Abstract
One of Freshwater Biology course problems is that the students were unable to understand the environmental phenomena around them. The aim of this study was to develop issue-based teaching materials in Freshwater Biology course to improve the students’ understanding about the environmental phenomena through their learning outcomes. This research and development used three phases of the 4D model developed by Thiagarajan, namely define, design, and development. The development results were validated by content and media experts. The design used for pilot test, which was conducted among 20 students, was one group pretest-posttest design; meanwhile the data analysis technique used was independent t-test. It can be concluded that the teaching materials developed was valid with the average validation score as high as 79.83%. In addition, there was significant improvement (sig. 0.000) of student learning outcomes after attending the course which implementing the issue-based teaching materials developed. Thus, the implementation of issue-based teaching materials is recommended in Freshwater Biology course due to its potential in improving students’ learning outcomes.
Highlights
Biology is one science subject which often considers have various abstract concepts for students (Çimer, 2012; Etobro & Fabinu, 2017; Ogunkola & Samuel, 2011; Topçu & ŞahinPekmez, 2009)
By developing teaching material based on phenomenon or issue in students' environment, will encourage them to explore biological concepts
This study was divided into two steps; first step was a preliminary study to determine the quality of freshwater in Situ Bagendit Lake; the second was development of issue-based teaching materials to improve students’ learning outcome in Freshwater Biology course
Summary
Biology is one science subject which often considers have various abstract concepts for students (Çimer, 2012; Etobro & Fabinu, 2017; Ogunkola & Samuel, 2011; Topçu & ŞahinPekmez, 2009). Students will engage to learn if the source of learning is a phenomenon or issue in their environment (Brickell, Hedberg, Ferry, & Harper, 2001; Elder, 2015; Hill, 1998; Permana, Suwono, & Listyorini, 2016), which is familiar with them. By developing teaching material based on phenomenon or issue in students' environment, will encourage them to explore biological concepts. According to the Ministry of National Education, teaching materials play an important role in the learning process (Bahri, Syamsuri, & Mahanal, 2016) and can optimize the learning outcome (Susilana & Riyana, 2009). The quality of learning will increase when the learning component can be optimally empowered, by making improvements and updates on the learning materials
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