Analysis of Practicum Implementation in Laboratory and Its

Problems in Biological Learning at MAN 1 Tidore

Nurmaya Papuangan

, Nuraini Sirajudin

, and Nurti Abd. Samad

Biology Education Study Program, Khairun University, Jl. Bandara Baabullah Kampus 1, Ternate-North Maluku,

Indonesia

Teacher at MAN 1, Kota Tidore Kepulauan, Indonesia

Keywords: Practicum, Laboratory, Biology, Tidore.

Abstract: Biology is a complex science related to how to find out about nature systematically, so that biology is not

only mastery of the collection of knowledge in the form of facts, concepts, or principles but also is a process

of discovery. One characteristic of biology learning is the presence of practical activities that can be carried

out both in the laboratory and in nature. Through practical activities, experience will be gained including

cognitive, affective and psychomotor domains. However, in reality not all teachers can use the laboratory in

biology learning at school. This study aims to obtain information on practical labors in the laboratory and

identify problems in biology learning. Data collection research using observation and interview methods of

practicum activities in terms of analysis of Basic Competency 4 (KD 4) from curriculum 2013 (K13). The

results of the analysis of the practicality of laboratory activities in biology learning in MAN I Tidore were

categorized as low with the percentage of laboratory practicum implementation for class X of 45.45%, class

XII 38.8%, and in class XII of 14.28%. The problems faced by biology teachers in the implementation of

practical activities in the laboratory are the lack of availability of materials and tools in practical activities,

the availability of guidance, and the teacher has not been able to utilize materials and other tools as a

substitute for tools and materials in practical activities. Teacher assistance in the preparation of practicum

guidelines that utilize natural materials and used goods solutions to improve lab activities in the laboratory.

1 INTRODUCTION

School is the main means in education to be able to

develop all potential, creation and self-actualization.

Schools can function properly if supported by

supporting facilities and infrastructure, one of which

is a laboratory. The existence of a laboratory in

secondary schools is a must in modern education.

The laboratory has become one of the supporting

facilities for learning activities. With the existence

of a laboratory, students can develop technological

capabilities through the equipment in them. Students

are easier to find the learning resources they want.

The existence of a laboratory through practical

activities in schools can support learning activities

and can achieve educational goals both in the

cognitive, affective and psychomotor fields

(Hofstein, 2007).

Learning by applying theory in the form of

laboratory activities (practicum) can improve

process capability, ability to solve problems and

increase students' interest and attitudes towards

learning. The laboratory is very necessary as a place

to learn to provide real experiences to students as

one of the factors supporting the implementation of

learning. Laboratory activities not only aim to

improve the theory, but students can find their own

knowledge (Feyzioglu, 2009).

Practical activities in the laboratory are used as a

way for students to easily understand the material

and can build knowledge by experiencing their own

process or experiment. The higher the involvement

of students in practical activities the higher the

achievement of students' understanding and process

skills (Widayanto, 2009). This can be interpreted

that through laboratory activities, students can build

their own knowledge of facts, concepts, and theories

contained in biological material so that it can last

longer in the memories of students.

Biology learning can not only be done in the

classroom. One characteristic of biology learning is

Papuangan, N., Sirajudin, N. and Abd. Samad, N.

Analysis of Practicum Implementation in Laboratory and Its Problems in Biological Learning at MAN 1 Tidore.

DOI: 10.5220/0008900002370241

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 237-241

ISBN: 978-989-758-439-8

237

the presence of practical activities that can be carried

out both in the laboratory and in nature. Many

complex biological concepts that require an activity

to facilitate students in understanding the concept.

Practical activities are very suitable to facilitate

students to learn through direct experience.

Practicum provides an opportunity for students to

get a picture in the real situation of what is obtained

in theory and sensory contact occurs. In addition, in

practical activities students do not just observe

directly but must live, be directly involved in the

actions and be responsible for the results. The

laboratory is a place where the teaching and learning

process takes place with practical activities

involving interactions between students, equipment,

and materials. Suprayitno (2010) suggests that the

teaching and learning process through practical

activities in the laboratory is expected that students

can learn, gain direct understanding and experience

about the nature, secrets and symptoms of natural

life that cannot be explained verbally.

