This study investigates the influen

This study investigates the influence of hands-on activities on students’ interest.
We researched whether students with experience in specific hands-on activities show higher
interest in these activities than students without experience. Furthermore, the relationship
between the quality of the hands-on experience and interest in the respective activity was
examined. In total, 28 typical hands-on activities of biology education were considered. The
activities were divided into the categories experimentation, dissection, work with microscopes,
and classification. A total of 141 students from the 11th grade completed
questionnaires on interest in the hands-on activities, their experience with each activity, and
the quality of the respective experience. Students’ interest in experimenting, working with
microscopes, dissecting and classifying tends to benefit from performing hands-on activities.
However, findings indicated that the performance of various hands-on activities can influence
students’ interest differently. For seven hands-on activities, we identified a positive effect of
hands-on experience on interest, while in one case, practical work appeared to have
influenced students’ interest negatively. However, for most hands-on activities, no effect of
experience on interest was found. The quality of hands-on experiences showed positive
correlations with interest in the respective hands-on activities. Therefore, this paper argues in
favour of designing biology lessons that allow for experiences with hands-on activities that
also interest students. Our findings underline the necessity of investigating the effects of
various hands-on activities in a differentiated manner.

Hasil (Bahasa Indonesia) 1:

Penelitian ini menyelidiki pengaruh tangan-kegiatan minat siswa.Kita meneliti apakah siswa dengan pengalaman di tangan-kegiatan tertentu menunjukkan lebih tinggiminat dalam kegiatan ini daripada siswa tanpa pengalaman. Selain itu, hubunganantara kualitas pengalaman dan minat dalam aktivitas masing-masingditeliti. Secara total, 28 khas tangan-kegiatan pendidikan biologi dianggap. Thekegiatan dibagi ke dalam kategori eksperimen, pembedahan, bekerja dengan mikroskop,dan klasifikasi. Total 141 siswa dari kelas 11 yang selesaikuesioner pada minat di tangan-kegiatan, pengalaman mereka dengan setiap aktivitas, dankualitas pengalaman masing-masing. Siswa tertarik bereksperimen, bekerja denganmikroskop, membedah dan mengklasifikasi cenderung mendapatkan keuntungan dari melakukan hands-on kegiatan.Namun, temuan menunjukkan bahwa kinerja berbagai kegiatan hands-on dapat mempengaruhisiswa bunga berbeda. Untuk tujuh tangan-kegiatan, kami mengidentifikasi efek positif yangpengalaman atas bunga, sementara dalam satu kasus, praktis bekerja tampaknya memilikidipengaruhi siswa bunga negatif. Namun, untuk paling tangan-kegiatan, tidak ada efekpengalaman bunga ditemukan. Kualitas hands-on pengalaman menunjukkan positifkorelasi dengan minat masing-masing tangan-kegiatan. Oleh karena itu, makalah ini berpendapat dalammendukung merancang pelajaran biologi yang memungkinkan untuk pengalaman dengan tangan-kegiatan yangjuga minat siswa. Temuan kami menggarisbawahi pentingnya menyelidiki efekberbagai kegiatan hands-on secara dibedakan.