Journal of Biological Science & Education JBSE Website: http://usnsj.
com/index.
php/biology Email: biologi_jbse@usn.
Creative Commons Attribution 4.
0 International License THE RESULT OF SECOND FIELD TEST OF CELLULOSE DEGRADING
BACTERIA FROM MANGROVE SOIL MICROBIOLOGY HANDOUT
AUTHORS INFO
ARTICLE INFO
Febriani Sarwendah Asri Nugraheni Universitas Sebelas Maret febrianisarwendahasri@staff.
6285251626359/ 6282328887369
E-ISSN: 2721-0804
Vol.
No.
June 2020 URL: http://usnsj.
com/index.
php/biology Utami Sri Hastuti Universitas Negeri Malang fmipa@um.
Fatchur Rohman Universitas Negeri Malang fmipa@um.
A 2020 JBSE All rights reserved Suggestion for the Citation and Bibliography Citation in Text:
Nugraheni.
Hastuti.
, & Rohman.
Bibliography: Nugraheni.
Hastuti.
, & Rohman.
The Result of Second Field Test of Cellulose Degrading Bacteria from Mangrove Soil Microbiology Handout.
Journal of Biological Science & Education, 2 .
Jun.
, 23-31.
Abstract Learning media is one of the most important component in a learning process, both inside or outside a classroom.
In order to provide proper learning for students based on the researcherAos prior research, at least, three different field tests are needed.
This research is a quasi-experiment, which is provide result of the second field test of cellulose degrading bacteria from mangrove soil microbiology handout both in cognitive and psychomotor ability.
The research aims are to describe effect of this microbiology handout on studentAos cognitive achievement and gain data about inappropriate laboratory written instruction in this handout.
Data gained by conducting learning activities using developed handout which were 2 times in class theory and three times of practical activity using instuctions written in the handout.
In the end of class theory activity, students did a posttest to confirm their improvement of cognitive ability while their practical ability was observed using observation sheet along with their activities.
Results showed that handout which being tested could improve student cognitive at average level .
gain 0,.
In contrast, several parts of laboratory written instruction need to be fixed to make better microbiology handout.
Keywords: Average Improvement.
Cognitive.
Field Test.
Microbiology Handout.
Practical Instruction Introduction The Learning process is a planned action aimed to trigger studentAos reaction to a particular It is a combination of learning and teaching activity, and also the use of learning media to enhance studentAos knowledge (Suaedi, 2.
There are some main components of the learning process, they are learning objective, method, media, and learning evaluation (Riyana.
All of those main components will ensure the learning process quality in a learning JBSE/2.
June 2020 Good learning process quality indicators are suitability among learning indicators, societyAos demand, studentAos characteristics, and learning concept.
strong attractiveness.
and productivity (Suaedi, 2.
However, the escalation from one of those indicators in the main component will be count and valuable such as increasing the effectivity and attractiveness of learning sources.
One of way to intensify the learning process attractiveness is through learning media.
The usage of learning media has widely studied and proven effectively increasing studentAos interest (Sulasteri et al.
, 2018.
Sunarsih, 2.
In addition, to multiply media attractiveness, adding local learning sources as the main part of learning media is possible (Bakhtiar, 2016.
Fitria et al.
Learning media which contains local learning source is not only increasing itAos attractiveness but also make meaningful learning or student due to student direct interaction to the material including in microbiology course.
Microbiology is one of course in several higher education study programes, including biology In this course, student learn different materials in everydayAos life, such as microbiology on food processing and environmental litter decomposition process (Hastuti et al.
Environmental litter decomposition is a process of simplifying complex organic matters to smaller size molecules or their primeAos constituents by microorganisms (Cotrufo et al.
, 2.
Tathis process happens in all over the world, where complex organic matters are found (Cotrufo et al.
, 2.
Mangrove is one of East Kalimantan provinceAos local learning source.
