Learning difficulties in comprehending virus and bacteria material for senior high schools

Muhammad Imam Firmanshah, J. Jamaluddin, Gito Hadiprayitno


Abstract


Previous research only focuses on the difficulties and factors causing learning difficulties without any solution. This study aimed to identify learning difficulties, factors, and alternative solutions overcoming the problems of learning difficulties about viruses and bacteria. Data collection was carried out through the provision of a concept mastery test involving 195 students (8 schools) and in-depth interviews conducted by involving 37 students (4 schools) who received the lowest test scores. Data analysis was performed using a percentage formula to determine the proportion of difficulties for each competency. The results showed that students had difficulty with the highest percentage of virus material, those were the competence of analyzing the role of viruses in life (85.64%) and virus replication process (83.21%). The competence in bacterial material which has the highest percentage of difficulty (77.26%) in identify bacterial classification. The factors causing students to have difficulty learning virus and bacteria consisted of the nature of the topic (77.03%), attitudes and learning habits (60.81%), teacher’s teaching skills (37.84%), and school facilities (27.03%). Alternative solutions are: teachers reduce the content that is complex and detailed, carry out an interactive learning process (audiovisual/animation), providing more learning experiences through practical activities, and teaching through interesting ways.


Keywords


learning difficulties; nature of the topic; virus and bacteria material

Full Text:

PDF

References


Almroth, B. C. (2015). The importance of laboratory exercises in biology teaching; case study in an ecotoxicology course. Pedagogical Development and Interactive Learning, 2015, 1–11. Retrieved from https://pil.gu.se/digitalAssets/1550/1550056_carney-almroth

Cahyoratri, T. E. (2018). Pengembangan modul berbasis pop-up untuk materi virus kelas X SMA (FKIP Universitas Sanata Dharma). Retrieved from https://repository.usd.ac.id/16765/2/131434008_full.pdf

Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61–71. doi: https://doi.org/10.5897/ERR11.205

Diki, D. (2013). Creativity for learning biology in higher education. LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University, 3(1), 1–12. doi: https://doi.org/10.5642/lux.201303.03

Etobro, A. B., & Fabinu, O. E. (2017). Students’ perceptions of difficult concepts in Biology in senior secondary schools in Lagos State. Global Journal of Educational Research, 16(2), 139–147. doi: https://doi.org/10.4314/gjedr.v16i2.8

Fauzi, A., & Mitalistiani, M. (2018). High school biology topics that perceived difficult by undergraduate students. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 73-84. doi: https://doi.org/10.32502/dikbio.v2i2.1242

Golding, J. M., Wasarhaley, N. E., & Fletcher, B. (2012). The use of flashcards in an introduction to psychology class. Teaching of Psychology, 39(3), 199–202. doi: https://doi.org/10.1177/0098628312450436

Grillo, K. J. (2011). An investigation of the effects of using digital flash cards to increase biology vocabulary knowledge in high school students with learning disabilities (College of Education at the University of Central Florida). Retrieved from http://etd.fcla.edu/CF/CFE0003972/Grillo_Kelly_J_201108_PhD.pdf

Hadiprayitno, G., Muhlis, & Kusmiyati. (2019). Problems in learning biology for senior high schools in Lombok Island. Journal of Physics: Conference Series, 1241(1), 012054. doi: https://doi.org/10.1088/1742-6596/1241/1/012054

Harahap, F. D. S., & Nasution, M. Y. (2018). Analisis kesulitan belajar siswa pada materi virus di kelas X MIPA SMA Negeri 1 Rantau Selatan tahun pembelajaran 2017/2018. Jurnal Pelita Pendidikan, 6(2), 71–78. doi: https://doi.org/10.24114/jpp.v6i2.10141

Hasibuan, H., & Djulia, E. (2017). Analisis kesulitan belajar siswa pada materi virus di kelas X Aliyah Al-Fajri Tanjungbalai tahun pembelajaran 2016 / 2017. Jurnal Pelita Pendidikan, 4(4), 16–24. Retrieved from https://jurnal.unimed.ac.id/2012/index.php/pelita/article/viewFile/6629/7180

