ANALYSIS OF KNOWLEDGE AND ATTITUDES TOWARD GENERAL BIOLOGY OF FACULTY MATHEMATIC AND NATURAL SCIENCES STUDENTS STATE UNIVERSITY O MEDAN.
ANALYSIS OF KNOWLEDGE AND ATTITUDES TOWARD
GENERAL BIOLOGY OF FACULTY MATHEMATIC
AND NATURAL SCIENCES’ STUDENTS
STATE UNIVERSITY OF MEDAN
\
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
MEDAN
2016
iii
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.
Keyword : Students’ Knowledge, Student’s Attitudes, General Biology 2
iv
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.
Sincere thanks to all my lovely students SMAN 1 Tebing Tinggi who
always gives amazing spirit. For Nurul Najmi as partner discussion to finish this
thesis. For beloved best friends Wahyu Maida, Eka Rizki Ananda, Adinda
Fahriza, and Ummu Khumairah for their kindness and moral support. For juniors
class FMIPA who supported and helping during research. For my classmates
Bilingual Biology especially Durriyah, Dina Sevria Purba, Nikita Sistalia, and
Dwi Purwanty thank you for your support, crazy times, and memories. For Imam
v
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
Naimatussyifa Daulay
4121141015
vi
TABLE OF CONTENTS
Page
Legalization Page
Biography
Abstract
Acknowledgement
Table of Content
List of Figure
List of Table
List of Appendix
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CHAPTER I INTRODUCTION
1.1 Problem Background
1.2 Problem Identification
1.3 Problem Scooping
1.4 Research Question
1.5 Research Objective
1.6 Research Benefits
1.7 Operational Definition
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CHAPTER II THEORETICAL REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Biology
2.1.2 General Biology 2
2.1.2.1 Environment Problem International,
National, and Local Level
2.1.2.2 Planet Earth
2.1.2.3 Human Population
2.1.2.4 Ecology and Natural History
2.1.2.5 Natural Resources
2.1.2.6 Environmental Pollution
2.1.2.7 Conservation
2.1.2.8 Environmental Ethic
2.1.3 The Concept of Knowledge
2.1.4 Knowledge Measurement
2.1.4.1 Cognitive Aspect Measurement
2.1.4.2 Bloom Taxonomy
2.1.4.3 Affective Aspect Measurement
2.1.5 The Concept of Attitude
2.1.6 Attitude Measurement
2.1.7 Framework of Thinking
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CHAPTER III RESEARCH METHOD
3.1 Location and Time
3.2 Population and Sampling
3.2.1 Population
3.2.2 Sampling
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3.3 Research Design
3.4 Research Procedure
3.5 Research Instrument
3.6 Test Research Instrument
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Difficulty Level Test
3.7 Data Analysis Technique
3.7.1 Knowledge Test Analysis Technique
3.7.2 Questionnaire Analysis Technique
3.8 Instrument Data Result
3.8.1 Validity Test
3.8.2 Reliability Test
3.8.3 Difficulty Level Test
CHAPTER IV RESULT AND DISCUSSION
4.1 Description of Data Research
4.2 Result
4.2.1 Result of Analysis Students Knowledge
4.2.2 Result of Analysis Students Attitude toward
General Biology 2 Questionnaire
4.2.2.1 The Attitude toward General Biology 2
of Mathematic’ Students
4.2.2.2 The Attitude toward General Biology 2
of Physic’ Students
4.2.2.3 The Attitude toward General Biology 2
of Chemistry’ Students
4.2.2.4 The Attitude toward General Biology 2
of Biology’ Students
4.3 Discussion
4.3.1 Students Knowledge toward General Biology 2
4.3.2 Students Attitudes toward General Biology 2
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusions
5.2 Suggestions
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46
REFERENCES
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ix
LIST OF TABLE
Page
Table 2.1 Cognitive Domain Based on
Bloom’s Taxonomy Criteria
Table 3.1 Population of FMIPA Students
in the 4th semester 2015/2016
Table 3.2 Sample of Research
Table 3.3 Grating Matter Multiple Choice
Diagnostic Test
Table 3.4 Index Classification of Validity Test
Table 3.5 Index Classification of Reliability Test
Table 3.6 Index Classification of Difficulty Level Test
Table 3.7 Sum of Correct and Incorrect Students Answers
Table 3.8 Score Classification
Table 3.9 Frequency Distribution of Students Answers
Table 3.10 Score of Questionnaire Answer
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LIST OF FIGURE
Page
Figure 2.1 Environment View
Figure 2.2 Comparing Cognitive Level Between Old And
New Version of Bloom Taxonomy
Figure 4.1 Students Knowledge toward General Biology 2
in the 4th Semester of Mathematic, Physic,
Chemistry, and Biology Department State
University of Medan
Figure 4.2 Attitudes toward General Biology 2
of Mathematic’ Students
Figure 4.3 Attitudes toward General Biology 2
of Physic’ Students
Figure 4.4 Attitudes toward General Biology 2
of Chemistry’ Students
Figure 4.5 Attitudes toward General Biology 2
of Biology’ Students
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LIST OF APPENDIX
Page
Appendix 1 Knowledge (Diagnostic Test)
General Biology 2
Appendix 2 Key Answer of Diagnostic Test
Appendix 3 Questionnaire General Biology 2
Appendix 4 Questions Observation
Appendix 5 Testing of Research Instrument
Appendix 6 Calculation of Validity Test
Appendix 7 Instrument Test Reliability
Appendix 8 Calculation of Reliability Test
Appendix 9 Calculation of Difficulty Level Test
Appendix 10 Result of General Biology 2
Knowledge Test
Appendix 11 Result of General Biology 2
Attitudes
Appendix 12 Tabulation of Respondent’
Answer
Appendix 13 Course Contract General Biology 2
Appendix 14 Documentation Research
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1
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).
