Correlation of The Logical Thinking with Mastery Concept of Prospective Biology Teachers
A Juhanda(1,2*), N Rustaman (1), T Hidayat (1), A R Wulan (1)
1) Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
2) Department of Biology Education, Universitas Muhammadiyah Sukabumi, Jl. R. Syamsudin SH. No. 50, Sukabumi, Indonesia
*aajuhanda[at]ummi.ac.id
Abstract
This study aims to determine the description of logical thinking and mastery of concepts, analyzing the relationship between the two owned by a number of prospective biology teachers in the vertebrate zoology practice. The research method used is a correlational descriptive method with a sample of 1 class which includes 26 prospective teachers of the Department of Biology Education, FKIP Universitas Muhammadiyah Sukabumi, 2017/2018 semester academic year using a purposive sampling technique. Data collection was conducted using the many as 10 standard questions of logical thinking ability (ToLT) and 20 concept mastery questions. Data analysis was carried out through a correlation test. The results showed that: 1) 35% of students had logical thinking at the transition stage with an average value of 3.0; 2) 31% of students show mastery of concepts with sufficient categories with an average value of 63; 3) There is a moderate correlation between logical thinking and the mastery of concept of prospective teachers with a correlation coefficient of 0.541. The combinatorial reasoning indicators have the highest correlation with the mastery of concepts possessed by students on the concept of in vertebrate with a significance of 0.928.
Keywords: logical thinking, formal reasoning mastery of concepts, vertebrate zoology practice course
Topic: Biology Education