560
The Effectiveness of Mini Research Application
on Contextual Learning Based for Students
’
Attitude at Microbiology Subject
1*
Hasruddin,
1Fauziyah Harahap, and
2Mahmud
1Department of Biology Education, Faculty of Mathematics and Natural Science, State University of Medan, Medan, 20371 Indonesia;
2Department of Chemistry Education, Faculty of Mathematics and Natural Science, State University of Medan, Medan, 20371 Indonesia;
*Corresponding author: hasruddin_lbsmdn@yahoo.com
Abstract
The objective of this study was to find out the effect of mini research application on contextual learning based for students’ attitude at microbiology subject in State University of Medan. A quasi experimental research with pretest-posttest control group design was used in this study. The population of this study was 6th semester students of biology department and 2 classes chosen as the sample by applying cluster random sampling technique. Experimental class was using mini research application on contextual learning based while control class was using direct learning. The instrument used to obtain the data of students’ attitude was description questionnaire. The data were analysed by using Mann-Whitney U-Test with used Statistical Package for Social Science (SPSS) 22. The score of attitude were significantly from two classes, that U =78.64, n1 = 35, n2 = 34, p = 0.05, and z = 6.327 > 1.96 means the null hypothesis was rejected, suggesting that there is an effect of mini research application on contextual learning based for students’ attitude. Therefore, it can be stated that mini research application on contextual learning based as a more effective for students’ attitude in State University of Medan.
Keywords: microbiology, lecture tools, contextual, attitude.
Introduction
Learning microbiology need also pay attention to the students’ attitude and not only pay attention to cognitive abilities and skills. By developing the scientific attitude in learning microbiology, will be able to grow a career interest and have the awareness to act more correct. Awareness of the importance of scientific understanding is the basis of the consideration of a person to determine the career of his or her life in the future. Curiosity will be able to grow in understanding the phenomenon of microbiology and can improve the quality of life.
561 With the establishment of learning oriented student then target to note is the formation of attitude. Attitude cannot casually form permanently. But basically, through the perception that grew out of the knowledge that someone, will form the attitude that ultimately continuously undergoes repairs to a more positive direction. The attitude that formed it, will ultimately determine the nature and good deeds now or in the future.
Attitude will essentially form the individual consciousness that determines the real deeds or that may occur in the social activities. According to Notoatmodjo (2005), a person's attitude is always directed to a thing or an object. Similarly, the attitude of the students towards the subject matter of microbiology, of course will direct to the student to determine his/her actions in doing everyday activities in a social environment than what he got for the implementation of the knowledge and skills.
Attitudes can be influenced by the experience of the personality, the culture, the influence of other people's opinions that he deems important, mass media, institutional or educational institution, the institution of religion, and individual emotion factor (Azwar, 2008). The personal experience of someone against will also form a positive or negative attitude. A positive attitude in a person needs to be grow because it is this attitude that will bring someone into a more positive direction.
Formation of the learning on microbiology can be in many different ways. One of the ways that can be reached is by active learning and creative, which is able to provide a challenge to students. There are many forms of active learning and creative, one of which is by engaging in research learning mini research pattern of microbiology. Microbiological material will become more attractive and the ability of the students would be better for the learning process.
Mini research pattern basically that students do the inquiry to solve the problem. Many solutions can be learned through inquiry. Students need to be trained in order to have examined the ability of scientific attitudes that can be brought later in daily life. The scientific attitude can be in the form of curiosity. Inquiry can be constructing the scientific attitude of the students. By performing mini research pattern, students conduct an investigation or a scientific method to find the solution as an alternative answer to the problem.
Microbiological material is one of the subject matter for students of Biology Education at State University of Medan, laden with scientific activities. Through mini research students are given the opportunity to improve the cognitive ability, skills, and also the scientific attitude. Thus, the question is how the device development research on mini research pattern in microbiology scientific attitude towards students. In more again, how use of mini research pattern as a result of the development of scientific attitude towards the ability of student in microbiology lecture. These questions formed the basis of doing this research.