In 2009, it has 254,989 Ha mangrove area (Badan Survei dan Pemetaan Nasional, 2.
, and Margomulyo Mangrove Area in Balikpapan is one of mangrove area in East Kalimantan.
It has many kinds of mangrove trees, they are Rhizophora sp.
Avicennia sp.
Sonneratia casiolaris.
Ceripos sp.
Brugiiera Gymnorrhiza.
Lumnitzera litorea.
Xylocarpus granatum.
Nypafruticans.
Acrostichum dan Scyphiphora (Dinas Lingkungan Hidup Kota Balikpapan, 2.
This mangrove area is located in Balikpapan, among peopleAos houses, so that people sometimes use mangroveAos stem as housing property or open the mangrove area and change it as a residental area.
These particular activities lead to stem and litter cumulation, as the result, bacteria will grow in the area.
These bacteria and real-life mangrove condition will be potential learning sources for students.
Studying microbiology is not only about theory but also about psychomotor skills (Hastuti et al.
One of learning media which is suitable for enhanching both of this criteria is handout.
Handout as learning media has several benefits such as full of learning content but in simpler display, up to date material, and shorten delivering lecture duration (Technology, 2.
addition, handout can be arranged as a combination among several or all of its types.
In this research, researcher handout is a combination of complete note and instruction with real field study about mangrove litter bacteria.
Several parts of the researcher prior publication about mangrove bacteria, and all of the pictures being shown practical laboratory activities were taken from the researcher previous suitable activities.
This handout is aimed to increase student cognitive ability about environmental litter decomposition and also give them real experience about conducting laboratory activity based on their surrounding environment.
Besides that, this handout developing process is based on 4D model (Thiagarajan et al.
, 1.
and it is already finished expert appraisal and first developmental testing.
However, before entering terminal stages and this handout can widely use in learning process, it needs to pass second .
field testing, and third .
field testing.
This paper is aimed to show the second field test result of Cellulose Degrading Bacteria from Mangrove Soil Microbiology handout.
Literature Review Meaningful Learning StudentAos prior knowledge and experiences are important factors in learning.
These two factors influencing studentAos retention and understanding among all of the learning topics due to their knowledge will influence their new knowledge/ their ability to connect learning material to their real situation (Ausubel, 1.
Moreover, there are several essential principles about meaningful learning (Vallori, 2.
, they are giving equal opportunity to all of the learners using oper work, improving learners interest in doing their task using motivation, connecting studentAos real-life situation to all of the learning topics, encouraging studentAos creativity to make their imagination and intelligence higher, linking and connecting concepts using concept mapping, and considering special needs students in the process curriculaAos Conducting meaningful learning through environmental education, students can JBSE/2.
June 2020 increase their understanding of material and also increasing their attitude and behavior towards the environment (Baguer, 2.
Microbiology The word of microbiology is a common word we have heard every day.
This word refers to a study about all of the microorganisms (Sattley & Madigan, 2.
There are many kinds of microorganisms, they are bacteria, archaebacteria, protist, fungi, parasitic worms, and viruses (Maeir et al.
, 1982.
Sattley & Madigan, 2.
Microorganisms, are not only provide awful impacts on human life but also provide various benefits to the human being.
Unfortunately, there are still many children know about it poorly or even do not know about it et al (Karadon & ahin, 2.
Ruiz-Gallardo & Payos, 2.
In contrast, microorganisms life in various places including food, soil, body, ocean, and waste (Maeir et al.
, 1982.
Ducklow et al.
, 2010.
Okafor, (Sattley & Madigan, 2.
Bacteria is one kind of microorganisms, there are two groups of bacteria, they are archaebacteria and eubacteria (Sattley & Madigan, 2.
, moreover, eubacteria/bacteria is more common and has various kind of their own group.
These bacteria can also live in the soil as a decomposer, such as decomposer in mangrove soil (Chen et al.
, 2016.
