The Influence of Green Learning Method of Scientific Process Skill in

Biology Studies Faculty of Teacher Training and Education (FKIP)

UISU Medan

Nurhasnah Manurung, Masnadi M, Pandu Prabowo Warsodirejo and Army Meidytyarni Siallagan

Education Faculty, Universitas Islam Sumatera Utara, Medan, Indonesia

Keywords: Green Learning, Science Skill Process, Influence.

Abstract: This study aims to determine the effect of Green Learning method on the level of scientificskillprocess of

Biology Students at FKIP UISU Medan. The research uses quasy experiment methodwith research

population of all students of Biology Studies of FKIP UISU amounted to 103 students from Semester

2,4,6,8 which then used as samples as many as 21 students from semester 2 by way of purposive sampling.

Instrument in this research is test of scientific skill process in the forms of pre test and post test, observation

sheet, and also questionnaire. The result of scientific skill test before using Green Learning method is good

enough at the level of mastery in accordance with the classification of the percentage index of the scientific

skill process, that is 0 student (0%) and the mastery level for 21 students is (100%) with average score

23,19% and standard deviation 9,80, while scientific skill test by the method of Green Learning is good at

mastery level according to classification of index of percentage of skill of scientific process, that is 2

students (9,5%) out of 16 students (76,1%) and less than 3 students (14,2%) with average score 27,50 and

standard deviation 63,47.

1 INTRODUCTION

Learning requires innovations that are compatible

with the progress of science and technology without

neglecting the value of humanity and the nature of

education (Ardi, 2017). Biology learning is learning

that emphasizes the provision of experience directly.

Therefore, students need to be helped to develop

a number of skillprocess so they can explore and

understand the natural world (Sundari, 2012). Based

on the results of observations made on biology

students ofFKIP UISU Medan, the real condition of

biology learning in Biology Study Program FKIP

UISU Medan has reflected a scientific learning as

the essence of learning that not only prioritizing the

product but also the process and scientific attitude,

but in the learning process the source of learning

from the environment or the natural environment has

not been explored. The learning process of Biology

course requires relevant sources /learning media.

Nature as a place or home of living things will

automatically become the object of study of Biology

students. Learning in nature is a contextual learning

to give a real picture of the object of study to be

studied. In addition, natural resources based on

learning give a positive nuance to change the

learning paradigm from textual to contextual.

Learning is not only in the classroom by using print

and electronic media, but also can be done by

nature-based observational learning approach.

This approach encourages students to better

interpret scientific methods and scientific attitudes

(Ardi, 2017). Green learning is a method of learning

development by teaching about the nature of the

environment to the students. The concept of green

learning is inspired by stagnation in developing a

positive attitude towards the environment, lack of

participation and role in environmental activities.

Environment and ecology include the protectionof

the environment, love for environment, and the

adverse effects of environmental degradation and

global warming. Different environmental

characteristics provide a different learning

experience for students. Forests that are a source of

real environmental learning provide an enchanting

experience for students to learn and explore forests

as a place to learn independently (Ardi, 2017).

Learning by the method of Green Learning should

Manurung, N., M, M., Warsodirejo, P. and Siallagan, A.

The Inﬂuence of Green Learning Method of Scientiﬁc Process Skill in Biology Studies Faculty of Teacher Training and Education (FKIP) UISU Medan.

DOI: 10.5220/0008890205430548

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 543-548

ISBN: 978-989-758-437-4

543

provide an opportunity for students to be actively

involved in the learning process.This means that

students must be directed to be able to interact with

the learning environment. Students can feel the

meaning of the lessons they have learned. In

accordance with Jhonson's (Jhonson,2002) in

Gultom states that good learning is a learning that

engages learners in learning activities and helps to

associate academic lessons with the real-life context

they face. Lessons will be easy to understand if they

can feel the meaning of the subject matter. This

learning process is expected to enable students to

learn by means of Teacher Centered-learningas well

as Student Centered-learning.The skill process

approach is a learning approach that gives students

the opportunity to participate in the process of

discovery or the preparation of a concept as a

scientific skillprocess. In relation to skillprocess in

learning, teachers create varied forms of teaching

activities, so that students are engaged in various

experiences. Because of the advantages of the

skillprocess students become creative, active, skilled

in thinking and skilled in acquiring knowledge. The

skills of the students can uplift his thinking patterns

so as to improve the quality of learning (Rosiani,

2011). Eden Garden 100at Lumban Julu Toba

samosir district, North Sumatra, is one of the forests

that has good biodiversity.