(Pavol, 2007) reported that a majority of the students (57%), however do
not want to have biology lessons more frequently. Although 16% of the
respondents stated that they hate biology lessons, the nature, and biology subjects
2
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).
As efforts to intensify environmental education in schools have continued
to increase over the years, a considerable number and variety of claims have been
raised severally concerning the inability of the students to participate in
environmental action. In 1991, for example, the Minister for Environment and
Natural Resources voiced his concern for the lack of practical conservation
principles in the students’ daily activities (Kenya Times, Nairobi, 19 August,
3
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.
General biology as the one of subject matter which learn by students of
Faculty Mathematic and Natural Science (FMIPA) State University of Medan.
4
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”.
1.2 Problem 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.
1.3 Problem 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).
4. Data collecting tool of General Biology 2 just focuses on the cognitive aspect.
5
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.
1.4 Research 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?
1.5 Research 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.
1.6 Research Benefits
Considering about the research result and discussion, this research
expected has significant beneficial both theoretical and practical. Theoretically,
this research by hope has some significant benefit, as follows; as additional
reference for biology lecturer about students’ understanding and attitudes toward
General Biology 2, as motivation to the biology lecturer to improve the way to
teach General Biology 2, and being reference to conduct further research.
Meanwhile, practically as reference for develop meaningful learning process
focused on General Biology 2.
6
1.7 Operational 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.
4. General Biology 2 as one of subject matter that learn by students in
Faculty Mathematic and Natural Sciences (FMIPA) State University of
Medan focused on environmental biology.
46
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.
3.
Better to make creative activity in classroom like making useful thing from
junk material like plastic, making poster, and drama about save environment
to make classroom condition becomes funny until build heart to love
environment.
47
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GENERAL BIOLOGY OF FACULTY MATHEMATIC
AND NATURAL SCIENCES’ STUDENTS
STATE UNIVERSITY OF MEDAN
\
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
MEDAN
2016
iii
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.
Keyword : Students’ Knowledge, Student’s Attitudes, General Biology 2
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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.
Sincere thanks to all my lovely students SMAN 1 Tebing Tinggi who
always gives amazing spirit. For Nurul Najmi as partner discussion to finish this
thesis. For beloved best friends Wahyu Maida, Eka Rizki Ananda, Adinda
Fahriza, and Ummu Khumairah for their kindness and moral support. For juniors
class FMIPA who supported and helping during research. For my classmates
Bilingual Biology especially Durriyah, Dina Sevria Purba, Nikita Sistalia, and
Dwi Purwanty thank you for your support, crazy times, and memories. For Imam
v
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
Naimatussyifa Daulay
4121141015
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TABLE OF CONTENTS
Page
Legalization Page
Biography
Abstract
Acknowledgement
Table of Content
List of Figure
List of Table
List of Appendix
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CHAPTER I INTRODUCTION
1.1 Problem Background
1.2 Problem Identification
1.3 Problem Scooping
1.4 Research Question
1.5 Research Objective
1.6 Research Benefits
1.7 Operational Definition
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CHAPTER II THEORETICAL REVIEW
2.1 Theoretical Framework
2.1.1 Definition of Biology
2.1.2 General Biology 2
2.1.2.1 Environment Problem International,
National, and Local Level
2.1.2.2 Planet Earth
2.1.2.3 Human Population
2.1.2.4 Ecology and Natural History
2.1.2.5 Natural Resources
2.1.2.6 Environmental Pollution
2.1.2.7 Conservation
2.1.2.8 Environmental Ethic
2.1.3 The Concept of Knowledge
2.1.4 Knowledge Measurement
2.1.4.1 Cognitive Aspect Measurement
2.1.4.2 Bloom Taxonomy
2.1.4.3 Affective Aspect Measurement
2.1.5 The Concept of Attitude
2.1.6 Attitude Measurement
2.1.7 Framework of Thinking
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CHAPTER III RESEARCH METHOD
3.1 Location and Time
3.2 Population and Sampling
3.2.1 Population
3.2.2 Sampling
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3.3 Research Design
3.4 Research Procedure
3.5 Research Instrument
3.6 Test Research Instrument
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Difficulty Level Test
3.7 Data Analysis Technique
3.7.1 Knowledge Test Analysis Technique
3.7.2 Questionnaire Analysis Technique
3.8 Instrument Data Result
3.8.1 Validity Test
3.8.2 Reliability Test
3.8.3 Difficulty Level Test
CHAPTER IV RESULT AND DISCUSSION
