Improving science writing skills to preservice biology teachers in plant diversity subject through formative assessment

• Published in: AIP conference proceedings Vol. 2330; no. 1
• Main Authors: Saptasari, Murni, Fitriyati, Umi, Khairiyah, Maliatul, Arifin, Samsul
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 02.03.2021
• Subjects: Biology; Colleges & universities; Data analysis; Data collection; Data reduction; Qualitative analysis; Science; Skills; Student writing; Students; Teachers; Technical communication; Triangulation
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0043363

Science writing skills are important for students to successfully complete their studies, in fact, students’ writing skills are still low. Writing skills are integrated in the subject of plant diversity. However, the results of the needs analysis based on the perception of biology teacher candidate students on the material diversity of plants show that the material is boring because it memorizes many concepts. As prospective biology teachers, students need to be given experience application of effective assessment for the development of professional competence. This study aims to 1) determine how students’ science writing skills through formative assessment in the Plant Diversity subject; 2) determine which aspects of student science writing skills can be improved through formative assessment. The research method uses a descriptive-qualitative approach which is an action research model of Kemmis & Mc. Tanggart which was implemented in two cycles. The research was conducted in January - June 2020, the research subjects were 24 students of the Biology Education Study Program, State University of Malang, 2017/2018 academic year. The research instruments included observation sheets, documentation, questionnaires, field notes and a rubric assessment instrument for science writing skills of Timmermana, and assessment between friends. Qualitative data collection was carried out by triangulation, data analysis including data reduction, data presentation and drawing conclusions. The findings of the first cycle research showed a positive response and increased student confidence and the findings of the second cycle were more effective with peer-to-peer assessments. The findings in both cycles 1 and 2 are that formative assessment can improve aspects of writing skills, although the percentage is not high.