Biology Education Student's Profile On Microbiology Literacy

DOI

10.2991/icmsed-16.2017.14How to use a DOI?

Keywords

microbiology literacy; competence dimension; attitude dimension; science literacy PISA 2015 framework

Abstract

The purpose of this study is to investigate the biology education students' profile on microbiology literacy after completing microbiology course in UPI. Descriptive method was conducted in this research. The instrument employed in this study was developed based on PISA 2015 science literacy framework, which covers competence and attitude dimensions. Competence dimension consists of three fundamental competences, namely scientifically explain phenomena related to microbiology, evaluating and designing scientific inquiry related to microbiology, and interpreting data and evidence scientifically. Attitude dimension consist of 2 competencies, which are interested in microbiology and assessing scientific approach in microbiology learning. Competence dimension was captured using microbiology literacy tests with five multiple choice options, while the attitude dimensions was captured using a questionnaire with Likert-scale 1-4. The results show microbiologica lliteracy on competence dimension is in the moderate, low and very low category which 5.88%, 20.59%, and 73.53% respectively. Attitude dimension shows excellent, good, and moderate category(2.94%, 14.71%, and 82.35 % respectively). The average score for competence dimension is 47.79% (very low category) and for attitude is 71.99 (moderate category)

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yanti Hamdiyati
AU  - Fransisca Sudargo
AU  - Sri Redjeki
AU  - Any Fitriani
PY  - 2017/01
DA  - 2017/01
TI  - Biology Education Student's Profile On Microbiology Literacy
BT  - Proceedings of the 2016 International Conference on Mathematics and Science Education
PB  - Atlantis Press
SP  - 63
EP  - 65
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmsed-16.2017.14
DO  - 10.2991/icmsed-16.2017.14
ID  - Hamdiyati2017/01
ER  -