Vol. 4 No. 2, 2018; pp.

161-170
ISSN: 2442-3750 (print); ISSN: 2527-6204 (online)
http://ejournal.umm.ac.id/index.php/jpbi
Received: 18/03/2018
Revised: 15/06/2018
JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) Accepted: 09/07/2018
Indonesian Journal of Biology Education

DEVELOPING ISSUE-BASED TEACHING MATERIALS TO IMPROVE STUDENT

LEARNING OUTCOMES IN FRESHWATER BIOLOGY COURSE

Syaris Kamaludin*, Hertien Koosbandiah Surtikanti, and Wahyu Surakusumah

Biology Education Study Program, Faculty of Mathematics and Education Natural Sciences,
Indonesia University of Education, Bandung, West Java, Indonesia
*Corresponding e-mail: [email protected]

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 a pilot test, which was conducted among 20
students, was one group pretest-posttest design; meanwhile, the data analysis technique used was the
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 a 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.

Keywords: Biology, issue-based materials, learning outcomes

© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia

INTRODUCTION Syamsuri, & Mahanal, 2016) and can optimize

the learning outcome (Susilana & Riyana,
Biology is one science subject which often 2009). Regarding to that situation, the quality of
considers have various abstract concepts for learning will increase when the learning
students (Çimer, 2012; Etobro & Fabinu, 2017; component can be optimally empowered, by
Ogunkola & Samuel, 2011; Topçu & Şahin- making improvements and updates on the
Pekmez, 2009). The assumption will more learning materials.
perceive by students if the learning process Improvement of learning material can be
relies solely on textbooks. In fact, the object of arranged using a phenomenon or issue
biological studies is various environmental (Nuangchalerm, 2009; Nuangchalerm &
phenomena and organisms that exist around the Kwuanthong, 2017). In this type of learning
student. Students will engage to learn if the that combines the symptoms that occur in the
source of learning is a phenomenon or issue in environment with learning content, students'
their environment (Brickell, Hedberg, Ferry, & science literacy can increase (Nuangchalerm,
Harper, 2001; Elder, 2015; Hill, 1998; Permana, 2009; Presley et al., 2013). Problems in student
Suwono, & Listyorini, 2016), which is familiar environmental have a prominent linking to the
with them. By developing teaching material biological concept, such as ecology,
based on phenomenon or issue in students' conservation, and extinction issue (Presley et
environment, will encourage them to explore al., 2013). Therefore, the development of
biological concepts. learning material based on issues is a good
The utilization of relevant learning resources alternative in biology learning.
will be achieving systematic learning to design Freshwater Biology course is one of the
effective learning. According to the Ministry of specialization courses in Biology Education of
National Education, teaching materials play an Indonesia University of Education. The scope
important role in the learning process (Bahri, of Freshwater Biology includes freshwater

Citation: Kamaludin, S., Surtikanti, H. K. & Surakusumah, W. (2018). Developing issue-based teaching
materials to improve student learning outcomes in Freshwater Biology course. JPBI (Jurnal Pendidikan 161
Biologi Indonesia), 4(2), 161-170. https://doi.org/10.22219/jpbi.v4i2.5549
 Kamaludin et al. / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (2) (2018) pp. 161-170

