The Course of Biology Learning Methodology: Are concept-based learning and drill method effective in enhancing higher-order thinking skills of students? Lufri Lufri (a), Relsas Yogica (a), Arief Muttaqiin (b*), Rahmadhani Fitri (a)
a) Department of Biology, Universitas Negeri Padang, Jl. Prof. Dr. Hamka, Air Tawar Padang 25131, Indonesia
b) Department of Science Education, Universitas Negeri Padang, Jl. Prof. Dr. Hamka, Air Tawar Padang 25131, Indonesia
*muttaqiin.a[at]fmipa.unp.ac.id
Abstract
Research in education is based primarily on the problems that have found in the field. The habit of memorizing the concept make the students’ thinking skill is not developed. This research aimed to enhance the students‘ higher-order thinking skills through the Concept-Based Learning and Drill Method in The Course of Biology Learning. The concept-based learning leads students to know the basic concept and avoiding misconceptions, while the drill method is unique due to its characteristics, which make students think higher than before. Therefore, the combination of concept-based learning and drill method were applied in the course of Biology Learning Methodology as an attempt to obtain the positive effect of the strategy. A set of higher-order thinking skills questions were given at the end of the course. The implementation of concept-based learning and drill method in this course made students obtained a high score which the average classroom score was 77.87, classified as B+. Implementing the concept-based learning and drill method can be used as an alternative to help students in improving their higher-order thinking skills in Biology Learning Methodology course.