Good biodiversity will support the biology

learning process. Research on the Effect of Green

Learning is a form of optimization of local potential

based on natural resources functioning not only as a

tourist object but also as a natural laboratory of

learning development. As natural resources, students

directly interact to observe and preserve so as to

enhance scientific thinking using scientific method.

This is called the science skill process. Based on the

description of the problem then the researchersare

interested in participating in Umbrella Research

Team of PDUPT Research entitled "The Effect of

Green Learning Method on the level of skill of

Scientific Process of Biology Students of FKIP

UISU".

2 RESEARCH METODOLOGY

This research is conducted atTaman Eden 100at

Lumban Rang area, North Sionggang Village, Kec.

Lumban Julu, Kab. Toba Samosir, applied at the

Islamic University of North Sumatra on Jalan

Sisingamangaraja, Teladan, Medan City, on students

of 4th Semester T.A.2017 / 2018. This type of

research is a quasi-experimental research (Quasi

Eksperimen), a study intended to determine the

existence or effect of a subject imposed on the

students.

The procedures of this study include the

following stages:

1. Stage of Preparation

Activities undertaken are:

a. Asking for permission to conduct research.

b. Conducting observation into the forest

wherethe research is.

c. Searching for relevant literature / literature

review.

d. Consulting a thesis supervisor.

e. Preparing research proposal and taking the

seminar exam.

2. Implementation Phase

The implementation stages that have been

designed are as follows:

a. Selecting the member of the sample class to

be used.

b. Providing a pre-test before the students are

taken to study directly to the field.

c. At the appointed time the students are taken

to the forest of Eden Garden 100 Lumban

Julu.

d. Students are taught material sources from

the forest.

e. Learning begins with students starting to

observe the plants in the forest, then

observing, identifying, interpreting,

forecasting, asking questions,

hypothesizing, planning experiments, using

tools and materials, applying concepts, and

communicating.

f. Teachers give instructions to students for

things for students to do.

3. Settlement Phase

The activities undertaken at this stage

include:

a. Performing data processing.

b. Performing process of data analysis.

c. Drawing a conclusion.

d. Preparing the Report by completing the

attachments related to the research)

2.1 Research Instrument and Data

Collection Techniques

Data in this research including quantitative are the

levels of skill of scientific process on plant ecology

material. The instruments used to collect data on

students' scientific skill level are pre and post tests,

observation sheets, and questionnaires.

ICMR 2018 - International Conference on Multidisciplinary Research

544

1. Scientific Skill Test

The research instrument to test students'

scientific skillprocess is to use essay problem

based on scientific skillprocess indicator. The

purpose of this test is to know the scientific

skillprocess of learners in Biology learning.

The materialsaretaken from the course subjects

of Plant Ecology. The topic taken is

Angiospermae Plant Vegetation. Preparation of

the problem begins with a grid of questions and

key answers of each item. The score of students

scientific skillprocess is obtained from the

scoring of the students' answers to each item.

2. Pre Test

The type of pre test is done at the beginning of

the learning of the material taught before the

learning process takes place that aims to

determine the basic ability of students with the

number of 10 valid items that are sourced from

the test instrument in the form of a description

(essay).

3. Post Test

Post Type tests area conducted at the end of

learning about the materials that have been

studied that aims to determine the level of

skills of the cognitive domain of the scientific

process. The test in this study is a non-

objective description test with the total number

of questions of 10 (items) similar with those of

the pre test problems.

2.2 Data Analysis Technique

The data test results are collected after the

completion of the test given to the students then

scoring is done. The steps in data processing are:

1. Determining the average score of each group

by using the following formula:

X = (Σfixi) / (Σfi) (1)

Information:

X: Average

Xi: Total score

fi: Frequency

2. Calculating Standard Deviation,

S = √(nΣfi 〖xi〗 ^ 2-(Σfi〖xi)〗^ 2)/(n (n-1))

(2)

Information:

S: Standard Deviation

n: Number of Respondents

xi: Class Signs

fi: The frequency corresponding to the Class xi

mark

3. Using Gain Formula

Gain(g

)=

ௌ

೛೚ೞ೟షೄ೛ೝ೐೟೐ೞ೟

ௌ௠௔௞௦ିௌ

௣

௥௘

(3)