zonation, freshwater quality and its relationship plankton. Then, the result of the preliminary
(physical, chemical and biological factors), and study was used as a material for planning the
freshwater biota (autotroph and heterotroph) in preparation of developing teaching materials.
static water (called lentic) and flowing water The development research (step 2) only
(called lotic). Based on the preliminary consists of 3 phases of 4D Thiagarajan’s model.
research, there was an absence of specific The stages in this study, namely (1) define
teaching materials to discuss the bio-indicators phase, including the analysis of lecture unit,
plankton in some freshwater ecosystem (e.g. materials, indicators, as well as the formulation
lake, pond), especially in West Java area. of learning objectives; (2) the design phase,
Student only did a critical analysis of articles, including the selection of the format, and the
rather than explore the issues around their preparation of the initial design (product draft);
environment. This condition tends students to (3) development phase, including the validation
less aware of the potential problem or issue of of product draft by the experts, then revised the
their area. draft, and conduct a pilot test.
Various research and development have In a pilot test, the design used in this stage
been conducted by previous researchers to was one group pretest post-test design. The
improve the process of biology lectures (Fauzi, measured parameter was learning outcomes, i.e.
2017; Miharja, Syamsuri, & Saptasari, 2015; students’ concept understanding and problem
Widiansyah, Indriwati, Munzil, & Fauzi, 2018). solving skills. Problem-solving skills consist of
However, the research and development that five aspects including formulating problems,
conducted on Fresh Water biology course is stating hypotheses, testing hypotheses,
still hard to find. In addition, until now, the describing conclusions and applying
development of issue-based teaching materials conclusions.
is still rare to find in Indonesia. Therefore the The students would get a pretest to measure
development of issue-based teaching materials their learning outcome before the
in Freshwater Biology course needs to be implementation of teaching materials. After the
established. Moreover, according to Hunaepi, implementation of teaching materials, students
Kurnia, and Firdaus (2014), the common get a post-test to determine the improvement of
difficulties confronted in ecological learning are student learning outcomes. Then, the data were
the lack of students' ability to examine and analyzed using the normalized gain (N-gain)
understand phenomena and issue in nature and the independent t-test. The study was
using ecological science. Therefore, the conducted in July until September 2017 with
researchers chose the right location as the the subjects were students who toke Freshwater
enrichment of teaching materials on Freshwater Biology courses. The sampling technique used
Biology course that is Situ Bagendit Lake in was purposive sampling.
Garut, West Java Province, Indonesia.
RESULTS AND DISCUSSION
METHOD
Definition Phase
This study actually was divided into two Observation results in Situ Bagendit Lake
steps; first step was a preliminary study to Observation of water quality in Situ
determine the quality of freshwater in Situ Bagendit Lake conducted first before developed
Bagendit Lake; the second was development of into teaching materials. Three areas of Situ
issue-based teaching materials to improve Bagendit Lake were measured as the
students’ learning outcome in Freshwater observation station; inlet, middle, and outlet.
Biology course. However, this paper is more The measurements of physical and chemical
focus on reporting the second step. The first factors, includes temperature, turbidity, pH,
step was conducted in Situ Bagendit Lake, depth, Dissolved Oxygen (DO), free carbon
whereas the second step was conducted in the dioxide, and Biochemical Oxygen Demand
Faculty of Mathematics and Education Natural (BOD). The observation result presented in
Sciences, Indonesia University of Education. Table 1 (physical-chemical factors of
The study begins with a preliminary study (step freshwater in Situ Bagendit Lake) and Table 2
1) about the quality of freshwaters in Situ (freshwater quality based on plankton as bio-
Bagendit Lake based on bio-indicator using indicators in Situ Bagendit Lake).

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Table 1. The measurement result of physical-chemical freshwater condition in Situ Bagendit Lake
Station
No. Parameters Quality standart
Inlet Middle Outlet
1 Temperature (°C) 28-30 26.51 25.44 25.18
2 Turbidity (cm) - 18.71 27.76 29.31
3 Depth (cm) - 142 155 174
4 pH 6-9 3.26 3.79 6.5
5 DO (mg/l) >4 3.81 4.23 6.76
6 CO2 (mg/l) 8.18 10.2 4.84
7 BOD(mg/l) 3 3.11 3.03 2.02
(Source: Government regulation of The Republic of Indonesia Number 82 year 2001 on water quality
management and water pollution control, 2001).

Table 2. Water quality in Situ Bagendit Lake based on plankton as bio-indicators

Situ Bagendit pollution rate
Stasiun Water quality
Type composition Index of diversity The level of pollution
Inlet Low Low Medium Poor
Middle Medium Medium Medium Poor
Outlet Medium Medium Low Moderately good

