GENERAL BIOLOGY OF FACULTY MATHEMATIC AND NATURAL SCIENCES’ STUDENTS
STATE UNIVERSITY OF MEDAN
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By :
Naimatussyifa Daulay 4121141015
Bilingual Biology Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
ANALYSIS OF KNOWLEDGE AND ATTITUDES TOWARD GENERAL BIOLOGY OF FACULTY MATHEMATIC
AND NATURAL SCIENCES’ STUDENTS STATE UNIVERSITY OF MEDAN
Naimatussyifa Daulay (SID 4121141015)
ABSTRACT
This research aims to know knowledge and attitudes toward general biology of Faculty Mathematic and Natural Sciences’ Students State University of Medan (FMIPA) included mathematic, physic, chemistry, and biology department. The research was conducted in FMIPA State University of Medan with population were all of students in education class FMIPA of 4th semester and the sample was taken by cluster random sampling, by takes one education class in each department. The kind of this research is descriptive quantitative. The total of knowledge test is 30 items number was validated before used to students is by expert validator in general biology 2 also test instrument by using validity test, reliability test, and difficulty level test, then there are 15 items number of questionnaire. The result of research are Biology department got better knowledge toward general biology 2 with categorized less (56.6%), good (26.7%), and very good (16.7%), then continue for chemistry department with categorized less (76.7%), good (20%), and very good (3.3%), mathematic department with categorized less (86.7%) and good (13.3%), and last physic’ department with categorized less (96.7%) and good (3.3%). Mathematic, physic, chemistry, and biology of students department has most neutral for dimension attitudes and less awareness to love environmental. Students’ most favorable attitudes were found toward participating in environmental activities by an institution or community is a good thing is very interesting because most of biology’ students agree, then average neural answer for other students.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, the deepest thank and praise the writer prayed to Allah SWT for blessing hence researcher is able to finish this thesis with title “Analysis of Knowledge and Attitudes toward General Biology of Faculty Mathematic and Natural Sciences’ Students State University of Medan” to fulfill one of the requirement for getting degree of sarjana pendidikan in Biology Department, Faculty of Mathematic and Natural Science, State University of Medan.
Gratefully acknowledges the deepest gratitude to Mr. Dr. Hasruddin, M.Pd as my thesis supervisor who has generously spent precious time in giving the guidance, encouragement, comments, suggestions, and support until this thesis comes true. The great appreciation is addressed to Mrs. Dr. Fauziyah Harahap, M.Si, Mr. Dr. Syahmi Edi, M.Si, and Mrs. Dr. Tumiur Gultom, SP, MP, as the thesis examiners for their advice, criticism, constructive comments, and valuable in completing this thesis.
I would like to express my appreciation to the Dean, Faculty of Mathematic and Natural Science, Mr. Dr. Asrin Lubis, M.Pd, to Head of Biology Department, Mr. Dr. Hasruddin, M.Pd, to Head of Biology Education, Mrs. Dra. Cicik Suryani, M.Si, to Coordinator of Bilingual Program, Mrs. Dr. Iis Siti Jahro, M.Si for their support and help towards my undergraduate affairs.
My deepest gratitude and big appreciation to beloved parent, Drs. Ahmad Riadi Daulay, M.Ag and Dra. Nurmawati Lubis, M.A, for the endless love, unfailing support, greatest prayer, encouragement throughout the entire life, and also both of my lovely sister, Rabiah Afifah Daulay, S.Pd and Dira Anisah Ulfah Daulay for their awesome support and kindness.
Eltara as inspiring Sumbawa friend, also for all awesome friends in LKMM 2015, Kemah Kita 2015, Innovation Contest 2015, and Green Youth Camp 2.
Last but not least, thanks to all my cost mates Tebing Tinggi for Anisa Nesya, Dwi Utari, Aida, Mutiara, Biuti, Rimbun, and Yudis for awesome life learning during field experience program 2015 in SMAN 1 Tebing Tinggi.
May Allah reward all those who have contributed in the completion of this thesis. Finally, I hope this thesis would be beneficial to contribute ideas in education, be useful especially for the students of Biology Education, and gives inspiring to people who read to love and save environment. I realize that this thesis is still far from being perfect therefore; constructive, comments, and suggestion are needed for further improvement of this thesis.
