A Conjoint Analysis of Student Preferences for Teaching and Learning Process

Septiana Dwi  Utami; Masiah Masiah; Laras  Firdaus; Sri Nopita  Primawati; Ida  Royani

doi:10.36312/biocaster.v4i3.303

Authors

Septiana Dwi Utami Department of Biology Education, Faculty of Science, Engineering, and Applied Sciences, Mandalika University of Education, Pemuda Street Number 59A, Mataram, West Nusa Tenggara 83125, Indonesia
Masiah Masiah Department of Biology Education, Faculty of Science, Engineering, and Applied Sciences, Mandalika University of Education, Pemuda Street Number 59A, Mataram, West Nusa Tenggara 83125, Indonesia
Laras Firdaus Department of Biology Education, Faculty of Science, Engineering, and Applied Sciences, Mandalika University of Education, Pemuda Street Number 59A, Mataram, West Nusa Tenggara 83125, Indonesia
Sri Nopita Primawati Department of Biology Education, Faculty of Science, Engineering, and Applied Sciences, Mandalika University of Education, Pemuda Street Number 59A, Mataram, West Nusa Tenggara 83125, Indonesia
Ida Royani Department of Biology Education, Faculty of Science, Engineering, and Applied Sciences, Mandalika University of Education, Pemuda Street Number 59A, Mataram, West Nusa Tenggara 83125, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v4i3.303

Keywords:

Student Preferences, Teaching and Learning, Transparently and Accontable Assessment.

Abstract

Assessments carried out by education quality monitoring institutions often ignore student assessments, the results of which are not relevant to what students need. Therefore, the assessment of the teaching and learning process must be carried out transparently and accountable by involving students in the assessment of teaching and learning process. Actions like this are nothing more than an effort to adapt the teaching and learning process to student needs. This descriptive research aims to explain students' preferences for the quality of teaching and learning. A total of 65 prospective biology teachers were respondents, consisting of 17 students in 1^st semester, 23 (3^rd semester), 7 (5^th semester), and 18 (7^th semester). From the results obtained, our respondents consider that increasing competence is the most essential attribute or factor related to the teaching and learning process, with an important value percentage of 21.931. Then, teaching organizations (19.901) and learning opportunities (19.662). We use this information regarding student preferences as a guide to improving the teaching and learning process in the future while still correcting several existing deficiencies, such as involving active student participation and providing maximum academic assistance, as well as allowing students to develop their thinking abilities.

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