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The Development of a Microbiology Digital Handout Based on an Experimental Research to Improve Critical Thinking Skills

1Khusnul Khotimah, 2Utami Sri Hastuti, 3Ibrohim, Suhadi

1 Biology Education Graduate Program, FMIPA State University of Malang, Malang, 65145, Indonesia

2,3,4 Department of Biology FMIPA, State University of Malang, Malang, 65145, Indonesia

Corresponding Email : [email protected] ABSTRACT

The present study aimed to produce a valid, practical, and effective microbiology digital handout teaching material based on the results of an experimental research to improve students’ critical thinking skills. This research was carried out in two stages, i.e. laboratory experimental research and development research. The experimental research was carried out in the microbiology laboratory of the Faculty of Mathematics and Natural Sciences, State University of Malang, while the implementation of the teaching material was carried out in Agricultural Industry Technology Study Program of the Faculty of Agriculture, University of Tribhuwana Tunggadewi Malang. The development research adopted ADDIE learning model and employed 2 classes, i.e.

control and experimental classes. Both classes used problem-based learning (PBL) model, and the digital handout was given to the experimental class only, not to the control. The results of this research indicate that there was a difference in improving critical thinking skills between the two classes. The skills were found higher in the experimental class than the control. The mean N-gain score of the control class was 59%, while the experimental class 85%. Based on the independent sample test, the sig. (2-tailed) value was 0.000 < 0.05, indicating that there was a difference between the experimental and the control classes. Therefore, the microbiology digital handout developed based on the results of an experimental research was found effective to improve students’ critical thinking skills.

Keywords:

Critical thinking; Digital handout; Microbiology

Introduction

Education plays an important role in making a well-educated nation. However, the fact is, Indonesians still have relatively low-level of education. One of the reasons is students relatively have low level of critical thinking skills as proven by several research finding out that university students in Indonesia only get 13–16% critical thinking skills scores in average for each indicator (Anugraheni, 2019; Astuti, 2016; Kirana & Kusairi, 2019; Wiyoko, 2019). According to the 21st Century Partnership Learning Framework, critical thinking skill is a must-mastered competency for university students as this skill can guide them to have an expertise or skills in certain fields.

In addition, critical thinking skill is also found to be able to train students to habituate themselves to think scientifically to solve problems in their daily lives (Caceres., Nussbaum., Ortiz. 2020).

One of the problems encountered daily in East Kalimantan Province, Indonesia, is the damage to jack plants (Mangifera caesia) caused by pathogenic mold infections. In general, students are often aware of plant diseases caused by pathogenic mold infections. However, they do not really understand how to control the mold infecting the plants in an environmentally-friendly manner.

As such, it is important to improve students’ learning method on biology subject to train the them to be able to think critically. Students are usually only aware of one method to control such pathogenic mold, i.e. using synthetic fungicide as commonly practiced by the communities in general. As the residues are spread to the surrounding environments, this method has negative impacts on soil, microbes, and human health (Fournier et al., 2020; Santísima-Trinidad, 2018;

Tao., 2020). Based on this rationale, it is necessary to consider using environmentally-friendly biological fungicides. One of the alternatives to replace synthetic fungicides is using antagonistic molds to biologically control the pathogenic molds infecting plants. Antagonistic molds have the

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Trichoderma and Aspergillus (Tian et al., 2020; Alfiky 2019; Zhi-xiang 2020; Adnan 2019; El- debaiky 2017). Antagonistic molds have different abilities in inhibiting the growth of pathogenic molds. To determine the level of inhibition, an in vitro test must be carried out in a laboratory.

The results of the test later on can be presented in a practical and effective digital handout as a teaching material to improve students’ critical thinking skills.

In general, teachers in Indonesia use printed handouts as teaching materials that are designed without complementary teaching videos (Erlinda & Lelfita 2020; Rozalia. et al., 2018; Saputra, et al., 2020; Sari & Putri, 2020). Such handouts are not effective and practical to improve university students’ critical thinking skills. Handouts are written learning resources containing various important concepts about one of the sections of a learning material (Sanaky, 2011). The researchers intended to develop a practical and effective digital handout teaching material that can be used to improve students’ critical thinking skills. According to Nerita (2017), learning using handouts can increase student’s activities and learning achievements, particularly in biology subject. Handouts that are designed with eye-catching contents, colors, and images can motivate students to study (Shofwunnada et al., 2018; Costa 2001). The digital handout specifically designed by the researchers contained one learning material equipped with basic theories, practicum instructions with photos of the practicum activities, videos of the steps to conduct the practicum activities, structured assignments, and evaluation. The materials presented in the handout were based on the results of an experiment directly conducted by the researchers.

