Analysis of Learning Implementation Plan at X Biology Class in Sma and Ma Babat District (original) (raw)
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Curriculum Implementation in Biology Program of Universitas Negeri Surabaya
Proceedings of the International Conference on Science and Technology (ICST 2018), 2018
This study aims to describe the effectiveness of curriculum implementation in the Biology Program, implementation of curriculum implementation in the Biology Program, and obstacles in implementing the curriculum. This research is an observational study, which observes curriculum documents and their implementation. The observed stages are planning, implementation, assessment, and obstacles stages in implementing the curriculum. The research instrument consisted of observation sheets of curriculum documents and their implementation, lecturer and education staff questionnaires, and student interview sheets. Data were analyzed descriptively. The results of the study that the curriculum implementation has been effective, the implementation is very good, and there are obstacles in the implementation of the curriculum planning stage, implementation stage, and assessment stage.
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KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
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ABSTRACT: The purpose of this study is to provide the students and the lecturers with an appropriate instructional material that is in-line with the syllabus and fit the students’ needs. The research was conducted using the procedures of research and development (R&D) that consist of need assessment, planning, material development, evaluation and revision, field testing, and the last is final product revision. The data were collected through interview, questionnaire, observation, field notes, and expert validation. The result of the research is that the product of the research is developed into ten units. Each unit was developed to contain three main sections, namely, reading section, grammar section, and speaking section. The instructional material also contains various exercises both written and spoken so that the students could be actively involved in the teaching and learning activities. The media included in the instructional material was selected to help the students in learni...
KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
KP Student. THADEE NSABIMANA, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.
Enhancing the Pre-service Biology Teachers to Construct Better Lesson Plans: A Lesson Study
International Journal of Learning, Teaching and Educational Research
Lesson Study (LS) has been considered to be a novel approach to preparing and teaching lessons in the education system of Vietnam and applied to all schools nationwide. However, it has not been included in the educational teacher training curricula at the undergraduate level. Consequently, pre-service teachers may not only get a keen sense of what LS is but also face lots of trouble preparing an appropriate lesson plan (LP) which reflects the LS approach. Hence, this study aims at enhancing the pre-service biology teachers' (PBTs) understanding of the LS and developing the biology lesson plan (LP) by using the LS process. The research paradigm used in this phase is a mainly qualitative case study and a descriptive statistics design. Six female PBTs in their third year were chosen randomly from the volunteers to participate in the research. Before participating in the LS training workshop, the percentage of six PBT's understanding of the LS was at 0.0%. However, after participating in the LS training workshops (LSTW), the six PBTs had a better insight into the LS and how to use the LS process to construct better biology LPs, which was proven by the average of 85.7%. After participating in the LSTW, the entire PBTs recognized that LPs were team products and building better biology LPs was not so easy as it seemed. The LP was constructed based on the team collaboration in which all members shared their experiences.
Journal of English Language Teaching and Literature (JELTL)
Lesson plan is an important for teacher as part of guidance and instructional design which consist of necessary aspect such as (goal, objectives, media, and activities until assessment). This paper examines or investigation of the aspect taken in the lesson plan in implementing scientific approach. Lesson plan written by English teacher in primary school, were analyzed using qualitative method and descriptive case study as its framework. The data were obtained from document analysis. Theories from Brown (2001) and Richard (2001) were adapted in analyzing the documents. The result showed that the lesson plan contained the necessary aspect; the activities indicated scientific based learning, teacher were aware of the importance of designing English lesson in which all five aspect (goals, objectives, activities, media and assessment), teacher were able to make goals which measurable, objectives were corresponding with receptive goal, media were practical, effective, efficient, and appr...