Pre-service biology teachers’ perception on

project-based transdisciplinary assessment

in calculus course
Cite as: AIP Conference Proceedings 2569, 020050 (2023); https://doi.org/10.1063/5.0113541
Published Online: 10 January 2023

Kimura Patar Tamba and Jessica Bermuli

AIP Conference Proceedings 2569, 020050 (2023); https://doi.org/10.1063/5.0113541 2569, 020050

© 2023 Author(s).
 Pre-Service Biology Teachers' Perception on Project-Based
Transdisciplinary Assessment in Calculus Course
Kimura Patar Tamba1, a) Jessica Bermuli2, b)
1)
Department of Mathematics Education, Universitas Pelita Harapan, Jl. M. H. Thamrin Boulevard 1100 Lippo
Village, Tangerang 15811, Indonesia
2)
Department of Biology Education, Universitas Pelita Harapan, Jl. M. H. Thamrin Boulevard 1100 Lippo Village,
Tangerang 15811, Indonesia
a)
Corresponding author: kimura.tamba@uph.edu
b)
jessica.bermuli@uph.edu

Abstract. The transdisciplinary approach is believed to be a good learning approach to calculus for biology. One form of
interdisciplinary application is project-based transdisciplinary assessment. Where in the current context of online learning,
project-based transdisciplinary assessment is carried out online. The success of implementing project-based
transdisciplinary assessment is determined by its perception of it. The purpose of this study is to analyze the perception of
pre-service biology teachers on project-based transdisciplinary assessment in calculus courses. This study involved 25 pre-
service biology teachers. This research was conducted in Tangerang, Indonesia, in 2020. Data were collected using a
questionnaire with a Likert scale. Data were analyzed using descriptive statistics, including mean, maximum-minimum
score and standard deviation. The results show that the average is a positive perception of project-based transdisciplinary
assessment in the high category. Positive perceptions with high categories appear in the domain of learning effectiveness,
depth and breadth of material and enthusiasm for learning. However, pre-service biology teachers see project-based
transdisciplinary assessment as a new burden for them learning and difficult for them. The implication of this research is
that the use of project-based transdisciplinary assessment can be considered as an approach to learning calculus.

INTRODUCTION
Mathematics and biology are closely related and inseparable disciplines. In biology, most of the domains or topics
must be taught with input and collaboration with mathematics (1). To understand biological phenomena and systems,
quantitative (mathematical) skills are needed (2). Calculus is a mathematical knowledge and ability that is needed in
biology (3–5). Therefore, biology students (as well as biology education) must have a good understanding of
mathematics, especially calculus.
One way to improve the ability and understanding of calculus (mathematics) in pre-service biology teachers is to
increase the transdisciplinarity between mathematics and biology (6). Transdisciplinary or interdisciplinary must be
applied even from the first year of study (6,7). One of the elements in transdisciplinary or interdisciplinary is
assessment. Research on calculus assessment for biology (biocalculus) is carried out by constructing an instrument.
The research of Hester et al. (8) developed an assessment that tests the ability to use mathematical skills in the context
of biology. While specifically in the context of calculus, Taylor et al. (5) developed the BioCalculus Assessment
through a modification of the Calculus Concept Inventory.
Previous research on the development of calculus assessment for biology has not explored the form of project-
based transdisciplinary assessment. Project-based transdisciplinary assessment is an assessment involving two or more
disciplines by completing a particular project or task. This definition is in line with what was expressed by (9) and
(10) that the transdisciplinary approach emphasizes cross-disciplinary connections in an activity. Project-based
transdisciplinary assessment enables students to integrate knowledge from several disciplines (11). This form of

The 5th International Conference on Mathematics and Science Education (ICoMSE) 2021
AIP Conf. Proc. 2569, 020050-1–020050-6; https://doi.org/10.1063/5.0113541
Published by AIP Publishing. 978-0-7354-4277-1/$30.00

