Development of Learning Instruments based on Scientific Approach

to Low Animal Taxonomy Courses for Students of Biology Study

Program at FKIP UISU

Budianto and Pandu Prabowo Warsodirejo

Biology Education Department, Faculty of Teacher Training and Education Science, UISU, Medan

Keywords: Instrument Development, Assessment, Scientific Approach, Low Animal Taxonomy

Abstract: In achieving good learning outcomes, assessment of student learning outcomes should be supported by good

assessment of instruments as well. Assessment of student learning outcomes is designed to add information

for lecturers, students, and parents of students about the advantages and disadvantages of educational

development. Based on the results of the analysis, 3 out of 5 lecturers still find it difficult or even unable to

make a good assessment instrument and to see student learning outcomes. Many professors often like to

provide a possible assessment on the basis of many factors. The cause of the difficulties in making the

assessment instrument is that too many students need to be observed at one time, and it takes a considerable

amount of time to develop judgment instruments, and the aspects and attitudes of skills are difficult to

observe. This is in accordance with the findings in the field that the lecturers do not assess the student's

learning outcomes on an ongoing basis between aspects of attitude, knowledge, and skills. To overcome

this, the development of student learning achievement assessment instrument is done on the basis of

scientific approach as a reflection of curriculum of KKNI or national curriculum.

1 INTRODUCTION

Assessment is one of the eight national education

standards. Assessment has several principles in its

implementation. Principles of assessment of student

learning outcomes are described in the Regulation of

the Minister of Education and Culture of the

Republic of Indonesia No. 23 of 2016 on Education

Appraisal Standards. (Ministry of National

Education, 2006). Some of the principles described

are valid, objective, comprehensive, and sustainable.

Overall, the assessment of students' learning

outcomes is expected to include continuity of all

aspects of competence, namely attitude (affective),

knowledge (cognitive) and skills (psychomotor)

which not only measure the results or what is known

to the students but also the process or what the

student has done during the learning process. Aims

are to be made to improve students' understanding

based on clear procedures and criteria. (Frey et al:

2012)Assessment of student learning outcomes is

important. This assessment can help add information

on lecturers, parents, students and students

themselves about the advantages and disadvantages

of each individual. In the Attachment to the

Regulation of the Minister of Education and Culture

of the Republic of Indonesia Number 104 Year 2015

on Learning in Higher Education, Curriculum of

KKNI uses scientific approach or science-based

approach. Stages in the scientific approach is 5Ms

that is, observing, asking, gathering information,

reasoning / associating, and communicating. This is

suitable with Biology Study Program of Low

Veterinary Taxonomy as a subject that requires the

ability of thinking and the skills of the process of

science in learning it. Low Veterinary Taxonomy is

expected to foster curiosity as well as the ability and

skills of students in obtaining scientific products. To

find out the extent of students’ ability, lecturers can

make an assessment by making an assessment of

learning outcomes based on a scientific approach.

However, the results of the survey on the analysis of

the needs of the assessment instrument of student

learning outcomes in the Low Animal Taxonomy are

obtained from two Lecturers of Biology Study

Program. Of the two respondents, one expresses

difficulties in making an instrument of student

learning outcomes. This is consistent with the result

310

Budianto, . and Warsodirejo, P.

Development of Learning Instruments based on Scientiﬁc Approach to Low Animal Taxonomy Courses for Students of Biology Study Program at FKIP UISU.

DOI: 10.5220/0008884403100314

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 310-314

ISBN: 978-989-758-437-4

of the statement that only two respondents use the

skill aspect as an assessment of learning outcomes.