The turbidity value of Situ Bagendit Lake dissolved oxygen in the waters comes from the
ranged from 18.71-23.31 cm. The lowest process of photosynthesis of water plants. The
brightness was in the inlet area (18.71 cm), water-soluble oxygen levels that can still be
whereas the brightest area was an outlet area tolerated by aquatic organisms especially
(29.31 cm). The turbidity of water bodies is phytoplankton are not less than 5 mg/l.
influenced by the water clarity. The more turbid The free carbon dioxide value in Situ
waters showed the higher concentration of total Bagendit Lake waters ranged from 4.84-10.12
suspended solids. Turbidity can be caused by ppm. The highest free CO2 was found in the
the presence of abiotic materials such as inlet, the middle ranged from 8.18 to 0.12 ppm,
sediment and pollution waste, or the high and the lowest was in the outlet (4.48 ppm).
concentrations of biota such as phytoplankton The high content of CO2 in the waters can lead
(Feng, Hu, Chen, Tian, & Chen, 2012; Johan, to disruption of marine life. Table 2 describes
2011; Monica Z. Bruckner, 2018). Based on the the quality of Situ Bagendit Lake waters was
data, the water in Situ Bagendit Lake was clear poor to moderately good. The inlet and the
and penetration of light entering is high. This is middle part were the stations with medium
supported also by the value of depth range from pollution level, besides the outlet was moderate.
142-174 cm. Medium levels of contamination in the inlet and
Value the potential of Hydrogen (pH) at middle portions show poor water quality.
each area in Situ Bagendit Lake ranged from
3.26 to 6.5. Based on the data obtained, the pH Analysis of material developed for issue-based
value in Situ Bagendit Lake waters is at the teaching materials
lowest allowable range. This is supported by the The material developed for issue-based
opinions of Johan (2011) who states the degree teaching material was the use of plankton as
of acidity (pH) of water is one of the chemical bio-indicator which refer to the Achievement of
properties of water affecting the growth of Study Program (ASP) that is: students are able
plants and aquatic animals and could use as a to utilize the expertise in the field of biology
guide to examine the quality of water with the aim of solving problems in the
environment as a living environment. community adaptively (LO 3), mastering the
Dissolved oxygen in Situ Bagendit Lake concept, principles, theories, and laws of
waters ranged from 4.23 to 6.76 mg/L. The high biological science to solve scientifically (LO 6),
oxygen dissolved in the outlet compared to and capable of developing biological science
other stations related to the low temperature of through research so as to contribute to problem
these waters. This statement is accordance with solving in society (LO 7). While the learning
Johan (2011) who informed dissolved oxygen achievement was the student is able to utilize
in waters can come from the air and from the plankton as bio-indicator to solve the freshwater
movement of water, the largest source of ecological problem or issue.

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The learning achievement related to general materials consist of 4 sub-materials that are, 1)
skill is to make decisions appropriately to solve aquatic physics factors and measurement
the problem related to freshwater ecosystem methods; 2) plankton diversity; 3) the role of
based on the analysis of information and data. plankton as bioindicator; 4) the linkage between
In more detail, the analysis results are presented water quality and plankton community.
in Table 3. Based on Table 3, the teaching

Table 3. Identification of the findings in the field as material for the utilization of plankton as bio-indicator
No. Field facts LOs Objectives
Temperature (25,18- 26,51 0C) a) Students can explain the various
brightness (18,71-23,31 cm) physical chemical factors that
Depth (142 cm-174 cm) affect the life of the plankton
1 pH (3,26-6,5) 3,6 community in Situ Bagendit Lake
DO (4,23-6,76 mg/l) b) Students are able to perform
CO2 (4,84-10,12 ppm) methods of measuring and
BOD (2,02-3,11ppm) analyzing data
Phytoplankton species were found from five
classes (Bacillariophyceae, Cyanophyceae,
Chlorophyceae, Euglenophyceae, and
Xanthophyceae) for a total of 173 individuals. Students can explain the diversity of
2 3,6
Zooplankton found as many as 5 classes (Rotifera, plankton in Situ Bagendit Lake
Protozoa, Cladocera, Copepoda and Rotatoria)
with a total of 199 individuals.
Plankton diversity index ranges from 1.22 to 2.49.
The value of plankton dominance index in Situ
Bagendit ranged from 0.1 to 0.23. In Situ Students can explain the diversity of
3 Bagendit water, there was a total abundance of 3,6 plankton in Situ Bagendit Lake
phytoplankton in the range of 15.471-25,554
cells/l, while total zoopalankton abundance was
20.864-33,273sel / l.
Based on the parameters of species composition
and the diversity of inlet type and the middle part Students can explain the role of
was found Oscillatoria sp. and Anabaena sp plankton as a bioindicator of water
4 3,6,7
which is kind of phytoplankton. In the inlet and quality
middle area were found Branchionus sp.
Inlet area was in medium pollution level and poor Students are able to analyze the
water quality. The middle area was medium linkages between the quality of
5 pollution levels and poor water quality. The outlet 3,6,7 freshwater waters and the plankton
area was in level of mild contamination with water community
quality is quite good.

