Basic Needs of Students in Ecology Courses: Main Factor Analysis

Authors

  • Susbiyanto Susbiyanto Universitas Pendidikan Indonesia
  • Topik Hidayat Universitas Pendidikan Indonesia
  • Hertien Koosbandiah Surtikanti Universitas Pendidikan Indonesia
  • Riandi Riandi Universitas Pendidikan Indonesia
  • Muhsin Chatib Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.47750/pegegog.14.04.05

Keywords:

ecology courses, inquiry skills, self-efficacy, environmental literacy

Abstract

This study aims to analyze the main factors that become the basic needs of students attending ecology courses. The participants in this study consisted of 75 students enrolled in the Biology Education program at the State Islamic University of Sulthan Thaha Saifuddin Jambi. The data were collected by a questionnaire of 13 statements from four categories, which encompassed the content of the material, having strong feelings of learning community, thinking skills, and environmental awareness. Data were analyzed using exploratory factor analysis with the assistance of the SPSS application, version 23. Based on the score of initial eigenvalues from the results of exploratory factor analysis, it shows that there are two main factors formed based on the 13 original factors. The construction of statements that form factor one is closely related to inquiry and self-efficacy, while the construction of statements that form factor two is closely related to environmental awareness. Based on this construction structure, factor one is labeled inquiry skills to support self-efficacy, and factor two is labeled environmental literacy. The results obtained in this study can be used as recommendations for choosing various learning techniques that can accommodate the development of inquiry skills, self-efficacy, and environmental literacy in students in ecology courses.

Downloads

Download data is not yet available.

References

AlKhaza’leh, M. S. (2023). Students’ perceptions at Al Ain University about the ethics of the teaching profession practiced by their professors and possible ways of enhancing them. Pegem Journal of Education and Instruction, 13(3), 1–8. https://doi.org/10.47750/pegegog.13.03.01

Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: seven research-based principles for smart teaching. (1st ed.). John Wiley & Sons. https://firstliteracy.org/wp-content/uploads/2015/07/How-Learning-Works.pdf

Beck, C. W., & Blumer, L. S. (2016). Alternative realities: Faculty and student perceptions of instructional practices in laboratory courses. CBE Life Sciences Education, 15(4), 1–10. https://doi.org/10.1187/cbe.16-03-0139

Becker-Klein, R., Peterman, K., & Stylinski, C. (2016). Embedded assessment as an essential method for understanding public engagement in citizen science. Citizen Science: Theory and Practice, 1(1), 8. https://doi.org/10.5334/cstp.15

Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University:What the Student Does. McGraw-Hill Education.

Burrow, A. K. (2018). Teaching introductory ecology with problem-based learning. The Bulletin of the Ecological Society of America, 99(1), 137–150. https://doi.org/https://doi.org/10.1002/bes2.1364

Derri, V., Papamitrou, E., Vernadakis, N., Koufou, N., & Zetou, E. (2014). Early professional development of physical education teachers: Effects on lesson planning. Procedia - Social and Behavioral Sciences, 152(C), 778–783. https://doi.org/10.1016/j.sbspro.2014.09.320

Elliott, E. R., Reason, R. D., Coffman, C. R., Gangloff, E. J., Raker, J. R., Powell-Coffman, J. A., & Ogilvie, C. A. (2016). Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student centered. CBE Life Sciences Education, 15(2), 1–14. https://doi.org/10.1187/cbe.14-07-0112

Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE Life Sciences Education, 11, 364–377. https://doi.org/10.1187/cbe.12-03-0026

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2019). Multivariate Data Analysis, Multivariate Data Analysis. In Book (Vol. 87, Issue 4).

Human-Vogel, S., & Vogel, F. (2015). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. In Higher Education Research & Development (Vol. 35). https://doi.org/10.1080/07294360.2016.1144574

Jakositz, S., Ghasemi, R., McGreavy, B., & Wang, H. (2022). Tap-Water Lead Monitoring through Citizen Science: Influence of Socioeconomics and Participation on Environmental Literacy, Behavior, and Communication. Journal of Environmental Engineering, 148(10). https://doi.org/https://doi.org/10.1061/(ASCE)EE.1943-7870.0002055

Kaya, V. H., & Elster, D. (2019). Dimensions affecting environmental literacy, and environmental perceptions influencing science literacy. International E-Journal of Educational Studies, 3(6), 70–77. https://doi.org/10.31458/iejes.512201

Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson Plan Analysis Protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1), 2005–2010. https://doi.org/10.1016/j.heliyon.2022.e08730

Nesari, A. J., & Heidari, M. (2014). The important role of lesson plan on educational achievement of Iranian EFL teachers’ attitudes. International Journal of Foreign Language Teaching & Research, 2(5), 27–34. http://jfl.iaun.ac.ir/article_557178.html

Nordlund, L. M. (2016). Teaching ecology at university-Inspiration for change. Global Ecology and Conservation, 7, 174–182. https://doi.org/10.1016/j.gecco.2016.06.008

Perrin-Stowe, T. I. N., Horner, M., Coon, J. J., Lynch, L. R., de Flamingh, A., Alexander, N. B., Golebie, E., Swartz, T. M., Bader, A. C., & Halsey, S. J. (2023). “Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences. Ecology and Evolution, 13(1), e9719. https://doi.org/https://doi.org/10.1002/ece3.9719

Phillips, T., Porticella, N., Constas, M., & Bonney, R. (2018). A framework for articulating and measuring individual learning outcomes from participation in citizen science. Citizen Science: Theory and Practice, 3(2), 3. https://doi.org/10.5334/cstp.126

Piñeiro Ruiz, M. (2009). Principles of lesson planning: a guide for student teachers. Revista Káñina, XXXIII(2), 201–209. https://www.redalyc.org/pdf/442/44248785013.pdf

Sahin-Taskin, C. (2017). Exploring pre-service teachers’ perceptions of lesson planning in primary education. Journal of Education and Practice, 8(12), 57–63. www.iiste.org

Santoso, S. (2015). Menguasai Statistik Multivariat. PT. Elex Media Kumputindo.

Singleton, R., & Straits, B. (2009). Approaches to Social Research (5th ed.). Oxford University Press. https://books.google.co.id/books/about/Approaches_to_Social_Research.html?id=GxemQgAACAAJ&redir_esc=y

Slingsby, D., & Barker, S. (2003). Making connections: biology, environmental education and education for sustainable development. Journal of Biological Education, 38(1), 4–6. https://doi.org/10.1080/00219266.2003.9655888

Sujarweni, V. W. (2014). SPSS Untuk Penelitian. Pustaka Baru Press.

Downloads

Published

2024-07-01

How to Cite

Susbiyanto, S., Hidayat, T., Surtikanti, H. K., Riandi, R., & Chatib, M. (2024). Basic Needs of Students in Ecology Courses: Main Factor Analysis . Pegem Journal of Education and Instruction, 14(4), 38–45. https://doi.org/10.47750/pegegog.14.04.05