Factors that cause lecturers to have difficulty in

making the instrument of student learning outcomes

are too many students need to be examined at one

time, and it takes time in making the instrument of

student learning result assessment and attitude

aspect as well as skill aspect. Stages in the

assessment of student learning outcomes, are from

four respondents. One does not use scientific

approach stages and the other two only use a few

stages only. Of all the respondents, two lecturers of

Biology want an assessment instrument of student

learning outcomes of attitude aspects with self-

assessment techniques to be developed. The gap

between student learning outcomes based on what is

written in government regulations and ministerial

regulations with what is happening at campus,

requires the development of a valid and reliable

learning assessment instrument. Because the

assessment of learning outcomes must be continuous

between aspects of attitude, knowledge, and skills.

The researcher develops the students' learning

achievement instrument based on the scientific

approach on the study of Low Animal Taxonomy.

2 METHODOLOGY

The instrument development procedure is based on

research and development (ADDIS). Steps of the

ADDIE model are Analysis, Design, Development,

Implementation, and Evaluation. The ADDIE model

is the simplest model but covers overall

development. Here is an ADDIE model scheme.

Image Schema Model of ADDIE

Research is still underway at the design stage. After

conducting need analysis and literature study, the

researcher makes the instrument of student learning

achievement of three domains. For the affective

domain, the researcher creates a self-assessment

sheet based on eighteen values of the nation's

character by adapting the scientific approach and

Core Competency 1 and Core Competence 2. For the

cognitive domain, the researcher makes a structured

description based on factual, conceptual, procedural,

and metacognitive knowledge on matter of heat. For

the psychomotor domain, the researcher makes a

assessment sheet based on the scientific stage of the

scientific approach that is 5M, observing, asking,

gathering information, reasoning / associating, and

communicating. (Enger and Yager, 2000)

One instrument that can measure the ability of

good knowledge of students and the skills to carry

out activities authentically and scientifically is an

instrument in the form of items of activity that must

be done directly by students. Instrument is equipped

with assessment rubrics in accordance with the

components of scientific activity and assessment

guidelines. Assessment during the learning process

based on the 2013 curriculum is not separated from

the learning process and carried out applying the

scientific approach. Therefore the assessment of

achievement of the three domain of competence, is

also necessary done on students' abilities to carry out

scientific activities through the process learning with

a scientific approach. To measure the competency of

students in terms of knowledge and skills, tools are

needed for measurement to describe the scientific

activities. Instrument prepared by the lecturer to

measure students’ competency in general is in the

form of objective tests to measure the ability of

students in the mastery of material tested only. Skills

for conducting scientific activities cannot be

measured through objective questions developed.

Therefore measuring instrument is necessary to

know the knowledge of students, and to measure the

skills of students in doing scientific activities

authentically.

Authentic assessment is seen as the most

suitable model, complete, and objective, and has

been used in various countries and fields. Lowery

(2003), explains that school teachers in Texas

intensively are trained to have skills in composing

and applying authentic assessment instruments in

learning. Various types of instruments have been

developed by researchers, educators and education

practitioners.

3 RESULT

The result of the research consists of a self-

assessment sheet with check list, an assessment

instrument in the form of structured questions, and a

practical assessment sheet. Here is a grid of

assessment instruments developed by researchers.

Development of Learning Instruments based on Scientiﬁc Approach to Low Animal Taxonomy Courses for Students of Biology Study

Program at FKIP UISU

311

Table 3.1: Grid of the Assessment Instrument for

Students' Learning of Affective Range.

Rated

Aspect

Indicator

Affective sta

e Amo

unt

A2 A

A4 A5

Religion

Students

perform

actions

based on

religious

teachings

embraced

2,1

Curiosity

Students

perfect

the

knowledg

e they

have

4,7

Honesty

Students

show the

wor

13,

Responsi

bility

Students

complete

the tas

5,1

Discipline

Students

fulfil their

duties

with

coherence

3,6 2

Hard

Work

Students

do their

job

seriously

9,1

Tolerance

Students

hear the

opinions

of others

Envirome

ntal Care

Students

initiate

environm

ental

awareness

Amount

4 4 3 3 6 20

The following aspects are assessed on the lattice of

student learning outcomes in the cognitive domain :