Planning phase bibliography. The results of the design of the

This teaching material consists of three issue-based teaching materials include the
parts, namely introduction, content, and cover. cover, instructions on the use of teaching
The introduction contains the title page, the materials, table of contents, concept maps,
preface, the table of contents, the instruction materials, summaries, tests, answer keys,
manual, the concept map and the learning feedback, and bibliography (Prabowo,
objectives. The content consists of four sub- Nurmiyati, & Maridi, 2016). The design of
subjects, namely the plankton community in teaching materials has been adapted to the
freshwater, physical and chemical factors that curriculum and material concepts that have
affect the life of the plankton in the water, been established at the definition stage.
plankton as a bioindicator of water quality, and
relationship with the plankton community as Development phase
well as equipped with problem columns. Results of feasibility the teaching materials
The cover section contains a summary of The teaching materials were validated by the
questions, evaluations, answer keys, and validator include aspects of feasibility,

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appearance, and language. This is similar to the Based on Table 4., it can be seen that the
research undertaken by Miharja et al., (2015) score obtained from a material expert was 35
who developed the teaching materials judged on with an average score as high as 4.37 and the
the content feasibility aspect, appearance and percentage was 87%. This value is included in
language. the “valid/without revision” category. The
Assessment of feasibility of issue-based teaching materials were validated by the
teaching materials on plankton as bio-indicator validator include aspects of feasibility,
materials using a modified textbook assessment appearance, and language. The score from the
instrument. Recapitulation of validation issue- second validator as high as 63 with an average
based teaching materials by validators is of 4.5 and the percentage was 84%.
presented in Table 4.

Table 4. Results materials assessment by validator

Acquisition Average
No. Validator Component % Criteria
scores Score***
Valid/without
1 Content expert Content 35* 4.37 87.5
revision
(feasibility,
Learning media Valid/without
2 appearance, and 63** 4.50 84.0
expert 1 revision
language)
(feasibility,
Learning media Valid/without
3 appearance, and 51** 3.64 68.0
expert 2 revision
language)
Valid/without
Average Overall 4.17 79.83
revision
Note: *maximum score = 40; **maximum score = 75;*** Score Range ≥ 1.00 - 5.00

The score obtained from the third validator Based on Table 5., the average score
was 51 with an average of 3.64 and percentage responses from 20 students in content was
score was 68%. The second and third validator 74.13%, the appearance was 81.08%, language
values are included in the “valid/without was 82.6%, and the utility was 84.6%, with an
revision” category. The overall average score average score as high as 80,64%. This score is
from three validators as high as 4.17 with the included in “good” category, so the teaching
category valid/without revision (79,83%). Thus, material that has been developed is no need to
it can be conclude that the teaching materials be revised.
appropriate with the ASP, so each indicator is
precise and measurable. Influence of issue-based teaching material on
student learning outcomes
Results of student responses to teaching The pilot test to examine the effect of issue-
materials based teaching material on students’ learning
The student responses are consisting of four outcomes conducted with as many as 20
aspects covering the content, appearance, students of the Indonesia University of
language, and utility. The responses are Education, majoring in Biology Education. The
presented in Table 5. process of testing conducted through direct
learning activities as listed in the Events Unit
Table 5. Summary of student’s responses on issue Class (EUC) that has been designed. The pilot
based teaching materials test results indicate an increase in learning
Average outcomes after the implementation of issue-
No. Aspects Score Category based teaching materials in learning, presented
(%) in Table 6.
1 Content 74.13 Good
2 Appearance 81.08 Very good Table 6. The average of pretest, posttest, and N-gain
3 Language 82.60 Very good of students
4 Utility 84.60 Very good Pretest Posttest N-Gain
Average 80.64 Very good 60.00 86.00 0.64

