tasks given by the teachers during the COVID-19 pandemic have an effect on students' self-efficacy. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01