Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience

DOI

10.2991/assehr.k.210326.007How to use a DOI?

Keywords

Teachers’ understanding, Argument-driven inquiry, Think pair share, Educational background, Tearhers’ experience

Abstract

This research was a descriptive study with a census method that aims to describe the biology teachers’ understanding of Argument-Driven Inquiry and Think Pair Share learning model based on the educational background and teachers’ experience. This research used the research subject were 37 teachers, they were all biology teachers of class X, XI, and XII at public senior high school/islamic senior high school in Kebumen Regency. The instrument is used a multiple-choice test releated to the understanding of learning model. Data analysis was carried out descriptive by determining the mean score of the biology teachers’ understanding based on understanding criteria which consisted of 5 categories. The results showed that the biology teachers’ understanding score of the Argument-Driven Inquiry learning model was moderate and the biology teachers’ understanding score of the Think Pair Share learning model was very high. The analysis based on educational background shows that teachers with an educational background from the education field was higher understanding than from non-educational fields. The analysis based on teachers’ experience shows that biology teachers in the work period of 11-20 years have the highest understanding compared to those who work for 1-10 years and 11-30 years.

Copyright

© 2021, 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  - Opnofti Prihandayu
AU  - Paidi
PY  - 2021
DA  - 2021/03/28
TI  - Biology Teachers’ Understanding of Argument-Driven Inquiry and Think Pair Share Learning Model Based on the Educational Background and Teachers’ Experience
BT  - Proceedings of the 6th International Seminar on Science Education (ISSE 2020)
PB  - Atlantis Press
SP  - 48
EP  - 57
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210326.007
DO  - 10.2991/assehr.k.210326.007
ID  - Prihandayu2021
ER  -