Needs Analysis for Critical Thinking-Oriented Biology Learning on the Nervous System Topic
DOI:
https://doi.org/10.47945/search.v5i1.3363Keywords:
Biology Learning, Critical Thinking, Need Analysis, Nervous SystemAbstract
This study aimed to analyze the needs for biology instruction at SMA Muhammadiyah 2 Palembang as a basis for improving instruction on the nervous system topic. A descriptive study using quantitative and qualitative data was conducted with one biology teacher and 31 Grade XI students selected through purposive sampling. Data were collected through questionnaires, semi-structured interviews, and documentation. Questionnaire data were analyzed descriptively using percentages, while interview data were summarized qualitatively. The findings indicate that biology instruction predominantly relies on conventional teaching methods, while the existing student worksheets (LKPD) are not explicitly aligned with a particular learning model syntax. Students reported a preference for learning activities involving discussion, expressing opinions, and evaluation. They also perceived the nervous system topic as difficult because of its complex and abstract concepts. Responses from the teacher and students further indicate a need for learning activities and materials that provide opportunities for active participation and critical thinking. These findings suggest the need for student-centered learning materials that are responsive to students perceived learning needs and the demands of 21st-century learning. The results provide an empirical basis for developing biology learning strategies and materials for the nervous system topic.
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