Sakhia et al.
, 2016.
Wu et al.
, 2016.
Ambeng et al.
, 2.
Recent study shows that bacteria live in mangrove soil to decompose mangrove litter and constantly live at there due to condusive environment to them for living.
Some example mangrove bacteria are from genus Bacillus (Sakhia et al.
, 2016.
Ambeng et al.
, 2.
Microccous.
Yangia.
Rhodococcus.
Escherecia.
Pseudotoromonas.
Aerococcus.
Pseudoteromonas (Sakhia et al.
, 2.
Staphylococcus.
Vibrio.
Alteromonas.
Listeria.
Macrococcus (Ambeng et al.
, 2.
Proteobacteria.
Chloroflexi.
Bacteriodetes.
Planctomycetes (Wu et al.
, 2.
Those bacteria and mangrove soil can be potential learning sources for stundents.
Handout Handout is a learning media that provides the whole topic in a simple form (Munyoro, 2.
and using as much as space on the paper (Johnson et al.
, 2.
The effective handout contains the following characteristics, they clarify discussion topic, increasing student concentration in class, simplify teacher explanation activities, improving the accuracy of studentAos note, and giving more time to do other activities in class (Technology, 2.
However, there are several kinds of handouts including complete notes, note-taking guides, illustrations, case studies, in-class exercises, and instruction.
One important thing is handout should always be simple, on purpose, and interesting for students (Technology, 2.
, yet it should be updated regularly to maintain itAos efficiency toward the learning process (Stacy & Cain, 2.
Methodology Research Design This research was a quasi experiment research and designed as one group pretest posttest Students of Biology department in the 5th semester .
in one of state university in Jawa were given a pretest, then they did learning activities using microbiology handout which was developed by the writer in two times class theory.
After that, they did Also, after completing their theoretic class, they did practical work based on instruction in the microbiology handout.
All of the development processes and errors were observed and noted in the observation sheets.
Instruments There were two instruments in this research, they are cognitive and psychomotor Cognitive instrument was a set of pretest and posttest questions, moreover psychomotor instrument was observation sheets contained keyword of studentAos requirements, and comment section.
Cognitive indicators are shown in table 1 below.
JBSE/2.
June 2020 Table 1.
Cognitive Indicators in Evaluation Questions Topic Specific Content MangroveAos Ecosystem Bacteria in Mangrove Soil Method Bacteria characteristic of mangroveAos soil Cellulose Hydrolysis Index Pollution in MangroveAos Soil Developing a Project MangroveAos soil characteristic BloomAos Taxonomy Level MangroveAos soil as bacteriaAos habitat MangroveAos soil bacteria characteristic Bacteria in mangroveAos soil as litter degrading agent Theoretical method of isolating bacteria Making a conclusion based on morphological data Making a conclusion based on cytological data Understanding theoretical method of counting cellulose hydrolysis Concluding the best agent of cellulose hydrolysis index Understanding the effect of pollution to mangroveAos soil bacteria and mangroveAos ecosystem Making a project plan based on prior knowledge about the subject Meanwhile, psychomotor indicators are shown in table 2 below.
Table 2.
Psychomotor Indicators in HandoutAos Laboratory Activity Stage Indicator Preparation Preparing proper tools for activities Using proper personal protective equipment Conducting activities Placed all of the tools in a logical sequence Using all of the tools in safe way Using all of tools in efficient way Doing all of the laboratory activities based on written instruction in the handout, including:
Preparing growth media for bacteria
Isolating Counting Cellulose Hydrolysis Index
(CHI)
Making a conclusion based on result of activities Making an appropriate conclusion about the highest and lowest CHI among all of the isolated bacteria.
Technique of Data Analysis The cognitive instrument was analyzed based on the following ways Pretest and posttest were analyzed using n-gain (Hake, 1.
, which aimed to know studentAos cognitive ability improvement during using microbiology handout.