Medan, June 2016 Writer
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TABLE OF CONTENTS
Page
Legalization Page i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content vi
List of Figure viii
List of Table ix
List of Appendix x
CHAPTER I INTRODUCTION
1.1Problem Background 1
1.2Problem Identification 4
1.3Problem Scooping 4
1.4Research Question 5
1.5Research Objective 5
1.6Research Benefits 5
1.7Operational Definition 6
CHAPTER II THEORETICAL REVIEW
2.1 Theoretical Framework 7
2.1.1 Definition of Biology 7
2.1.2 General Biology 2 7
2.1.2.1 Environment Problem International,
National, and Local Level 8
2.1.2.2 Planet Earth 9
2.1.2.3 Human Population 9
2.1.2.4 Ecology and Natural History 9
2.1.2.5 Natural Resources 10
2.1.2.6 Environmental Pollution 10
2.1.2.7 Conservation 11
2.1.2.8 Environmental Ethic 12
2.1.3 The Concept of Knowledge 12
2.1.4 Knowledge Measurement 13
2.1.4.1 Cognitive Aspect Measurement 13
2.1.4.2 Bloom Taxonomy 14
2.1.4.3 Affective Aspect Measurement 15
2.1.5 The Concept of Attitude 16
2.1.6 Attitude Measurement 17
2.1.7 Framework of Thinking 17
CHAPTER III RESEARCH METHOD
3.1 Location and Time 19
3.2 Population and Sampling 19
3.2.1 Population 19
3.3 Research Design 21
3.4 Research Procedure 21
3.5 Research Instrument 22
3.6 Test Research Instrument 23
3.6.1 Validity Test 24
3.6.2 Reliability Test 24
3.6.3 Difficulty Level Test 25
3.7 Data Analysis Technique 26
3.7.1 Knowledge Test Analysis Technique 26
3.7.2 Questionnaire Analysis Technique 28
3.8 Instrument Data Result 28
3.8.1 Validity Test 28
3.8.2 Reliability Test 29
3.8.3 Difficulty Level Test 29
CHAPTER IV RESULT AND DISCUSSION
4.1 Description of Data Research 30
4.2 Result 30
4.2.1 Result of Analysis Students Knowledge 30
4.2.2 Result of Analysis Students Attitude toward
General Biology 2 Questionnaire 32
4.2.2.1 The Attitude toward General Biology 2
of Mathematic’ Students 32
4.2.2.2 The Attitude toward General Biology 2
of Physic’ Students 35
4.2.2.3 The Attitude toward General Biology 2
of Chemistry’ Students 37
4.2.2.4 The Attitude toward General Biology 2
of Biology’ Students 39
4.3 Discussion 41
4.3.1 Students Knowledge toward General Biology 2 41 4.3.2 Students Attitudes toward General Biology 2 42 CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusions 46
5.2 Suggestions 46
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LIST OF TABLE
Page
Table 2.1 Cognitive Domain Based on
Bloom’s Taxonomy Criteria 14
Table 3.1 Population of FMIPA Students
in the 4th semester 2015/2016 19
Table 3.2 Sample of Research 20
Table 3.3 Grating Matter Multiple Choice
Diagnostic Test 22
Table 3.4 Index Classification of Validity Test 24 Table 3.5 Index Classification of Reliability Test 25 Table 3.6 Index Classification of Difficulty Level Test 26 Table 3.7 Sum of Correct and Incorrect Students Answers 26
Table 3.8 Score Classification 27
Table 3.9 Frequency Distribution of Students Answers 27
LIST OF FIGURE
Page
Figure 2.1 Environment View 8
Figure 2.2 Comparing Cognitive Level Between Old And
New Version of Bloom Taxonomy 15 Figure 4.1 Students Knowledge toward General Biology 2
in the 4th Semester of Mathematic, Physic, Chemistry, and Biology Department State
University of Medan 31
Figure 4.2 Attitudes toward General Biology 2
of Mathematic’ Students 34
Figure 4.3 Attitudes toward General Biology 2
of Physic’ Students 36
Figure 4.4 Attitudes toward General Biology 2
of Chemistry’ Students 38
Figure 4.5 Attitudes toward General Biology 2
of Biology’ Students 40
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LIST OF APPENDIX
Page
Appendix 1 Knowledge (Diagnostic Test)
General Biology 2 51
Appendix 2 Key Answer of Diagnostic Test 58
Appendix 3 Questionnaire General Biology 2 59
Appendix 4 Questions Observation 61
Appendix 5 Testing of Research Instrument 62
Appendix 6 Calculation of Validity Test 63
Appendix 7 Instrument Test Reliability 65
Appendix 8 Calculation of Reliability Test 67
Appendix 9 Calculation of Difficulty Level Test 68 Appendix 10 Result of General Biology 2
Knowledge Test 71
Appendix 11 Result of General Biology 2
Attitudes 75
Appendix 12 Tabulation of Respondent’
Answer 79
Appendix 13 Course Contract General Biology 2 87
CHAPTER I
INTRODUCTION
1.1 Problem Background
Learning as an enduring change in behaviour, or in the capacity to behave in a given fashion, which results from practice or other forms of experience (Schunk, 2012). Actually there is no one defenition of learning that is universally accepted by theorists, researchers, and practitioners. Best point of learning is changing from do not know become know about some materials.