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Based on Table 6, the average students’ the student's learning outcomes after issue-
learning outcomes score before the based teaching material implementation was
implementation of issue-based teaching higher than the students’ learning outcomes
material was 60.00 and after the before teaching material implementation. This
implementation was 86.00, whereas N-gain that is in accordance with opinion from Erwanto &
was obtained as high as 0.64. From the result, Santos (2016) who said through problem-based
students’ learning outcomes have improved and learning (issue-based learning is one of
based on N-gain, the improvement was in the problem-based learning variant), student is
medium category. conditioned to be actively involved in
The data were analyzed using the understanding the problems presented,
independent t-test. The result of the test is exploring facts and planning for completion,
presented in Table 7. After that, based on the discussing group work, independent learning by
result of the independent t-test that can be seen doing guesswork, testing answers and
in Table 7, t value that was obtained as high as summarizing the work, presenting the work,
18.606 with p-value = 0.000. Therefore the null and reviewing the work.
hypothesis was rejected and it can be concluded

Table 7. The result of independent t-test on the data of students’ learning outcomes
Paired Differences
95% Confidence Sig. (2-
Std. Std. Error t df
Mean Interval tailed)
Deviation Mean
Lower Upper
Pretest-
-26.00 6.249 1.397 -28.925 -23.075 -18.606 19 0.000
posttest

The result of this study is in accordance with All aspects of problem solving skills have been
Aji, Hudha, and Rismawati (2017) who improving due to the implementation of
informed that teaching materials can bridge, teaching material that has been developed in
even combine experiences and learners' this study. During pretest, the categories of
knowledge, simple teaching materials can be student’s problem-solving skills in each skill
formulated as anything that can facilitate the were categorized as good. After the learning
participants educated in an effort to obtain some process, those aspects have increased to be
information, knowledge, experience, and skills “good” and “very good” category. This is
in teaching and learning process. This research supported by Diani (2015) that informed the
is also supported by Miharja (2015) that issue-based instruction model is a
informed the students were easy to understand constructivist-based learning model that
the material by using problem-based teaching accommodates learners' involvement in
materials because of increasing students' authentic learning and problem-solving. This
interest through the "Problem Column" which is result is similar to the results of the study of
inserted, so the students feel not bored with the Anista, Ibrohim, and Suwono (2016) that
material presented. reported there was an increase in students'
The problem-solving skills data that were critical thinking ability and problem-solving.
obtained in this study can be seen in Table 8.

Table 8. Percentage of problem-solving skills

No. Aspect PSS Pretest Category Postest Category
1 Formulating problems 50.80 Enough 81.40 Good
2 Creating hypotheses 51.90 Enough 81.10 Very good
3 Testing hypotheses 54.00 Enough 80.00 Good
4 Formulating conclusions 58.09 Enough 82.45 Very good
5 Implementing conclusions 45.00 Enough 79.10 Very good
Average 52.12 80.81

In the 21st-century, one of the roles of 2013), communication skills (Buku, Mite,
biology learning is to empower students’ Fauzi, Widiansyah, & Anugerah, 2015; Huang
thinking skills (Magsino, 2014; Mcfarlane, et al., 2010; Talat & Chaudhry, 2014), and

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metacognitive skills (Fauzi, 2013; Ramadani, CONCLUSION

Fauzi, Sukmawati, & Corebima, 2015; Tanner,
2012). However, these goals will not be Issue-based teaching materials have been
achieved if students have difficulty developed. Based on validation result by
understanding the concepts they are learning. content expert and media expert, the teaching
Not only understand the concepts, the students material was valid and can implement without
but also hopefully store their concepts in long- revision. The validation results are in line with
term memory, so they have a good retention on the student’s response. After that, the
those concepts (Sukmawati, Ramadani, Fauzi, implementation of the teaching material on
& Corebima, 2015). Thus, the improving student could improve students’ learning
learning outcomes are one goal that should not outcome, both in the aspect of mastery the
be forgotten by educators until today (Fauzi, concepts and problem-solving skills. However,
2013; Husamah & Pantiwati, 2014; Ramadani the use of issue-based teaching materials takes a
et al., 2015). Therefore, one way to optimize the long time. Therefore, it is necessary to study the
learning process is by improving students’ time planning at the beginning of the semester
learning outcomes. before the learning begins so that the
Based on the result from this study, the implementation process can running well.
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