Analysis of habits of mind through online learning in prospective biology teacher

Abstract

The paradigma shift from face-to-face learning to online learning post-COVID-19 pandemic has had a significant impact on students’ learning behaviors, especially their thinking habits. This study aims to analyze the formation of mind habits among prospective biology teachers after four years of involvement in online learning. A total of 301 biology education students (49 males, 252 females) from a university in West Java, Indonesia, participated in this descriptive quantitative study. Data were collected using a validated mind habits questionnaire consisting of 21 items based on 16 indicators and analyzed using percentage categorization. The findings revealed that 60 % of students exhibited very strong habits of mind, and 38 % had strong levels, indicating a generally high adaptation to an online learning environment. The highest score indicators include responding with amazement and awe, metacognition, empathy, and openness to continuous learning. On the contrary, the lowest are creativity, imagination, and innovation. No significant differences were found between the sexes or across the academic year. In conclusion, online learning contributes positively to the development of mind habits in prospective biology teachers. It is recommended that higher education institutions continue to design online and hybrid learning that supports reflective and adaptive thinking, while incorporating more creative and innovative components to enhance students’ holistic development.