Information :

g = increase score

Spost = final test score

Spre = initial test score

Smax = maximum score

Gain Score Criteria

No Score Gain Categories

1. g <0.3 Low

2. 0.3 ≤ g ≤ 0.7 Medium

3. g> 0.7 Height

4. Normality Test

This test aims to see normal distributed

samples, using lilieforce test formula. The steps

used for the test of normality are as follows:

- Observations X1, X2, ...... .Xn are made

raw numbers Z1, Z2, ... ..Zn with the

formula:

Z_i = (X_i-X) / n

- Calculating the odds of F (Zi) = P (Z ≤ Zi)

- Calculating the proportions Z1, Z2, ...... Zn

the ≤ Zi, the proportion is expressed by S

(Zi), then S (Zi) = number of S = (Z1, Z2,

Z3, ... Zn) / S

- Calculatingthe difference F (Zi) - S (Zi)

then determining the absolute score.

- Taking the absolute scoreof the greatest of

the difference is called Lo. Criteria testing

normal distribution data if the score: Lo

(count) <Lo (table) with a real level X =

0.05 then the normal distribution: Lo

(count)> Lo (table) with the real level X =

0.05 then not normally distributed

5. Hypotesis Test

Testing the accepted or rejected research

hypothesis is done by statistical testing with the

formula :

t = Md / √ ((ΣX ^ 2 d) / (N (N-1)))

With Md = (Σd) / N and ΣX ^ 2 d = Σd ^ 2 - ((Σ

〖d)〗 ^ 2) / N

Information:

Md: Mean of pre test difference with post test

Σx2d: Number of Deviation Squares

N: Subject of sample

The Inﬂuence of Green Learning Method of Scientiﬁc Process Skill in Biology Studies Faculty of Teacher Training and Education (FKIP)

UISU Medan

545

3 RESULT AND DISCUSSION

3.1 Description of Research Data

Research data are obtained from the results of pre

test and post test and observation sheet on plant

ecology material. The data are calculated to

determine the effect of Green Learning method on

the students' scientific skillprocess level. The

assessment of students essay test is declared to have

succeeded if the level of mastery of scientific

skillprocess equal or higher than 76 - 85% in

accordance with scoring indicators. The student

observation sheet is considered successful if the

percentage of the average score is 80% ≤NR <90%.

Table 1: Test Point Scoring.

Test

Point

fi Xi Xi2 Fi.xi Fi.xi2

1 47-53 3 50 2500 150 7500

2 54-60 3 57 3249 171 9747

3 61-67 7 64 4096 448 28672

4 68-74 4 71 5041 284 20164

5 75-81 3 78 6084 234 18252

6 82-88 1 85 7225 85 7225

Total 405 28195 1372 91560

The above table is to find the average value of

post-test by dividing the total number of students

with (fi.xi) 1372 with the frequency of the number

of students (fi) as many as 21 so that the average

score of pre-test (x

) 65,33 and standard deviation of

9.80.

Figure 1: Graph Value Post test student FKIP Biology on

Species Interaction materials.

Table 2: The Calculated Value of “Gain”.

No Question Indicator Gain

1 Observing 0,40

2 Grouping/Classification 0,50

3 Interpreting/Interpretation 0,75

4 Forecast/Prediction 0,59

5 Asking Question 0,58

6 Hypotheses 0,40

7 Planning an Experiment 0,41

8 Using Tools/Materials 0,70

9 Implementing Concepts 0,29

10 Communicating 0,43

Learning model is needed by the lecturers and

educators, because the success or failure of students

in learning is dependent on precisely the model of

learning used in accordance with the material

learned so that the learning is designed to be more

varied. So in this study the material species

interaction method used is the method of Green

Learning. The application of Green Learning method

in this study aims to find out the data of scientific

skillprocesslevel of students taught by using Green

Learning method. The data obtained in this study are

pre test, post test, gain score, average score of

scientific skillprocessso that the influence of Green

Learning method used could be seen. The use of this

method of Green Learning demonstrates the

improvement of scientific skillprocessin the

cognitive domain of the test scores.

Data result of test score of students before using

learning method of Green Learning by doing initial

skill test is of average 23,18% and by seeing that

result the average score of pre test still in level of

mastery less matching with indicator score of

scientific skillprocess. This bias is caused by the

implementation of pre test as students are given the

problem without previously done by the application

of learning by using the method of Green. The result

of the test of the students after the use of Green

Learning method with the post test is 66.03%. From

the average score, it can be seen that there is an

increase of the student's test score because the

method of Green Learning has advantages in the

application of learning giving positive nuance, and

more real learning by means of natural resource

base.

