Online Quantitative Literacy-Based Biology Learning Towards Students Self-Efficacy Muhamad Wafda Jamil (a*), Eni Nuraeni (a), Adi Rahmat (a)
a) Department of Biology Education, Universitas Pendidikan Indonesia
Jalan Setiabudi 229, Bandung 40154, Indonesia
*mhdwafda[at]upi.edu
Abstract
Quantitative literacy is a significant skill to teach the students to experience meaningful biology learning. Students must adapt to several changes in the current condition, especially the learning situation that shifts from offline to online environment. However, not every biology content can be taught online easily. Therefore, students need the ability of self-efficacy. Self-efficacy is important for students to know their ability to make and execute a plan for their online biology learning. This research aims to describe students^ self-efficacy to maintain their online biology learning based on quantitative literacy skills. This research used 20-item questionnaires with four choices of statements. The biology topic chosen is plant anatomy. This research measures the score of 82 first-year college students^ self-efficacy from three aspects, namely magnitude, strength, and generality. Data were analyzed using descriptive statistics to measure the mean, the highest, and lowest students^ self-efficacy scores. The result showed that the average score of students^ self-efficacy is 2,72, which means students^ self-efficacy is in moderate category. All three aspects are also in the moderate category, with the strength aspect score being the highest at 2,76 and the magnitude aspect score being the lowest at 2,66. Then, based on the number of participants^ level of self-efficacy, 3% of students are in high category, 96% are in moderate category, and 1% are in low category. This result showed that most of the students of this research have a moderate level of self-efficacy in online biology learning based on quantitative literacy.