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assessment is believed to be able to develop students' ability to use mathematics in biology (6,7,11). This form of
assessment encourages students to have complete and comprehensive abilities.
In the context of this research, project-based transdisciplinary assessment is a new form of assessment for pre-
service biology teachers. Pre-service biology teachers in this study usually get a fragmented form of assessment
between calculus and biology. Thus, pre-service biology teachers must change their perception of assessment in order
to be able to follow and carry out this assessment properly. This is because students' perceptions and beliefs about the
assessment will affect the implementation of the assessment. Various studies also show that one of the things that
make pre-service biology teachers feel anxious about mathematics is the assessment given to them. Therefore, it is
important to explore the perception of pre-service biology teachers on project-based transdisciplinary assessment.
Previous research revealed that the perception of mathematics (including mathematics assessment) affects the
mathematical ability of prospective Biology teachers. Previous research has also revealed the importance of an
assessment form that integrates Biology issues and concepts in Calculus (13–17). Meanwhile, previous studies have
not analyzed pre-service biology teachers' perceptions of project-based transdisciplinary assessment in calculus
courses (6,7,11). Therefore, it is important to conduct research on pre-service biology teachers' perceptions of project-
based transdisciplinary assessment in calculus courses.
This study aims to identify pre-service biology teachers' perceptions of project-based transdisciplinary assessment
in calculus courses. In detail, this research will describe the perception of pre-service biology teachers on project-
based transdisciplinary assessments after completing the calculus course.

METHODS
This research uses a descriptive method. The descriptive method was chosen to answer the research objective,
namely to describe the perception of prospective biology teachers on project-based transdisciplinary assessment.

Description of Project-based Transdisciplinary Assessment

Project-based transdisciplinary assessment is a summative assessment carried out in collaboration with the
Calculus for Biology course and the Ecology course. This means that these two courses have the same summative
assessment, namely project-based transdisciplinary. The results of the work of pre-service biology teachers in Project-
based transdisciplinary assessment will be jointly assigned by the two lecturers of the course (researchers). This
transdisciplinary project-based is in the form of mini-research. In groups, pre-service biology teachers conduct simple
research on plants or animals that are iconic, endemic or the most widely used in their area.
The project-based transdisciplinary assessment was conducted for 14 weeks. This means that since the beginning
of the pre-service biology course, teachers have started to think about or implement their project-based
transdisciplinarity while attending lectures in each of the calculus courses for biology and ecology courses. Each group
will receive guidance from their respective subject lecturers. The results of this project-based transdisciplinary are
stated by the pre-service biology teachers in the form of a report. The report contains components (i) background; (ii)
theoretical review of ecological concepts; (iii) theoretical review of the calculus concepts used; (iv) methodology; (v)
data analysis (using the concept of ecology and calculus), and (vi) conclusions. Some examples of Ecology and
Calculus topics used in the results of Project-based transdisciplinary assessment are shown in Table I.
TABLE 1. Ecology and Calculus topics used in the results of Project-based transdisciplinary assessment
Item Ecology case Calculus' topic
Estimated Buffalo Population Levels in Toraja in 2030
1 Exponential functions and equations
Associated with Toraja's Sign Solo Culture
Population Density Level of Javan Lutung (Trachypithecus
2 auratus) in Java Island and Appropriate Conservation for its Functions and estimates
Conservation
The Effect of Illegal Hunting and Law Enforcement on the
3 Death Number of the Sumatran Elephant (Elephas maximus Exponential functions and equations
sumatrensis)

From this table, it can be seen that pre-service biology teachers use concepts or topics in calculus to understand
cases of ecology in project-based transdisciplinary assessment. An example of using the concept of calculus in

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understanding ecological (biological) problems, namely in the case of the population density of Javan langurs (Lutung
jawa), is shown in Figure 1.

