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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 4 (Jun., 2018) |
Conclusions and Recommendation
This research concludes that there is a significant difference between the three kinds of cognitive knowledge, namely declarative knowledge, procedural knowledge, and conditional knowledge, in biology education students. Declarative knowledge and procedural knowledge did not display a significant difference. This suggests that under certain conditions, declarative knowledge and procedural knowledge are at the same level of performance. Meanwhile, conditional knowledge revealed the highest average level and showed a significant difference from the other two knowledge types.
Based on the results of this research, it is recommended that the learning activities used in higher education, particularly those conducted by lecturers in biology education, need to optimize learning and stimulate cognitive knowledge. Learning which is able to increase cognitive knowledge is that which challenges students, in which they are faced with a problem and a task to be completed. In such activities, students become accustomed to not only accepting learning material, but also have their thinking ability developed through problem-solving tasks. The tasks given to students need to be clear, and to include the criteria for success in completing them. In addition, these challenging situations must also be able to motivate students because of a promised reward system. The challenge of the problem and the hope of achieving a reward will continuously enrich students’ knowledge of the skills and strategies they possess to successful address new situations. Such learning stimulates the development of students’ knowledge of cognition, especially their conditional knowledge.
This research was supported by a Grant of Dissertation Research and New Doctorate of Sebelas Maret University, Surakarta Indonesia.