Science is boring for many students (Ebenezer, 1993). Difficult, not relevant to people’s lives, more attractive to boys, and less interesting to older students (Ramsden, 1998). These conclusions cannot, however, be generalized to all the sciences. There are differences in attitudes toward physical and biological sciences. Physical sciences are receive more negative views than biological sciences (Ramsden, 1998). Boys express more positive attitudes about physical sciences, but girls were found to be more interested in biology than boys (Barram et al, 2006).
Biology is a unique discipline where experiments with living organisms can take place both in the laboratory and in the field. However, increasing use of virtual environments instead of practical investigations in biology has recently been documented (Partridge, 2003). How do students regard biology compared with other subjects? Do boys and girls prefer different topics? Several studies have been concerned with attitudes toward particular disciplines like physics (e.g. Angell et al, 2004) or chemistry (e.g. Salta and Tzougraki, 2004) but few studies have focused on students attitudes toward biology. Moreover, the majority of investigations were carried out with single-age classes which did not examine possible effects of curriculum progress on students’ attitudinal changes. Information about students’ interests may help teachers to devise strategies to enhance students interest in biology (Uitto et al, 2006).
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have not been found as “strange” by 68% of respondents. One of the most striking results of this dimension is that, most of the students (83%) enjoy working with living organisms during lessons. 47% of the students agreed that learning biology improves the quality of life, 33% of them stated that they do not know the answer. All items of dimension were significantly and positively correlated with each other. Evaluation showed that the highest score was obtained for the item which asks about the necessity of biology knowledge for understanding of other courses. And that the lowest was belong to the item which states that, biology is helpful to develop conceptual skills. The importance of biology can summarized as that, they believe in the importance of knowledge of biology, but according to them, biology is not one of the essential issued of their own lives.
Since the 1970s there is a consensus that environmental education (EE) is crucial for achieving the goals of sustainable development, by creating an environmentally literate citizenry capable and motivated towards environmentally responsible lifestyles (UNESCO-UNEP, 1992). The magnitude of this challenge is such that in 2005, UNESCO launched the Decade of Education for Sustainable Development. Underlying this is the understanding that education is the driving force for the change needed (UNESCO, 2005a).
Attitude is a mental state of readiness that influences the individuals’ response to everything it is related to. Schultz and Zelezny (2000) say that the attitude of concern for the environment originates from individual’s concept of self and from the degree of perceiving himself as a fundamental part of natural environment. Behavior is what people do, if it is environmentally appropriate or not (Hernandez, 2000). Behavior is generally supported by the knowledge and attitude, but the direct connection from knowledge to attitude and on to the behavior does not always exist (Monroe, 2000).
1991). Similar observations have been made in other parts of the World (Tubianosa et al, 1995). It is becoming increasingly necessary to see the evidence supporting these claims.
Research dealing with students’ participation in environmental action has tended to focus on the products in the environment rather than on the process involved in arriving at such action. The studies done by Buskov (1991), Pieters (1991), Sutti (1991), Gagliardi and Alfhtan (1994) are valid examples. Most of these researchers employed the systems analysis approach that focuses on easily quantifiable variables relating to the quality of the products arising from environmental action projects as directed by the teachers. Data produced in this way may not necessarily provide an insight into the process of students’ participation in environmental action. As Emmons (1997) observes, the relationship between environmental education and positive environmental action is a complex one and requires a deeper understanding of the contributing factors. This is because a behavioral manipulation of many variables can result in students’ participation in environmental action in the manner that is pedagogically undesirable. Research designs that elicit phenomenological data could help us understand students’ participation in sustaining and improving environmental quality.