The implementation of the experiment-based digital handout development requires development models. For such handout development, the implementation can use problem-based learning (PBL) model. PBL is a learning model that begins with a problem as the first step to gather and integrate new knowledge. This model facilitates students to learn by solving the problems around them authentically and to integrate their interdisciplinary knowledge. Based on these rationales, this research aimed to produce a valid, practical, and effective microbiology digital handout based on the results of an experimental research. The validity of the handout corresponded with the overall content of the teaching material; the practicality with the feasibility during learning session; and effectivity with the ability to improve critical thinking skills.

Method

This research was carried out in two stages, i.e. laboratory experimental research and development research. The experimental research was carried out in the microbiology laboratory of the Faculty of Mathematics and Natural Sciences, State University of Malang. The results of the experiment were then presented as a teaching material in a digital handout form. The development research adopted ADDIE learning model by Robert Matie Branch (2009), i.e. 1) Analyze, 2) Design, 3) Develop, 4) Implement, and 5) Evaluate. The analysis step was conducted by disseminating questionnaires to students to acquire information important for students, particularly on basic theories and practicums. The design step was then arranged based on the results of the analysis step. During the development step, handout materials were prepared; the handout was subsequently validated by material expert validators and teaching material experts;

and the readability of the digital handout product was tested on respondent students. The implementation step was carried out on the students from two classes, i.e. control and experimental classes for Bioindustry Technology subject in the Faculty of Agriculture, University of Tribhuwana Tunggadewi Malang. The evaluation step was carried out on each step. After the prerequisite normality and homogeneity tests were carried out, the obtained data were then analyzed using independent sample test. See Table 1 for the research implementation design.

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Table 1. Research implementation design Note:

X1 : Learning using PBL model without the developed digital handout X2 : Learning using PBL model with the developed digital handout P1, P3 : Pre-test prior to the treatment

P2, P4 : Post-test after the treatment

Results

The research produced a microbiology digital handout as a teaching material entitled “Test on the Antagonism Level between Antagonistic and Pathogenic Molds on Plant Mangıfera caesia Jack”. The handout was prepared and developed using software Microsoft Word 2016 and finalized using Flip PDF Builder. See Table 2 for the content of the digital handout developed in this research, the link https://online.flipbuilder.com/ggrc/xsgx/ for the display of the handout, or Figure 1 for the snippets.

Table 2. The content of the digital handout Handout Content Notes

Opening Section Cover, Foreword, Table of Content, List of Figures Main Section CHAPTER I INTRODUCTION

A. Learning Outcomes B. Learning Objectives C. Instruction

CHAPTER II SUPPORTING THEORIES A. Jack Plant (Mangifera caesia) B. Pathogenic Molds on Jack Plant C. Antagonistic Mold Trichoderma sp.

D. Antagonism Level between Antagonistic and Pathogenic Molds on Plant Mangifera caesia E. Antagonism Mechanism between

Antagonistic and Pathogenic Molds on Plant Mangifera caesia

CHAPTER III PRACTICUM ACTIVITIES 1st Practicum Activity

1st Practicum Activity Video 2nd Practicum Activity 2nd Practicum Activity Video

CHAPTER IV STRUCTURED ASSIGNMENT EVALUATION

Group Pre-test Treatment Post-test

Experiment P1 X1 P2

Control P3 X2 P4

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Closing Section Glossary, References, and Authors’ Curriculum Vitae

Figure 1. The snippets of the digital handout. Note: (a) Cover, (b) Introduction Chapter, (c) Practicum Instruction Chapter

The prepared and developed digital handout teaching material was then tested for its effectivity in improving students’ critical thinking skills. The test was carried out on 2 classes, i.e. control and experimental classes. Based on the Kolmogorov-Smirnov normality test, the significance was 0,637 > 0,05, while based on Levene’s homogeneity test, the significance was 0,231 > 0,05, indicating that the data were found to meet normal and homogeneous prerequisites. See Table 3 and 4 for the effectivity tests of the digital handout in improving critical thinking skills.