Judging from the material aspects, biology has

specific material characteristics that are different

from other fields of science. Biology examines

living things, the environment and the relationship

between the two. Biological material is not only

related to scientific facts about natural phenomena

that are concrete, but also related to things or objects

that are abstract such as: chemical metabolic

processes in the body, hormonal systems,

coordination systems, etc. The nature of the material

objects studied in biology is very diverse, both in

terms of size (macroscopic, microscopic such as:

bacteria, viruses, DNA etc.), affordability (polar,

desert, tundra, etc.), safety (bacteria / viruses that are

pathology), language (use of Latin in scientific

names), etc. Thus to design biology learning various

supporting tools are needed such as: the use of

learning media, laboratory facilities, etc.). The

characteristics of biological material require high-

level thinking skills such as thinking critically,

logically, analytically, sometimes even requiring

combinatorial thinking (Rustaman, 2010).

In fact, not all laboratory activities in biology

learning in schools can be implemented and

implemented properly. There are teachers who rarely

use laboratories in biology learning, laboratories that

are not equipped with tools and materials that can

support the implementation of learning in the

laboratory, poor management of laboratory

management, teachers have a large number of lesson

hours, teachers have less creativity in developing

practical activities , lack of support from schools and

there is an assumption that biology learning

activities in the laboratory are not important and

learning activities in the laboratory take a long time.

Some of these things can be found both in schools

that have a well-equipped laboratory and a

laboratory with enough or even less trapping.

2 METHOD

Research analysis of practical implementation in the

laboratory and its problems in biology learning is

carried out in the months of August - October 2018.

The research was conducted at the Tidore 1 State

Islamic Middle School. This research uses

descriptive research with a qualitative approach. The

qualitative approach in this study resulted in

descriptive data covering the state of the laboratory

and the implementation of lab work in the laboratory

as well as the problems in biology learning. The

results of this qualitative approach analysis will be

described as they are without the intention of

making conclusions that apply to the public. The

object in this study focused on biology teachers in

class X, XI, and XII and laboratory managers.

Analysis of the implementation of practical activities

in biology semester and even semester X, XI, and

XII. Stages of research include; laboratory

observations, interviews and filling out the

questionnaire on laboratory work.

3 RESULTS AND DISCUSSION

This research is directed at the implementation of

practical activities in the laboratory based on basic

competency analysis (KD 4) in curriculum 2013

(K13). This research was conducted in the school of

MAN 1 Tidore with the research subjects being

biology teachers in class X, XI, and XII. This study

focused on practical activities in the laboratory in

odd and even semester and the problems faced by

the teacher in their implementation.

3.1 Observation of MAN 1 Tidore

Laboratory

MAN 1 Tidore is one of the schools that has

implemented the 2013 curriculum (K13). Laboratory

observations show that MAN 1 Tidore has a

laboratory building that is separate from the

classroom, but the laboratory is a joint laboratory

named the Science Laboratory. This means that the

laboratory is used for Biology, Physics, and

ICTL 2018 - The 1st International Conference on Teaching and Learning

238

Chemistry practicum activities. It has an

administrative room and a practicum room that can

accommodate 25-30 practitioners, a practicum room

equipped with a stone table and a tub of water. Has a

storage area for tools and materials, but has not been

well organized. Having tools and supporting

materials for biological practicum activities that

have not been able to fulfill the overall

implementation of practical biology activities both

in class X, XI, and XII.

Laboran is one of the components in a laboratory

organization that is very important to support the

implementation of the management of a laboratory.