In Faculty Mathematic and Natural Science (FMIPA) State University of Medan, after observation and interview directly, there are students still littering, the trash is still in the classroom, and also around building in FMIPA. The researcher gave 10 questions to 40 students in FMIPA State University of Medan. The question is the form of essay test which include about knowledge and attitude of students which relates to General Biology 2 (Appendix 4). After the students answer the questions, there are still 32.5% of students who understand about General Biology 2 topics, 20% of students are middle, and 47.5% of students are low about General Biology 2. Some of students says the lecturer variation way of learning general biology is lack where class condition and learning process is rigid.
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Where its including mathematic, physic, chemistry, and biology students. Because of it researcher want to know about knowledge and attitudes of students FMIPA about General Biology 2 focused on environmental biology.
Based on the background described above, the researcher think that it is necessary to conduct the research about “Analysis of Knowledge and Attitudes
toward General Biology of Faculty Mathematics and Natural Sciences’ Students State University of Medan”.
1.2Problem Identification
Based on the background description above, researcher identified the research problem as follows:
1. General biology is learn by all students in Faculty Mathematic and Natural Sciences State University of Medan.
2. Students less action for saving environment.
3. Students are still throwing rubbish around classroom. 4. Students less understanding about General Biology 2.
5. Lecturer lack variation way to learn about General Biology 2.
1.3Problem Scooping
In order to obtain an appropriate discussion, the research has some limitations as follows:
1. Students knowledge and focuses on General Biology 2 only in 4th semester faculty mathematic and natural sciences students for education class State University of Medan 2015/2016.
2. Students attitudes toward General Biology 2 subject matter only in 4th semester faculty mathematic and natural sciences students for education class State University of Medan 2015/2016.
3. General Biology subject matter is about environmental biology (General Biology 2).
5. Questionnaire is validated by lecturer of General Biology 2 and qualified about education and evaluation. Ideally about attitude test is validated by lecturer of Education Sciences of Faculty like psychology lecturer.
1.4Research Question
There are some questions of this research as follows:
1. How does the students’ knowledge toward General Biology 2 of 4th semester mathematic, physic, chemistry, and biology department State University of Medan?
2. How does the students’ attitudes toward General Biology 2 of 4th semester mathematic, physic, chemistry, and biology department State University of Medan?
1.5Research Objectives
This research is conducted to achieve some objectives as follows:
1. To know students’ knowledge toward General Biology 2 in the 4th semester of mathematic, physic, chemistry, and biology department State University of Medan.
2. To know students’ attitudes toward General Biology 2 in the 4th semester of mathematic, physic, chemistry, and biology department State University of Medan.
1.6Research Benefits
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1.7Operational Definition
To get same perception and avoid the difference of interpretation of some terms in this research, it will be necessary to explain some terms that are used.
1. Analysis as the process of breaking down a something into its parts to learn what they do and how they relate to one another.
2. Knowledge is the products of inquiry, and can be considered either as a collection of information, or as an activity, or as a potential. As understanding of students on General Biology 2.
3. Attitudes as a psychological tendency to view a particular object or behavior with a degree of favor or disfavor, related to activity of students in daily life.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusions
There are some conclusions from this research, it can be seen as follows: 1. Biology department got better knowledge toward General Biology 2 with
categorized less (56.6%), good (26.7%), and very good (16.7%), then continue for chemistry department with categorized less (76.7%), good (20%), and very good (3.3%), mathematic department with categorized less (86.7%) and good (13.3%), and last physic’ department with categorized less (96.7%) and good (3.3%).
2. Mathematic, physic, chemistry, and biology of students department has most neutral for dimension attitudes and less awareness to love environmental. Also most favorable attitudes were found toward participating in environmental activities by an institution or community is a good thing is very interesting because most of biology’ students agree, then average neural answer for other students.
5.2 Suggestions
There are some suggestions from this research, it can be seen as follows:
1. Science and biology lecturer’ preparedness for teaching General Biology 2
should not be neglected, but further investigation also variation learning teaching in topics is needed.
2. Better understanding of what General Biology 2 means can be improved by evaluation of science curriculum and public discussions with scientists perhaps through TV or magazines also field trip to know deeply about environment.
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