Table 3. N-gain score test

CLASS N Mean

Std.

Deviation

Std. Error Mean

Critical thinking skills

Control

24 59.3276 11.5198 2.35148

Experimental 24 84.9766 8.72158 1.78028

a c

b

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Table 4. Independent Sample T-Test

Variabel Class Rata Rata + SD Selisih Rata

Rata P value

Critical thinking skills Control 59,33 + 11,51

-25,65 0,000

Experimental 84,98 + 8,72

Based on the tables above, the N-gain score for the control class was 59,33%, while the experimental class 84,98%. The value from the subsequent independent sample test was 0.00 <

0.05. These results indicate that there was a difference between the control class that used PBL model without the digital handout and the experimental class that used PBL model with the digital handout.

Discussion

The digital handout teaching material that was developed based on a laboratory experimental research was found to have a highly significant effect. As the experimental research was conducted directly by the researchers, it was factual and the researchers were able to explain to the students in a great detail during learning sessions. The significant effect was evidenced by the difference found between the control and the experimental classes. The mean N-gain score of the learning outcome of the control class was 59,33%, while the experimental class 84,98%. In addition, the result of the independent sample test showed that the sig. (2-tailed) was 0.000 <

0.05. These results indicate that there was a difference between the control and the experimental classes in improving critical thinking skills where the experimental class was found to have higher critical thinking skills than the control. Based on these results, the development of the microbiology digital handout based on an experimental research was found effective in improving students’ critical thinking skills. This was due to the developed digital handout’s positive aspects, among others (a) the theories presented in the handout were the results of the experimental research carried out in the laboratory, (b) the display was designed to be eye- catching with the complementary distinct images and videos of practicum activities, and (c) the materials were provided in a digital handout form, making it easier for the students to read and study anywhere. Textbook materials developed based on experimental research are more effective to be used in learning as they are more applicative and have a novelty, making it easier for students to understand concepts (Permin & Pernita 2012; Ulin et al., 2012). In addition, the results of this research were also in line with Nerita et al. (2017) who stated that learning using PBL model can improve students’ critical thinking skills. Warnock & Mohammadi-Aragh (2016) also found out that applying PBL model into students’ learning for one semester can improve their skills in solving problems and independent learning. Seyhan (2016) stated that the objectives of applying PBL model are to build broader and more flexible foundations of knowledge, to develop skills in solving problems, and to become an effective collaborator.

Conclusion

A microbiology digital handout based on an experimental research was successfully developed.

Based on the results of this research, the handout was found to be able to improve students’

critical thinking skills with the mean N-gain score 59,33% for the control class and 84,98% for the experimental class. Based on the result of the independent sample test, the sig. (2-tailed)

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control classes. Therefore, the microbiology digital handout based on the results of an experimental research was found effective to improve students’ critical thinking skills.

Acknowledgment

I would like to thank to the promotors and co-promotors who have given a great guidance, and to the course lecturer of Bio Industrial Technology of Agricultural Industrial Technology Program of UNITRI, who have give me an opportunity to conduct my research implementation in this college. Next, I would like to thank to the Ministry of Research and Technology of the Republic of Indonesia who has offered me a doctoral dissertation research funding assistance through the college which was managed by the Directorate of Research and Community Service, so this research could be carried out and accomplished.

References

[1] Adnan, M.m., Islam, M., Shabbir., Khan, K.A., Ghramh, H.A., Huang, Z., Chen, H.Y.H., & Lu, G. (2019). Plant defense against fungal pathogens by antagonistic fungi with Trichoderma in focus. Microbial Pathoenesis, 129, 7-18.

[2] Alfiky, A. (2019). Effects of ultraviolet irradiation on the in vitro antagonistic potential of Trichoderma spp. against soil-borne fungal pathogens. Heliyon, 5, 1-7.

[3] Anugraheni, I. (2019). Analisis Kemampuan Berpikir Kritis Mahasiswa Dalam Menyelesaikan Permasalahan Bilangan Bulat Berbasis Media Realistik. Jurnal Pendidikan dan Kebudayaan, 9 (3), 276-283.

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[5] Caceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: A teacher’sperspective. Thinking Skills and Creativity, 37, 1-18.

[6] Costa, M J. (2001). Using the separation of poster handouts into sections to develop student skills. Biochemistry and Molecular Biology Education, 29, 98–100.