The formula is:
N-gain= Furthermore, the result of that calculation compared by following criterion:
Table 3.
Gain Criterion N-gain score 0,00<n-gain<0,30 0,30<n-gain<0,70 n-gain>,0,70 Criterion Low Average High (Source: Hake, 1.
The result of psychomotor observation was analyzed using descriptive-analytic way to gain more information about handout psychomotor instruction weakness.
This weakness will JBSE/2.
June 2020 lead to a revision process to enhance studentAos better understanding of using this handout as cellulose degrading bacteria isolation and itAos cellulolytic index laboratory activity guidance.
Findings and Discussion Findings These are findings in this research:
Student Cognitive Ability StudentAos cognitive scores are shown in table 4.
Table 4.
StudentAos Pretest and Posttest Scores Scores Pretest Posttest (Amount of Student.
(Amount of Student.
Furthermore, scores above were analyzed using n-gain as mention in the method and the result can be found in table 5.
Table 5.
n-Gain Calculation Pretest Score
Posttest Score
Average Average 63,243 77,804 Maximum
Score
n-Gain
Criterion
0,419
Average Based on data in table 4, numbers of student in the first group .
he lowest scor.
was decreased from 14 students in pretest to only 3 students in posttest, moreover, the third group .
he highest scor.
were increased drastically from only 3 students in pretest to 14 students in the posttest.
This finding suggests that this handout gives impact to studentAos score.
This is also supported with n gain data .
in table 5.
Student Psychomotor Ability Laboratory activities using developed handout were conducted in 3 meetings.
The first meeting was preparing growth media for bacteria, the second meeting was isolating cellulose degrading bacteria and the third meeting was counting Cellulose Hydrolysis Index.
The class was divided into 7 different groups and each group consists of 4 students.
During the observation, students were done several mistakes.
Observation result on activity shows that there were several problems as shown in table 6.
Table 6.
Result of Psychomotor Abiity of Student While Using Handout as Laboratory Activities Instruction Indicator Amount of Mistaken Possible Cause Follow Up in Group Handout Development Stage Preparing proper tools for All of the needed equipment is shown and mentioned in the first page of every topic in every laboratory activity.
Using proper personal protective Students do not Making understand how AuwarningAy on useful personal the first page of protective equipment every laboratory is or feel it is activity written in handout 1 group about using proper personal before starting an activity.
JBSE/2.
June 2020 Placed all of th tools in a logical 3 groups Using all of the tools in a safe 3 groups Using all of the tools in efficient 6 groups Doing all of the laboratory activities based on written instruction in the handout.
Preparing growth media for bacteria Isolating cellulose degrading bacteria Counting Cellulose Hydrolysis Index (CHI) Concluding the highest and lowest CHI among all of the isolated bacteria.
3 groups 3 groups 7 groups Students do not read the handout carefully and do not understand how to organize proper tools at appropriate places.
Many students try to interrupt their friendAos jobs due to Many studentAos do not understand how to use the basic measurement tool Students do not familiar with bacteriaAos media compositions so that some groups did not mix the composition Some of the studentAos groups did not read the written instruction carefully and felt confused about how to isolate bacteria from soil Students do not know how to measure CHI due to a lack of understanding of how to use basic measurement tools.
Clearly shown by the CHI data.
Replace the tools picture Put a link in the handout about how to use and all needed tools in the Make a little about unfamiliar composition and how to mix it properly before The same as Auusing all of the tools in efficient wayAosAy follow Discussion Developing learning media is one essential thing of teacher activity to make the learning process more interesting and efficient.
This is due to learning mediaAos role as learning source and message delivery agent (Asnawir et al.
, 2.
There are many models of learning media development but teachers can always choose one of their preferences.
Generally, there are 3 stages of learning media development.
They are the initial stage .
nderstanding the proble.
, arranging stage .
aking the learning medi.
, and dissemination stage.