This method can encourage students to explore

directly the learning process and foster activity and

scientific attitude. The result of Gain calculation

obtained from the test is 0.4 and this is in average

category and the acquisition of the observation sheet

for the observed category (observation) is as much

as 95% because at the time of observation there is a

49.5 55.5 62.5 69.5 76.5 82.5

Frequency

Interval Point

Post Test Point

ICMR 2018 - International Conference on Multidisciplinary Research

546

guidance from a teacher. The result score of

indicator of Grouping (Classification) is 0,50, which

is in medium category, while the score obtained

from observation sheet is 70%, the studentsshow

enough recognition on the plant based on the given

characteristics. The result of score on interpreting

indicator (Interpretation) is 0.75, in high category,

meanwhile the score obtained from the observation

sheet is 7.33%, and this shows that the students have

the ability to conclude the activities that have been

done then the students could organize, analyze, and

select the findings and connect thingsthat have been

known and interpret them so that the score on the

indicator interpretation is high.

The result of score on predicted indicator is 0,59,

in medium category, meanwhile the score obtained

from observation sheet is 92,5%; studentsare able to

predict the condition from the observed object. The

result of score on the indicator of Asking Question is

0.58, in satisfactory category, meanwhile the score

from the observation sheet is 92,5%; the studentsare

able to answer and give explanation when applied to

a problem.

The results of the score on the hypothesized

indicator is 0.40, in the medium category, while the

score from the observation sheet is 65%; the

students are less able to connect the hypothesis with

the problem. The result of the scores on the indicator

Plotting the experiment is 0.4, in the moderate

category, while the acquisition score is 80% of the

observation sheet; the studentsare able to plan the

experiment and know step in doing observation and

experiment. The result of gain scores from indakator

Using Tools and materials is 0.70, medium

category, while the score for observation sheet is

80%; students have succeeded and no longer have

difficulty determining the tools and materials while

doing the observation.

The result of the score of the indicators of

Applying the Concept is 0.29, in low category, while

the score from the observation sheet is 80%.

Students are less able to accept the concept they

learn concerning problems they are facing. The

result of score from communicator indicator is 0.43

,in medium category, while the score of observation

sheet is 95%, Normality test results obtained by Lo

<Ltabel is 0.17 <0.190 stating the data of normal

distribution while the homogeneity test results

obtained by Fhitung<Ftabel = 1.83 <2.12 stating that

the data has the same variance or

homogeneous.Hypothesis test results using t test

obtained is t count>ttable or 25.50> 1.72 with the

level of trust 0.05 then Ha accepted and Ho rejected.

It can be concluded that there is a significant

influence of the use of Green Learning method to the

level of scientific skill process of students of

Biology at FKIP UISU MEDAN.The studentsare

able to explain the observation result and describe

the empirical data of the observation result.

3.2 Overall Calculated

Overall, the results show that the application of

Green Learning method significantly influences

students' skill in observing, classifying, interpreting,

predicting, asking questions, hypothesizing,

planning experiments, using tools and materials, as

well as communicating learning outcomes , and has

no significant effect on improving students'

conceptualising skills. From the result of acquisition

of percentage of score on observation sheet, in

accordance with indicator of scientific skillprocess,

it is found that for observer indicator obtained is

95%; this means that observation ability possessed

by students is very good.

Interpreting indicator is equal to 73,3%; this

means that the ability of students to interpret is

sufficient. Indicators Group is 70%; this means that

the ability of students in the groupingindicator is

quite good. Indicator Forecast is 92.5%; this means

the ability of students in the forecast is very good.

Communicating Indicator is of 95% this means very

good. The hypothetical indicator is 65%; this means

that the ability of students in the hypothesis is less.

Indicators planning the experiment is 80%; this

means that the level of ability of students is quite

good. Indicator Using tools and materials is 80%;

this means the ability of students is good. Indicators

applying the concept is 80%; this means student

ability is quite good. The indicator asking

questionsis 81.6%; this means the ability of students

in this case is quite good.

4 CONCLUSION

1. Based on the results of the analysis obtained

from the pre and post tests, the students of

biology study program of FKIPUISU have

obtained the final improvement score, that is

quite good, as well as associated with the

calculation of observation sheets that have been

assessed. Each indicator of the scientific

skillprocess shows a good gain. The interpreting

indicator (Interpretation), is 0.75, in high

category, while the score obtained from the

observation sheet is 7.33%.