4.1 Description of Data Research
4.2 Result
4.2.1 Result of Analysis Students Knowledge
4.2.2 Result of Analysis Students Attitude toward
General Biology 2 Questionnaire
4.2.2.1 The Attitude toward General Biology 2
of Mathematic’ Students
4.2.2.2 The Attitude toward General Biology 2
of Physic’ Students
4.2.2.3 The Attitude toward General Biology 2
of Chemistry’ Students
4.2.2.4 The Attitude toward General Biology 2
of Biology’ Students
4.3 Discussion
4.3.1 Students Knowledge toward General Biology 2
4.3.2 Students Attitudes toward General Biology 2
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusions
5.2 Suggestions
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46
REFERENCES
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LIST OF TABLE
Page
Table 2.1 Cognitive Domain Based on
Bloom’s Taxonomy Criteria
Table 3.1 Population of FMIPA Students
in the 4th semester 2015/2016
Table 3.2 Sample of Research
Table 3.3 Grating Matter Multiple Choice
Diagnostic Test
Table 3.4 Index Classification of Validity Test
Table 3.5 Index Classification of Reliability Test
Table 3.6 Index Classification of Difficulty Level Test
Table 3.7 Sum of Correct and Incorrect Students Answers
Table 3.8 Score Classification
Table 3.9 Frequency Distribution of Students Answers
Table 3.10 Score of Questionnaire Answer
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LIST OF FIGURE
Page
Figure 2.1 Environment View
Figure 2.2 Comparing Cognitive Level Between Old And
New Version of Bloom Taxonomy
Figure 4.1 Students Knowledge toward General Biology 2
in the 4th Semester of Mathematic, Physic,
Chemistry, and Biology Department State
University of Medan
Figure 4.2 Attitudes toward General Biology 2
of Mathematic’ Students
Figure 4.3 Attitudes toward General Biology 2
of Physic’ Students
Figure 4.4 Attitudes toward General Biology 2
of Chemistry’ Students
Figure 4.5 Attitudes toward General Biology 2
of Biology’ Students
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LIST OF APPENDIX
Page
Appendix 1 Knowledge (Diagnostic Test)
General Biology 2
Appendix 2 Key Answer of Diagnostic Test
Appendix 3 Questionnaire General Biology 2
Appendix 4 Questions Observation
Appendix 5 Testing of Research Instrument
Appendix 6 Calculation of Validity Test
Appendix 7 Instrument Test Reliability
Appendix 8 Calculation of Reliability Test
Appendix 9 Calculation of Difficulty Level Test
Appendix 10 Result of General Biology 2
Knowledge Test
Appendix 11 Result of General Biology 2
Attitudes
Appendix 12 Tabulation of Respondent’
Answer
Appendix 13 Course Contract General Biology 2
Appendix 14 Documentation Research
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1
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).
(Pavol, 2007) reported that a majority of the students (57%), however do
not want to have biology lessons more frequently. Although 16% of the
respondents stated that they hate biology lessons, the nature, and biology subjects
2
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).
As efforts to intensify environmental education in schools have continued
to increase over the years, a considerable number and variety of claims have been
raised severally concerning the inability of the students to participate in
environmental action. In 1991, for example, the Minister for Environment and
Natural Resources voiced his concern for the lack of practical conservation
principles in the students’ daily activities (Kenya Times, Nairobi, 19 August,
3
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.
General biology as the one of subject matter which learn by students of
Faculty Mathematic and Natural Science (FMIPA) State University of Medan.
4
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”.
1.2 Problem 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.
1.3 Problem 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).
4. Data collecting tool of General Biology 2 just focuses on the cognitive aspect.
5
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.
1.4 Research 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?
1.5 Research 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.
1.6 Research Benefits
Considering about the research result and discussion, this research
expected has significant beneficial both theoretical and practical. Theoretically,
this research by hope has some significant benefit, as follows; as additional
reference for biology lecturer about students’ understanding and attitudes toward
General Biology 2, as motivation to the biology lecturer to improve the way to
teach General Biology 2, and being reference to conduct further research.
Meanwhile, practically as reference for develop meaningful learning process
focused on General Biology 2.
6
1.7 Operational 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.
4. General Biology 2 as one of subject matter that learn by students in
Faculty Mathematic and Natural Sciences (FMIPA) State University of
Medan focused on environmental biology.
46
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.
3.
Better to make creative activity in classroom like making useful thing from
junk material like plastic, making poster, and drama about save environment
to make classroom condition becomes funny until build heart to love
environment.
47
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