Hidayatussaadah, R., Hidayati, S., & Umniyatie, S. (2016). Identifikasi kesulitan belajar siswa pada materi Archaebacteria dan Eubacteria di SMA Negeri 1 Muntilan. Jurnal Pendidikan Biologi, 5(7), 58–69. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pbio/article/download/4635/4302

Indriwati, S. E., Susilo, H., & Hermawan, S. I. (2019). Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities. JPBI (Jurnal Pendidikan Biologi Indonesia), 177-184. doi: https://doi.org/10.22219/jpbi.v5i2.7888

Khan, L. B., & Read, H. M. (2018). A simple exercise for teaching bacteriophage concepts in the undergraduate laboratory using commercially available disinfectant. Journal of Microbiology & Biology Education, 19(2), 4–5. doi: https://doi.org/10.1128/jmbe.v19i2.1527

Kintamani, I. (2016). Sumber daya manusia pendidikan dasar dan menengah (S. Sudarwati, Ed.). Retrieved from http://publikasi.data.kemdikbud.go.id/uploadDir/isi_C3E61ED4

Mardin, H., Nurhayati, B., & Ramlawati, R. (2017). Analisis kesulitan belajar biologi peserta didik kelas XII IPA SMA Negeri di Kota Palopo (Pascasarjana Universitas Negeri Makassar). Retrieved from http://eprints.unm.ac.id/5840/

Nofitasari, I., & Sihombing, Y. (2017). Deskripsi kesulitan belajar peserta didik dan faktor penyebabnya dalam memahami materi listrik dinamis kelas X SMA Negeri 2 Bengkayang. Jurnal Penelitian Fisika dan Aplikasinya, 7(1), 44. doi: https://doi.org/10.26740/jpfa.v7n1.p44-53

Oren, A. (2015). Teaching microbiology to undergraduate students in the humanities and the social sciences. FEMS Microbiology Letters, 362(19), 1–7. doi: https://doi.org/10.1093/femsle/fnv162

Redfern, J., Burdass, D., & Verran, J. (2015). Developing microbiological learning materials for schools: Best practice. FEMS Microbiology Letters, 362(6), 1–7. doi: https://doi.org/10.1093/femsle/fnv020

Reeser, V., & Moon, D. (2018). Digital flashcard study methods: Teacher-Led vs. independent study. The 25th Korea TESOL-PAC International Conference, 189–194. Retrieved from https://www.researchgate.net/publication/328305642

Rusmalina, R., & Putra, A. P. (2015). Increasing the learning result and student activity on virus concept through problem based learning. Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015, 3–7. Retrieved from https://media.neliti.com/media/publications/175111-ID-none.pdf

Sari, N. (2017). Upaya meningkatkan kreativitas dan hasil belajar siswa dengan penggunaan media alat peraga virus di MAS Muta’allimin Kecamatan Blang Bintang Aceh Besar (UIN Ar-Raniry Banda Aceh). Retrieved from https://repository.ar-raniry.ac.id/id/eprint/2959/1/Nilam Sari.pdf

Setyaningrum, P. M. P., Ramli, M., & Rinanto, Y. (2018). Analisis kualitas butir soal instrumen assessment diagnostic untuk mendeteksi miskonsepsi siswa SMA pada materi virus. Jurnal Bioedukatika, 6(2), 91. doi: https://doi.org/10.26555/bioedukatika.v6i2.10925

Simon, U. K., Enzinger, S. M., & Fink, A. (2017). The evil virus cell: Students’ knowledge and beliefs about viruses. PLoS ONE, 12(3), 1–21. doi: https://doi.org/10.1371/journal.pone.0174402

Sudarwati, S. (2016). Analisis kinerja pendidikan Provinsi Nusa Tenggara Barat. In Katalog Dalam Terbitan. Retrieved from http://publikasi.data.kemdikbud.go.id/uploadDir/isi_D4906838

Sugiyono, S. (2013). Metode penelitian pendidikan (Pendekatan kuantitatif, kualitatif dan R & D). Retrieved from https://scholar.google.com/scholar?cluster=10328650190657588078&hl=en&oi=scholarr




DOI: https://doi.org/10.22219/jpbi.v6i1.10981 | Abstract views : 103 | PDF views : 0 |

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Firmanshah et al

License URL: https://creativecommons.org/licenses/by-sa/4.0/

View JPBI Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.