Biology Students' Response to the Implementation of Oral and Written Exams

Abstract

This study aims to investigate students' responses to oral and written examinations. The research method involves a series of steps and techniques designed to collect relevant data, analyze the findings, and conclude the results. The study aims to provide in-depth insights using qualitative descriptions to measure student responses to the types of assessments used by lecturers in lectures involving all Biology Education study program students with a sample of 60 people. Data were obtained through a questionnaire containing structured and semi-structured questions related to student responses covering aspects of the level of preparation before the exam by students and lecturers and the type of evaluation used. The research procedure includes the stages of data collection, data analysis, and interpretation of results. Students who agreed to participate were given the questionnaire. The results showed that students prefer oral exams because they are more challenged to learn and remember all the material that has been taught and hone their ability to think and reason critically to the questions asked by the lecturer. In addition, by taking an oral exam, they make careful preparations to take the exam by studying lecture material from various learning sources and have high motivation and self-confidence.