[7] El-Debaiky, S.A. (2017). Antagonistic Studies And Hyphal Interactions Of The New Antagonist Aspergillus piperis Against Some Phytopathogenic Fungi In Vitro In Comparison With Trichoderma harzianum. Microbial Pathogenesis, 113, 135-143.

[8] Warnock, J. N., & Mohammadi-Aragh, M. J. (2016). Case study: use of problem-based learning to develop students' technical and professional skills. European Journal of Engineering Education, 41 (2), 142-153.

[9] Erlinda, N. (2020). Pengembangan Handout Sains Teknologi Masyarakat (STM) di SMA 1 Negeri Enam Lingkung Padang Pariaman. Jurnal Pendidikan dan Pembelajaran,1 (1), 151-160.

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[11] Kirana, I. E., & Kusairi, S. (2019). Profil Kemampuan Berpikir Kritis Mahasiswa Program Studi Pendidikan Ipa dalam Kasus Grafik Kkinematika Satu Dimensi. Jurnal Pendidikan, 4 (3), 363-368.

[12] Nerita, S., Maezeli, A., & Afza, A. (2017). Student Analysis of Handout Development based on Guided Discovery Method in Process Evaluation and Learning Outcomes of Biology. Journal of Physics, 895, 1-4.

[13] Nuha, U., Amin, M., & Lestari, U. (2016). Pengembangan Buku Ajar Berbasis Penelitian Evolusi dan Filogenik Molekuler Untuk Matakuliah Evlusi di Universitas Jember. Jurnal Pendidikan, 1 (9), 1791-1796.

[14] Parmin., & Peniati, E. (2012). Pengembangan Modul Matakuliah Strategi Belajar Mengajar IPA Berbasis Hasil Penelitian Pembelajaran. Jurnal Pendidikan IPA Indonesia, 1 (1), 8 – 15.

[15] Polat1, O., & Aydın, E. (2020). The Effect of Mind Mapping on Young Children’s Critical Thinking Skills. Thinking Skills and Creativity, 38, 1-17.

[16] Rozalia, A., Kasrina., Ansor, I. (2018). Pengembangan Handout Biologi Materi Keanekaragaman Hayati Untuk SMA Kelas X. Jurnal Pendidikan dan Pembelajaran, 2, 44-51.

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A., & Ros, M. (2018). Impact of foliar fungicides on target and non-target soil microbial communities in cucumber crops. Ecotoxicology and Environmental Safety, 166, 78-85.

[18] Saputra, M., Hastuti, U. S., & Gofur, A. (2020). Pengembangan Handout BerbasisPenelitian Uji Daya Antibakteri Ekstrak Daun dan Kulit Batang Mahoni (Swietenia mahagoni). Bioscientist Jurnal Ilmiah Biologi, 8 (2), 180-186.

[19] Sari, S. A., & Putri, S. N. (2020). Pengembangan Handout Materi Sistem Koloid Berbasis Guided Note Taking untuk Meningkatkan Hasil Belajar dan Respon Siswa Kelas XI SMA. JIPI, 4 (1), 41-59.

[20] Seyhan, H. G. (2016). The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory. Higher Education Studies, 6 (4), 100-118.

[21] Shofwunnada., Nirwana, R. R., & Hakim, F. (2018). The Development of Chemistry Handout Based On Unity of Sciences Principles for The Chapter of Acid Base Materials. Science Education Journal, 7 (1), 69-75.

[22] Tao, H., Bao, Z., Jin, C., Miao W., Fu Z., & Jin Y. (2020). Toxic effects and mechanisms of three commonly used fungicides on the human colon adenocarcinoma cell line Caco-2. Environmental Pollution, 263, 1-11.

[23] Tian, Y., Yu, D., Liu, N., Tang, Y., Yan, Z., & Wu A. (2020). Confrontation assays and mycotoxin treatment reveal antagonistic activities of Trichoderma and the fate of Fusarium mycotoxins in microbial interaction. Environmental Pollution, 267, 1-11 [24] Wiyoko, T. (2019). Analisis Profil Kemampuan Berpikir Kritis Mahasiswa PGSD

Dengan Graded Response Models Pada Pembelajaran IPA. Indonesian J. Integr. Sci.

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Wei S., & Jie C. (2020). Screening of antagonistic Trichoderma strains and their application for controlling stalk rot in maize. Journal of Integrative Agriculture, 19 (1), 145-152.

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