Open AccessStudents’ Interest in Concept-Based Learning and Drill Method Learning and Their Concept Mastery Achievement in Biology Instructional Methodology Course
Author(s) -
Arief Muttaqiin,
Lufri Lufri,
Relsas Yogica,
Rahmadhani Fitri
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1819/1/012026
Subject(s) - mathematics education , drill , mastery learning , test (biology) , psychology , rank (graph theory) , concept learning , teaching method , mathematics , engineering , biology , ecology , mechanical engineering , combinatorics
This research is part of the research on the development of the concept-based learning model and drill method. In this article, we will describe the relationship between students ‘interest in concept-based learning model and drill method with students’ mastery of concepts in the Biology Instructional Methodology course. A total of 37 samples were students majoring in Biology Education, Padang State University. Data were collected using instruments in the form of psychological questionnaires about student interests and instruments in the form of descriptive questions. Based on the analysed data, it is known that the variable student interest in the concept-based learning model and drill method has a positive relationship with student mastery of concepts, which is r= 0.169 and sig. 0.316 using the Spearman’s Rank Correlation Test. This shows that the higher the student’s interest in learning using the concept-based learning model and drill method, the higher the students’ mastery of concepts in the Biology Instructional Method course.