The MAN 1 Tidore Laboratory does not have

laboratory assistants who can assist both the

administration and cleanliness of laboratories and

assist teachers in preparation and implementation of

practical activities. This leads to preparation,

implementation, and cleaning of practical activities

carried out by the teacher themselves assisted by

students. So that time both for practicum activities

and teacher teaching time and student learning time

is not well implemented.

3.2 Implementation of Practical

Activities at the Laboratory in

Biology Learning Class X MAN 1

Tidore

The results of the analysis of Basic Competence

which is devoted to KD 4 class X there are 11 KD

points 4 out of 10 material including: 1) Biological

scope, scientific method, and work safety; 2)

Biodiversity; 3) Viruses; 4) Bacteria; 5) Protists; 6)

Fungi; 7) Plantae; 8) Animalia; 9) Ecosystems; 10)

Environment. In the elaboration of 11 Basic

Competencies 4, 16 practicum activities were

obtained and 11 of them were practicum activities

which were carried out in the laboratory. The results

of the analysis obtained five practical activities that

can be carried out in the laboratory or amounted to

45.45% of the implementation of biological

practicum activities in the laboratory. Based on the

Guttman scale analysis with two criteria (Yes and

No), the use of the laboratory in the implementation

of practical activities in class X biology learning is

in the low category.

The use of laboratories in practicum in the

laboratory in class X biology learning is in the low

category. This is due to several problems faced by

teachers, namely:

1. The existing laboratory building is a joint

laboratory that is used for biology, physics, and

chemistry practical activities.

2. There are no tools and materials needed in

biological practicum activities on certain

materials.

3. There is not enough time in the implementation

of practicum activities, so the teacher often adds

student study time outside the normal schedule.

4. Teachers have not been able to replace materials

or tools in practical activities with other tools or

materials that can support the implementation of

practical activities.

5. The LKS used by the teacher is the LKS

available in the book, there has been no effort

from the teacher to design the LKS itself so that

it can utilize natural materials to replace

chemicals and the use of used goods to replace

lab equipment in the laboratory.

3.3 Implementation of Practical

Activities in the Laboratory in

Biology Learning Class XI MAN 1

Tidore

Analysis of Basic Competence (KD 4) biology class

XI obtained 14 points of basic competency 4 in 11

biological materials taught. From the KD 4, there

were 25 experimental / practical activities, 18 of

which were practicum activities carried out in the

laboratory. The results of analyzing laboratory use in

the practical implementation of class XI biology

learning were obtained in 7 activities carried out.

Thus there were 38.8% of practicum activities

carried out in the laboratory in class XI biology

learning. Based on the Guttman scale analysis with

two criteria (Yes and No), the use of laboratories in

the implementation of practical activities in biology

learning class XI is in the low category.

The low percentage of laboratory utilization in

the implementation of practical activities in biology

learning in class XI is caused by:

1. The existing laboratory building is a joint

laboratory that is used for biology, physics, and

chemistry practical activities.

2. There are no tools and materials needed in

biological practicum activities on certain

materials.

3. There is not enough time in the implementation

of practicum activities, so the teacher often adds

student study time outside the normal schedule.

4. The reduction of time from 3x45 'lesson hours to

2x45' lesson hours

Analysis of Practicum Implementation in Laboratory and Its Problems in Biological Learning at MAN 1 Tidore

239

5. There is a demolition / renovation of the

building, the laboratory is used as a class for

other subjects.

6. Teachers have not been able to replace materials

or tools in practical activities with other tools or

materials that can support the implementation of

practical activities.

7. The LKS used by the teacher is the LKS

available in the book, there has been no effort

from the teacher to design the LKS itself so that

it can utilize natural materials to replace

chemicals and the use of used goods to replace

laboratory equipment.