1. Factual:

has the following indicators:

a. students mention one of Avertebrate phylum and

its species example

b. students mention the tools used to observe

species from protozoan phyla

c. students explain the process of vegetative

propagation from one of the invertebrate phylum

2. Conceptual:

has the following indicators:

a. students explain the species life cycle of

invertebrate phyla

b. students explain the negative impact that aquatic

species can inflict on humans

c. students can explain the basic sequence of

classification levels of taxon

d. students explain the special features of each

phylum of invertebrates

e. students explain the function or usefulness of

every phylum for human life

f. students describe the characteristics of each class

of every invertebrate phyla

3. Procedural:

has the following indicators:

a. students sort the procedure of field practice work

b. students sort the process of observing the sample

species of each phylum in the laboratory.

4. Metacognitive:

has the following indicators:

Students complete a chassis study and pour it into a

paper report prepared by each group.

In the process of assessing student learning

outcomes in the cognitive domain the assessment

process Bloom's Taxonomy C1 to C6 is used.

Instrument has 20 item test questions and is divided

into:

C1 : 5 items

C2 : 1 item

C3 : 6 items

C4 : 5 items

C5 : 2 items

C6 : 1 item

Student learning outcome assessment instruments

are still in the development stage towards validation

and reliability tests. In the lattice of assessment

instrument Learning Outcomes of Affective Domain

students have several aspects, namely:

1. Religion with indicators that students take actions

based on the teachings of their religion.

2. Curiosity with indicators that students perfect

0,00

1,00

2,00

3,00

4,00

5,00

ICMR 2018 - International Conference on Multidisciplinary Research

312

their knowledge 3. Honesty with indicators that

students show the work based on what is done

4. Responsibility, students complete tasks that

should be done 5. Discipline, students fulfil the task

coherently 6. Hard Work, students do their work

seriously 7. Tolerance, students hear other people's

opinions 8. Caring for the Environment, students

initiate concern for the environment. As an example

of one aspect of the scientific stage in the

Psychomotor realm instrument is the stage of

gathering information. At this stage we can use the

assessed aspects as follows: a) Instruments / tools

used to collect data. b) Validity of information

collected. c) processing linkages between various

types of facts or concepts or theories. From these 3

aspects we can take a number of indicators, namely

1) students can use the right tools in making

measurements, 2) students operate the tool

repeatedly to get valid results 3) students construct

the interrelationship between collected taxonomy of

invertebrates

4 ANALYSIS

From the result of the Wilcoxon Signed Ranks Test,

it is analyzed that the alpha value of both groups are

less than 0.05. The Test Statistics shows that the

alpha value at Asymp.Sig. (2-tailed) of group A

(social class) is .001, and the alpha value of group B

(physics class) is .000. This result means that the

hypothesis is rejected. In other words, there is

significant difference of the students’ score before

and after the short course. Based on the score before

and after the short course of both groups, it is

analyzed that the score of the students in group A

(social class) increases up to 31.5 %, and the score

of the students in group B (physical class) also

increases up to 28.2 %. The assessment

instrument that is made is intended for the students

of Biology Education Study Program of Low

Animals Taxonomy. Instrument development is

done by Research and Development method of

ADDIE model (Analysis, Design, Development,

Implementation, and Evaluation). This research

results in an assessment instrument of learning result

of student’s attitude aspect, in the form of self

assessment sheet with check list based on basic

competence 1.1 one instrument of student learning

result of knowledge aspect in the form of structured

description test based on basic competence 2.1, and

one instrument of student learning result assessment

aspect practical engineering test skills with

checklists based on basic competencies 3.2.