The Inﬂuence of Green Learning Method of Scientiﬁc Process Skill in Biology Studies Faculty of Teacher Training and Education (FKIP)

UISU Medan

547

2. Based on the results of data analysis obtained

from the calculation of the observation sheet the

percentage score of the final score is high enough

that is equal to 95% on observing indicators

(observation).

3. The results of the hypothesis test is tcount> ttable

or 25.50> 1.72 at the level of trust of 0.05 then

there is a significant influence of the use of

methods of Green Learning on the level of skills

of scientific process of studentsof biology study

program of FKIP UISU

4.1 Suggestion

Based on the above conclusions, the authors provide

some suggestions:

1. For teachers and prospective teachers, especially

those in the field of Biology study program, the

method of Green Learning can be used as one of

the learning models to improve the skills of the

scientific process.

2. For other researchers who want to study the

influence of learning method of Green Learning,

this method should be used on materials with

senses in the form of direct observation to the

field or green nature-based learning in order to

achieve better results and application of this

Green Learning method.

REFERENCES

Ambarwati, Ayu. 2017. Influence of Learning Inquiry Lab

Model to Scientific Process Skills and Scientific

Attitudes of Students on Environmental Pollution

Material Class X SMA YP UNILA BANDAR

LAMPUNG.

Ardi, Muh Waskito. Dkk, 2017. Implementation of Green

Learning Method (GeLem) in Development of

Potential Local Potential-Based Teaching Materials at

Wana Wisata Grape, Wungu District,

Madiunmedia.number.com / media / publ.pdf

Arikunto, Suharsimi. 2006. Procedure Research A Practice

Approach. Jakarta: PT Rineka Cipta.

Arikunto, Suharsimi. 2012. Basics of Educational

Evaluation. Jakarta: Earth Literacy

Dimyati and Mudjiono. 2015. Learning and Learning.

Jakarta: PT. Rineka Cipta

Fatmawati, Baiq. 2010. Assessing Student Science Process

Skills Through Direct Observation Learning Methods.

Retrieved from

https://media.neliti.com/media/publications/171442-

ID-value the process science process

Guildford, J. 1956. Fundamental Statistic In Psychology

And Education. New York: Mc. Graw Hill

Book.Co.Inc

Gultom, Hotmian. 2017. Development of Skills Process

Test Science and high-level learning results test

krathwohl bloom on environmental change materials

in the class x Sma negeri 9 medan t.p.2016 / 2017.

UNIMED

Hadiani, La Rosdiani. 2011. The Influence of Approach of

Science Process Skills to Student Biology Learning

Outcomes .uinjkt.ac.id / pdf

Hariwijaya, M. 2007. Thesis Writing Technique and

Thesis. Jakarta: Oryza

https://intrystyn.wordpress.com/metode-belajar/.

http://www.google.com/search/your growth is accessed

March 3, 2018

http://www.tafsir.web.id/2013/04/tafsir-qaaf-ayat-1-

15.html

Jumarni, Nopri. 2013. The Influence of Implementation of

Guided Inquiry Learning Model to Student's Student

Process Skills. University of Lampung. Retrieved

from http://jurnal.fkip.unila.ac.id

Malau, Esther Betaria. 2017. Student Process Skills on

human respiratory system materials with guided

inquiri method and demonstration methods in the class

xi ipa sma negeri 1 sunggal t.p. 2016/2017. UNIMED

Mala, Nirta. 2017. The Influence of Guided Inquiry

Learning Model on Improving Skills of Science

Process and Scientific Attitudes of Class XI Student

on Biology Subject at SMA YP UNILA BANDAR

LAMPUNG. Retrieved from

http://jurnal.fkip.unila.ac.id

Purwanto, Ngalim. 2002. Principles and Techniques of

Teaching Evaluation. Bandung: Teens Rosdakarya

Savinem, A & Scoot, P.2002. The Force Concept: A Tool

For Monitoring Student Learning. Physic Education

Sudjana. 2005. Statistical Method. Bandung: Tarsito

Sunarya, Yaya. 2013. Strategy Improving Test

Description. Accessed from file.upi.edu

Lecturer Team UIU FKIP. 2018. Thesis Writing Guide.

Medan: UISU Press.



ICMR 2018 - International Conference on Multidisciplinary Research

548