Literature Review
The attitude is closed against one's response to a stimulus or to a particular involving the opinions and emotions of a person (Notoatmodjo, 2005). From this attitude will develop a sense of fun and a sense of agree. Poerwodarminto (2002) defines the scientific attitude as a tendency, readiness, and willingness to give a response or responses or behaviours in science has recognized that truth. Ajzen (2001) stated that attitudes help to manage and simplify information processing and memory in favour of attitude consistent material.
562 2005). Learning involves students actively can direct to the destination and affective components of the learning process (Djamarah, 2002). Likewise, Furchan (2005) states that a student can have a scientific attitude when faced with a new problem that he knew then they tried to figure it out by doing an investigation or experimentation.
In learning to students' character development, curiosity and creative attitude is an important part of the scientific attitude. The scientific attitude as the establishment or the tendency of a person to a certain stimulus is always oriented in the scientific method (Astika, 2013). According to Harlen (1992); Fakhruddin, et al. (2010) that a scientific attitude has many aspects, namely: to know the attitude, the attitude of wanting to get something new, an attitude of cooperation, attitudes are not hopeless, a stance not prejudiced attitude, honest, responsible attitude, the attitude of the free thinking, and discipline.
Mini research is an activity that can be done in the student learning process. In the activities of research, according to Supriadi (2002) that the student is doing an investigation in which there is a problem, hypothesis formulation, planning experiments, collect data, and concluded. Fachrurrazi (2011) added that the problems under investigation must be contextual in nature so that students can be guided towards finding its own concept. Campbell et al. (2008) states that biology can be obtained through and the results of the investigation (using mini research) so that students are trained using the scientific method and form a scientific attitude.
The mini-based learning research basically gives the opportunity to students to seek information, devise hypothesis, collect data, analyze data, and making conclusions over the data are clustered (Widayati, 2010). Through this kind of learning, students do the learning process based on activity. In the past two decades, studies about science student’s outcomes focused primarily on educational objectives in the cognitive domain, but in more recent time attention has been paid to outcomes in the affective domain (Pekel, 2006).
She and Fisher (2002) report a number of researches, that put forward the importance affective outcomes of the education that are at least as important as cognitive outcomes. Sanjaya (2008) add that learning involves students like pattern mini research into contextual order gives the opportunity to students to search for and find out for yourself from something that is questionable, so as to foster a scientific attitude which includes an attitude of confidence.
Research Method
563 students from the class of Bio C. As a comparison in the study used Bio class D of 30 students taught with mini research pattern in direct learning.
The research was carried out in the department of biology, namely Biology Education of State University of Medan, starting from March until June 2017. Scientific attitude is measured in this study there were ten attitudes, namely: curiosity, hard work, creative, independent, objective thinking, caring environment, responsibility, honesty, and discipline. Data obtained using question form and analyzed qualitatively and quantitatively with the percentage. Approximate data is analyzed to find out the validity of the content and validity of the construction. The data in the form of figures to test the hypothesis of the research analysed using Mann-Whitney U-Test with used Statistical Package for Social Science (SPSS) 22.00.
Results and Discussion
Results
Based on the results of validation to the two experts’ microbiological material to validate student worksheet follows the pattern of a mini research contained in table 1 below.
Table 1. Results of the expert assessment of microbiological material against the pattern mini research.
No Aspects that are accessed
Score of the material Average Criterion
A B C D
1 Competency 88.45 89.62 88.34 94.52 90.23 Very good
2 Purpose 90.56 88.58 91.65 89.62 90.10 Very good 3 Depth of Material 91.45 91.64 89.88 93.40 391.59 Very good 4 Assessment Rubric 88.60 89.34 88.82 89.74 89.13 Good
5 Legibility 93.34 94.66 93.56 93.72 93.82 Very good Average 89.77 90.77 90.45 92.20 91.08 Very good
Table 1 shows that the average score of the overall aspect of the student worksheet with a mini research was 91.08 and included in criterion "very good", in the sense of worth to use. Based on the results of validation to the 2 people expert evaluation to validate student worksheet follows the pattern of a mini research material such as microbiology found in table 2 below.
Table 2. Results of the expert assessment the evaluation of research-based contextual mini patterns.