FIGURE 1. Use of Calculus Concepts in Project-based Transdisciplinary Assessment Results

Participants, Instrument, and Data Analysis

The participants of this study were 25 pre-service biology teachers. This research was conducted in Tangerang,
Indonesia, in 2020. Participants are students who take Calculus courses for Biology and Ecology simultaneously. So,
pre-service biology teachers who only took one of these two courses were not involved. The data collection instrument
in this study was a questionnaire. The questionnaire was developed from Matthews, Adams, and Goos (7) with
modifications in the context of project-based transdisciplinary assessment. This questionnaire consists of seven items
that test pre-service biology teachers' perceptions in terms of learning effectiveness and attitudes towards digital task
design used in learning. This questionnaire uses a Likert scale with a 5-point scale, from 1 (strongly disagree) to 5
(strongly agree).
Instrument validation was carried out using Pearson's Product Moment correlation. The Pearson Product Moment
correlation value for items 1-7 is in the range of 0.36-0.80 and is significant for 𝛼 = 0.05. Thus, the instrument used
has acceptable validation. The value of Cronbach's Alpha for this questionnaire is 0.775 (greater than 0.5). This value
indicates high-value instrument reliability.
This study analyzed descriptive qualitative data using descriptive statistics. The descriptive statistics used in this
study are the mean, maximum-minimum value and standard deviation. The perception level of pre-service biology
teachers on project-based transdisciplinary assessment was also analyzed based on the total mean value of each
participant's questionnaire. The level of perception is categorized into high, medium, and low based on hypothetical
statistical techniques (12), as shown in Table II.
TABLE 2. Perception Level of Pre-service Biology Teachers
Interval Score Criteria
𝑋 > 3,83 High
2.17 < 𝑋 ≤ 3,83 Medium
𝑋 ≤ 2,17 Low

RESULTS AND DISCUSSION

Table III shows the level of perception of pre-service biology teachers on project-based transdisciplinary
assessment. There are no pre-service biology teachers who have a positive perception in the low category. Pre-service
biology teachers tend to have a high positive perception of 50%. Meanwhile, 48% have a positive perception in the
medium category. These results indicate that most pre-service biology teachers have a highly positive perception of

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project-based transdisciplinary assessment. That is, pre-service biology teachers, look to see project-based
transdisciplinary assessment in accordance with learning objectives and assist them in learning.
TABLE 3. Description of pre-service biology teachers' perception
Interval Score Criteria Frequency Percentage
𝑋 > 3,83 High 13 52 %
2.17 < 𝑋 ≤ 3,83 Medium 12 48 %
𝑋 ≤ 2,17 Low 0 0%

Positive perceptions of pre-service biology teachers on project-based transdisciplinary assessment can be seen in
detail in each item of the questionnaire (Table IV). The mean scores for positive items are in the interval from 4.08 to
4.56. Meanwhile, the negative item mean scores are in the interval from 3.20 to 3.24. This shows that positive
perceptions of project-based transdisciplinary assessment are more dominant than negative perceptions. Based on the
questionnaire items, it can be seen that the perception of pre-service biology teachers on project-based
transdisciplinary assessment in terms of learning objectives and standards is in the high category. This can be seen
from the average score of the first item on the questionnaire 4.16. Pre-service biology teachers also have a positive
perception of the high category in terms of the effectiveness of project-based transdisciplinary assessment in the
calculus course (average score of 4.08). The second and fifth, and seventh statement items show that this project-based
transdisciplinary assessment makes pre-service biology teachers learn better in the calculus course. From the second
statement, with an average score in the high category, project-based transdisciplinary assessment helps to see the
relationship between mathematics and biology. This is in line with the average score of the third item, which shows
that with this project-based transdisciplinary assessment, pre-service biology teachers are enthusiastic when learning
calculus. The average score of the seventh statement in the high category indicates that through this project-based
transdisciplinary assessment, pre-service biology teachers can learn calculus more deeply and broadly.
Even so, the average score of the fourth item of 3.20 is in the medium category. These results indicate that pre-
service biology teachers have a negative perception of project-based transdisciplinary assessment in terms of learning
load. Pre-service biology teachers see project-based transdisciplinary assessment as adding a new burden to them. In
addition, negative perceptions are also seen in terms of the difficulty of carrying out this project-based
transdisciplinary assessment. This can be seen from the average score of the sixth item of 3.24 in the medium category.
These results indicate that pre-service biology teachers see that project-based transdisciplinary assessment is difficult
for them. Thus, there is a negative perception of project-based transdisciplinary assessment in terms of difficulties and
it becomes a new burden for them.
TABLE 4. Description of pre-service biology teachers' attitudes toward math based on the questionnaire
Item Statements Min Max Mean Std.Dev
1 The learning objectives and expected standards using this 3.00 5.00 4.16 0.47
approach are clear to me (+)
2 This approach helps me study more effectively in Calculus 2.00 5.00 4.08 0.81
course (+)
3 This approach makes me enthusiastic about learning 3.00 5.00 4.12 0.67
Calculus course (+)
4 This project adds a new burden for me in learning Calculus 1.00 5.00 3.20 1.08
(-)
5 This project helps me see the relationship between 4.00 5.00 4.56 0.51
mathematics and biology (+)
6 This approach is difficult for me (-) 1.00 5.00 3.24 0.93
7 This approach helps me learn Calculus course more deeply 3.00 5.00 4.36 0.57
and broadly (+)