3.4 Implementation of Practical

Activities in the Laboratory in

Biology Learning Class XII MAN 1

Tidore

Biology learning material in class XII as many as

10 material with details of Basic Competency (KD

4) as many as 10 points of competence and as many

as 16 experimental / practicum activities. The results

of the analysis were 7 experimental / practicum

activities which were carried out in the laboratory

and only 1 practical / experimental activity was

carried out. This means that there are only 14.28%

of practical activities carried out in class XII. Based

on the Guttman scale analysis with two criteria (Yes

and No), the use of the laboratory in conducting

practical activities in class XII biology learning is in

the low category. Just like practicing practicum in

class XI, the low utilization of laboratories in the

implementation of laboratory activities is caused by:

1. The existing laboratory building is a joint

laboratory that is used for biology, physics, and

chemistry practical activities.

2. There are no tools and materials needed in

biological practicum activities on certain

materials.

3. There is not enough time in the implementation

of practicum activities, so the teacher often adds

student study time outside the normal schedule.

4. The reduction of time from 3x45 'lesson hours to

2x45' lesson hours

5. There are demolition / renovation of buildings,

laboratories are used as classes for other

subjects.

6. Teachers have not been able to replace materials

or tools in practical activities with other tools or

materials that can support the implementation of

practical activities.

7. The LKS used by the teacher is the LKS

available in the book, there has been no effort

from the teacher to design the LKS itself so that

it can utilize natural materials to replace

chemicals and the use of used goods to replace

laboratory equipment.

The process of discovery (scientific work) in

biology learning in the form of practical activities is

needed to strengthen students' understanding of the

concept. This is because practicum provides an

opportunity for students to discover for themselves

the facts needed to improve their understanding of

material that has been learned through direct

experience. This is in accordance with the learning

experience revealed by Shea (2000) in Sumiati and

Asra (2011), that students learn 10% of what they

read, 20% of what they hear, 30% of what they see,

50% of what seen and heard, 70% of what he said

and 90% of what he said and did. So the learning

experience directly carried out by students through

practicum is certainly able to increase their

understanding of the subject matter.



Figure 1: Percentage of Implementation of Practicum in

the Laboratory on Biology Learning in Man I Tidore.

The graph above is an illustration of the

implementation of practical activities in biology

learning in the laboratory. The picture above shows

that the percentage of implementation of practical

activities in MAN I Tidore is in the low category.

Practical activities in the laboratory in class X have

a greater percentage than those in class XI and XII.

This is caused by several factors that hinder the

implementation of practical activities that can come

from the school or from the teacher itself.

Although formally practicum has become a

component in science learning especially biology, it

seems that practicum implementation in schools is

still not optimal for achieving learning goals. Just as

found in MAN 1 Tidore, laboratory use in the

ICTL 2018 - The 1st International Conference on Teaching and Learning

240

implementation of practical activities in biology

learning both in class X, XI, and XII is categorized

as low. This is caused by the lack of availability of

laboratory facilities, the unavailability of guidance

for all practical activities, no laboratory staff in this

case is laboratory staff, and there has been no

teacher effort to design their own practical activities

using natural materials and used goods that can

replace materials and practical tools which does not

exist so practicum activities can be carried out.

Simamora (2012) explains that some of the

problems that are often encountered in the field that

cause obstruction of practicum activities are

inadequate biological laboratory facilities,

unavailability of tables and chairs in the laboratory

that are in accordance with the number of students,

lack of practical guidance, no clear practicum

schedule, the ability of teachers in the

implementation of biology labs is still lacking and

there are no laboratory special officers.

Seeing the problems that exist in MAN 1 Tidore

related to practicum in the laboratory in biology

learning is a complex problem and related to the

school management system, then a solution that can

be done to help biology teachers in terms of

laboratory practice in guiding and training teachers -

the teacher in designing his own practical activities

with a more simple and systematic approach to the

demands of K13. The practicum guide design is also

made by utilizing natural materials and used items

that are available and easily available.

4 CONCLUSIONS

The implementation of practicum activities in the

laboratory in biology learning is categorized as low

both in class X, XI, and class XII. Lack of tools and

materials, limited time for practicum activities, and

not yet available practicum guides prepared by the

teacher become a problem in learning biology at

MAN 1 Tidore.

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