No Aspects that are accessed
Score of the material Average Criterion
A B C D
1 Competency 87.82 88.83 90.46 92.26 89.84 Good 2 Purpose 92.24 89.64 92.72 88.74 90.83 Very good 3 Depth of Material 90.66 90.81 87.92 88.62 89.50 Good
4 Assessment Rubric 89.55 90.84 90.36 89.84 90.15 Very good 5 Time Management 94.42 95.72 94.71 92.94 94.48 Very good Average 90.98 91.17 91.16 90.48 90.96 Very good
564 Table 3. Results of Microbiology Lecturer Practitioner Assessment Mini Research
Pattern. people linguists to measure student worksheet materials of the mini research microbiology patterns is such as found in table 4 below.
Table 4. Results of Microbiology Linguist Pattern Mini Research. No Aspects that are and posttest of the scientific attitude of college students is found in table 5 below.
Table 5. Pretest and posttest of the scientific attitude of college students.
No Class Material A Material B Material C Material D
Pre Post Pre Post Pre Post Pre Post
1 Experiment 42.62 87.24 43.25 88.21 42.38 88.25 42.82 87.25 2 Control 42.21 71.43 43.28 72.28 43.08 80.46 42.69 84.22
Testing using the Mann-Whitney U-Test showed that a comparison of scientific attitude of college students with the use of worksheets students with research-based contextual mini patterns differ significantly than the control class that uses the mini-based research learning pattern directly. Retrieved U = 78.64, n1 = n2 = 35, 34, p = 0.05, and z = 6.327 > 1.96 which means that the zero hypothesis was rejected. Thus the scientific attitudes that students with higher is taught with a mini research with contextual learning in research compared to direct learning, where R1 = 524 is greater than R2 = 418. Based on a comparison of the differences of the scientific attitude is obtained from both classes are tested of 25.36%.
Discussion
565 accommodation student needs in forming a scientific attitude. The existence of eligibility worksheets for students learning process is because it is supported by the component device the standard worksheet. Jaya (2014) stated that the learning device components can be said to deserve a valid and to be used because it has the appropriate components to achieve learning objectives.
Scientific attitudes are examined in this study there are 10 components, namely: curiosity, hard work, creative, independent, objective thinking, caring environment, responsibility, honesty, and discipline. The scientific attitude needs to be developed through learning oriented to the liveliness of the student. To enable students in the study developed student worksheet as a guide for them to learn. Azwar (2008) states that attitude can be formed through direct experience of the learning process.
Mini research patterns in this study were basically conducts activities inquiry. Trianto (2011) said that by using the student worksheet then will be able to guide the students to conduct scientific investigations. Wijayanti (2015) stated that with student worksheets can be done to achieve the competency and student learning objectives. Izzun (2012) add to the worksheet, students conduct a series of activities to explore the environment through active interaction with friends and their environment.
Worksheet function can be used as a study guide college students to the process of invention to achieve learning objectives. Arends (2013); Huda (2014) states that active learning, such as patterns in contextual learning mini research as in this study will reconstruct and reorganize the student experience and can provide values to achieve the competency. Joyce (2014) stated that the pattern of learning that enable student in learning will be able to form a personality in a scientific attitude of college students.
Learning with a mini research in contextual learning order can create student becoming more active and creative. It can provide the motivation to form a scientific attitude of college students. This is in line with the thinking of Arends (2013) that with the discovery process students will be triggered a sense of curiosity and their motivation to be involved in the activities of inquiry. In line with the results of the research of Pitafi (2012) stating that curiosity, rationality, willingness to take decisions, open mind, mind critical, objective, honest, and humble. This shows that the attitude of the students saw the scientific attitude is good.
Scientific attitude of students is higher with mini research patterns in contextual learning order compared to direct learning, can be understood based on the opinion of Sears (2002) which states that contextual teaching and learning can helps learners to make connections between knowledge and its applications to various contexts of their lives as family members, as citizens and as a workers (Suyanto, 2013) added that with contextual learning, students open opportunities widely to empower themselves is included in the development of scientific attitude.
Conclusion
566 Acknowledgements
Thank you delivered to the Directorate of Research and Community Service, the Directorate of Research and Development Ministry for the Research, Technology, and Higher Education, according to the Research, Contract number: UN/045A 33.8/LL/2017, 5 April 2017.
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