The results of the study above show two findings from this study. The first finding is that most pre-service biology
teachers have a positive perception of project-based transdisciplinary assessment in the high category. The results of
this study are in line with previous research, which says that transdisciplinary will make students see calculus more
meaningfully in biology learning and see the relationship between mathematics and biology so that they are more
interested in calculus (mathematics) (13–17). This is also consistent with the research of Tamba (18) that
transdisciplinary by linking calculus learning with biological phenomena and issues helps pre-service biology teachers
have a positive attitude towards calculus. In line with the research of Tamba (18), project-based transdisciplinary in
this research also uses real-world context problems. In addition to attitudes toward mathematics (calculus), this

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project-based transdisciplinary assessment also encourages pre-service biology teachers to study calculus more deeply
and broadly. These findings empirically corroborate research results and theoretical frameworks regarding
transdisciplinary and interdisciplinary learning in biology and mathematics (6,7).
Second, although, in general, pre-service biology teachers have a highly positive perception of project-based
transdisciplinary assessment, on the other hand, there are certain aspects that are perceived negatively. This aspect is
about adding new and difficult burdens. This finding is consistent with previous research showing that the pre-service
biology teachers' attitudes toward math in terms of perceived cost tend to be negative and is consistent with previous
studies (13,17–19). Pre-service biology teachers feel that project-based transdisciplinary assessment by feelings of
frustration and being overwhelmed by the course's workload and fast pace (13,18).
The results of this study contribute to the body of knowledge and research in two ways. First, this study provides
an empirical overview of perceptions of project-based transdisciplinary assessment. The results of the study justify
that project-based transdisciplinary assessment has a positive impact on attitudes towards calculus and also helps to
learn calculus. Previous research has not explored the perception of pre-service biology teachers in project-based
transdisciplinary assessment (6,7,11). Second, this study provides an overview of project-based transdisciplinary,
where previous research has not touched much on assessment in the form of project-based transdisciplinary (6,7,11).
The results of this study should be viewed in terms of several limitations. First, this study only explores the
perception of pre-service biology teachers on project-based transdisciplinary assessment but has not analyzed the
factors that cause and influence this perception. Second, the sample used is small, which limits the generalizability of
the results to a wider context.

CONCLUSIONS
Based on the above results, the conclusion of this study is that the majority of pre-service biology teachers have a
positive perception of project-based transdisciplinary assessment and are in the high category. The positive perception
of pre-service biology teachers is in the high category in the domain of learning effectiveness, depth and breadth of
material and enthusiasm for learning. The perspective of pre-service biology teachers who tend to be positive towards
project-based transdisciplinary assessment shows that this approach is good to apply. The implication of the results of
this research is that there is a need for collaboration in the form of transdisciplinary assessment and even learning
between mathematics and biology so that the ability and attitude towards a calculus of pre-service biology teachers
develop.

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