5 CONCLUSION

Development of a Scientific Approach Based

Assessment Instrument on the Material of Low

Animal Taxonomy using the ADDIE model includes

5 processes, namely Analysis, Design, Development,

Implementation, and Evaluation. These five stages

must be sequentially carried out continuously in the

instrument development process in the Low Animal

Taxonomy course. The Low Animal Taxonomy

course itself consists of 9 phyla where this course is

one of the courses in Biology Study Program that

meets the requirements to be chosen as a scientific

approach media. This course is chosen because it

fulfils the requirements for the criteria for the 3

aspects of assessment: attitude, normative, and skill

assessment. The results of the development of an

instrument are one instrument assesses student

learning outcomes in the form of structured

description based on basic competencies in the class,

and an instrument for evaluating student learning

outcomes in technical practice tests in the

laboratory. From the results of the assessment and

development, 8 aspects of the points are assessed

and instruments are obtained amounted to 20 points

per indicator.

RECOMMENDATION

With the development of assessment instruments

based on 3 aspects Affective, Cognitive, and

Psychomotor, it is expected that each lecturer will be

able to develop an assessment instrument based on

the ability of each lecturer. Adjusting to the courses

can enable them to more easily analyze the learning

outcomes obtained by students. Indicators of each

aspect must be considered, as well as the questions

used in the instrument must be in accordance with

the taxonomy of blooms C1 to C6. and levels A1 to

A5. Instrument validation is also needed to ensure

that the instruments used can be measured for their

validity and reliability.

Types of data used in this research development

are quantitative and qualitative. Quantitative data are

obtained from the score from questionnaire

responses from teachers, and test data validity and

reliability. Qualitative data are obtained from

responses and suggestions provided by validation

experts and teachers as practitioners. Development

research is equipped with the use of research

instruments. Instruments are in the form of a

validation sheet by the team material expert and

product design and questionnaire of teacher’s

responses to assessment instruments based on the

Development of Learning Instruments based on Scientiﬁc Approach to Low Animal Taxonomy Courses for Students of Biology Study

Program at FKIP UISU

313

scientific payload approach in animal and plant sub-

themes in home environment. In the limited test data

obtained from the teacher's response is a score.

Questionnaire score is analyzed by first making

interval table. Interval distance is calculated by use

of the following formula (Ridwan, 2010): interval =

(highest score - lowest score) / number of interval

and classes after obtaining interval distance. The

classification is determined for the following

teacher’s responses:

9.77 - 12.00: very decent

7.51 - 9.76: feasible

5.26 - 7.50: quite decent

3.00 - 5.25: not feasible

In addition to the teacher's response, data on the

limited test are also obtained from student learning

outcomes used to determine validity and reliability.

Validity and reliability are obtained by using the

product-moment correlation formula (Arikunto,

1999). In the trial of students, the ability of students

to carry out scientific activities can be analyzed

using percentage calculation techniques using the

formula:

Average value = (score obtained / maximum

score) x 100 (Arikunto:2016)

REFERENCES

Arikunto, S. 1999. Prosedur Penelitian (Suatu Pendekatan

Praktek), PT Rineka Cipta: Jakarta.

Branch, Robert Maribe. 2009. Instructional Design: The

ADDIE Approach. Athens.Springer.

Enger ,K.S., Yager,E., dan Robert. 2000. Assesing Student

Understanding In Science. Corwin Press, INC:

California.

Fatonah, S., Suyata, P., Prasetyo, Z. K., 2013, Developing

an Authentic Assessment Model in Elementary

SchoolScience Teaching, Journal of Education and

Practice, Vol.4, No.13, 1-13.

Faizal. 2014. Sukses Mengawal Kurikulum 2013 di SD

(Teori & Aplikasi). Diandra Kreatif. Yogyakarta.

Frey, B. B., Schmitt, V. L., Allen, J. P.,2012, Defining

Authentic Classroom Assessment, Practical

Assessment, Research & Evaluation, Vol 17, No 2, 1–

18.

Lowery, N. V., 2003, Assessment Insights from the

Classroom, Biology Educator, Vol. 13, No. 1, 15–21.

ICMR 2018 - International Conference on Multidisciplinary Research

314