Before a learning media is ready to implement in a wide population, many stages needed to confirm itAos effect on studentAos achievement.
Those stages are expert validation, first field test .
tudent respons.
, second field test, and third field test.
Every stage should gain positive results before entering the next test.
As mentioned before, this microbiology handout already passed expert validation and first field test, and this research focuses on second field test or also known as the middle field test.
JBSE/2.
June 2020 The result from this second field test will be an important suggestion to the next stage of the development process, both in cognitive and psychomotor components in handout.
The cognitive posttest result after using this handout was shown positive outcomes, as shown in table 4, there were drastic alterations of students score in lowest and highest groups, in contrast, the amount of students in the middle group was still in the same.
From this score, we can see that cellulolytic microbiology handout gives alteration to studentAos cognitive scores in environmental microbiologi especially in mangrove soil degrading bacteria.
This data is also confirmed by n-gain calculation result as shown in table 5 .
, .
The increasing cognitive score in this topic can be caused by A several factors such as students learned from the systematic handout, and then they connected it to the prior knowledge (Ausubel, 1.
This is possible because of microbiology handout was systematically organized.
Good handout can lead to better understanding due to its function as a material provider and a learning topicAos clarifier (Technology, 2010.
Nelson-Wong et al.
, 2013.
Munyoro, 2014.
Wongkietkachorn et al.
, 2.
Another reason is their alter motivation during the learning process.
Developing learning media as a may improve studentAos motivation through method/process (Kaylene & Caroline.
This increasing motivation increases the studentAos learning achievement.
StudentAos intrinsic motivation enhances their interest to learn about something (Bakar, 2014.
Andrini et , 2017.
Riswanto & Aryani, 2017.
Tokan & Imakulata, 2.
, in this case, learn about mangrove soil cellulose degrading bacteria.
However, differ from the cognitive test results, there were still many things to repair in psychomotor instruction in this microbiology handout.
As shown in table 6, the error student groupAos behaviour almost always be found in every indicator.
This finding suggests that many improvements are needed.
According to result in table 6, the first error that should be highlighted in the handout is using proper personal safety equipment.
There was one group did not use proper safety equipment during accomplishing laboratory activities.
This behavior may due to their perception of safety in the laboratory.
They knew about safety in a laboratory but did not take it seriously in real-life practice (Al-Zyoud et al.
, 2.
The second error is misunderstanding about equipment placement in workbench.
Students tend to put every equipment randomly so that it was hard for students to get their equipment as soon as they need it.
This chaos happened due to unclear picture in the handout.
The picture, itself, is not a perfect way to deliver some informations, that because teacher/lecturer has to make sure that picture which is being shown in the learning media is properly prepared .
ot making new misunderstanding to student.
(Asnawir et al.
, 2.
Badly using basic measurement tools is the third error.
This error due to unfamiliar tool which was being used .
sing screw micrometer in microbiology was considered as rar.
and also the last error was the step on preparing growth media for bacteria.
Error in making bacteria growth media was also caused by unfamiliar ingredients of bacteria growth media.
These two errors can be avoided by providing a link for students to read about it before starting the class.
However, there are two important considerations about this research, first, about the participants in this second field test were not from surrounding mangrove area/ they came from varied backgrounds so that not all of them come from or even heard about mangrove area.
This factor may give different results to the microbiology handout if all of the participants come from at least, understand about mangrove area soil.
The second consideration is class design in this research is one group pretest and posttest design.
This design is considered as the weakest quasi-experiment design (Morgan et al.
, 2.
Many improvements especially in instructional laboratory activity have to be done before entering the third field test of cellulose degrading bacteria from mangrove soil microbiology handout.
Conclusion According to the research result, cellulose degrading bacteria from mangrove soil microbiology handout can increase student cognitive ability in average category .
-gain 0,.
, in contrast still need many improvements especially in instruction and the usage of needed JBSE/2.
June 2020
References