Strategi Pembelajaran Biologi

 

Module title SBEP2012 Teaching and Learning Strategy in Biology
Semester(s) 2nd Semester
Person responsible Dr. Ismul Huda, M.Si.
Language Indonesian, English
Relation to curriculum Compulsory module in Teaching and Learning Strategy. This course explores pedagogical strategies for biology education, emphasizing constructivist, inquiry-based, and contextual learning. It supports CPL-5 and CPL-8 by developing instructional planning, reflective teaching practices, and innovative learning environments aligned with ASIIN standards.
Teaching methods Brainstorming, group discussion, lecture, student-centered learning (SCL)
Workload 2 x 45 hours per semester, comprising:
✔ 100 minutes lecture and discussion per week
✔ 120 minutes structured tasks per week
✔ 120 minutes learn to be independent per week
Credit points 2 SKS = 3,34 ECTS (90 hours)
Prerequisites –
Module objectives ✔ Describe and analyze teaching strategies in biology and 21st-century learning principles
✔ Analyze learning media, classroom and laboratory management, and remedial teaching strategies
✔ Design and implement innovative lesson plans integrating technology and 4C skills (critical thinking, communication, collaboration, creativity)
Content This course covers concepts and practices in educational evaluation and instructional strategy.

Main topics:
➢ Concepts and principles of educational evaluation
➢ Bloom’s Taxonomy levels of understanding
➢ Indicators of learning success
➢ Development of test and non-test instruments
➢ Test item analysis and reliability
➢ Subjective test principles
➢ Essay test construction
➢ Quality analysis of tests and items
➢ Procedures for assessment reporting
Exams and assessment formats Case report, presentation, assignments, and midterm examination
Assessment ✔ Case Results: 55%

✔ Task: 15%

✔ Assignment: 21%

✔ Midterm Exam 1: 8%
Recommended Literature 1. Rustaman, N. (2005). Strategi belajar mengajar biologi. Malang: UM Press. (Main Reference)
2. Rusman. (2013). Model-model pembelajaran. Jakarta: Raja Grafindo. (Main Reference)
3. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical Content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. (Fundamental Book)
https://doi.org/10.1111/j.1467-9620.2006.00684.x
4. Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st-century skills. New York, NY: Springer Dordrecht Heidelberg. (Fundamental Book)
5. Nurmaliah, C., Azmi, T. N., Safrida, Khairil, & Artika, W. (2021). The impact of the implementation of STEM integrating project-based learning on students’ problem-solving abilities. Journal of Physics: Conference Series, 1882(1), 012162. (Main Reference)
6. Syukriah, S., Nurmaliah, C., & Abdullah, A. (2020). The implementation of project-based learning model to improve students’ learning outcomes. Journal of Physics: Conference Series, 1460(1), 012064.
7. Prince, M. J., & Felder, R. M. (2021). Active learning in engineering and science: Theoretical foundations and practical strategies. Springer.
8. Hattie, J. (2023). Visible learning: The sequel—A synthesis of over 2,100 meta-analyses relating to achievement. Routledge.
9. Michael, J. (2022). What every science teacher should know about teaching and learning science. Wiley.
10. Freeman, S., et al. (2019). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
https://doi.org/10.1073/pnas.1319030111
11. Dobson, J. L. (2020). The effect of active learning on student performance in biology courses. CBE—Life Sciences Education, 19(1), ar9. https://doi.org/10.1187/cbe.19-11-0245
12. Lombardi, D., et al. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8–43.
https://doi.org/10.1177/1529100620973974
Date of last amendment January 2025