ANALISIS KEMUNCULAN KETERAMPILAN SPESIFIK LAB MIKROBIOLOGI MELALUI PEMBELAJARAN MIKROBIOLOGI BERBASIS PROYEK INKUIRI “MINI-RISET” MAHASISWA BIOLOGI
Abstract
ABSTRAK
Telah dilakukan penelitian untuk menganalisis kemunculan keterampilan laboratorium mikrobiologi melalui program pembelajaran mikrobiologi berbasis proyek inkuiri (P2MBPI) mini-riset. Penelitian melibatkan sejumlah mahasiswa semester IV Program Studi Biologi di salah satu LPTK Negeri di kota Bandung (n=33), yang mengikuti perkuliahan mikrobiologi. Program pembelajaran dirancang dalam setting laboratorium berbasis proyek inkuiri kelompok (free inquiry labs). Data penelitian dijaring melalui laporan mini-riset, presentasi oral dan poster serta wawancara. Hasil penelitian menunjukkan bahwa P2MBPI mini-riset setiap kelompok memberikan kontribusi terhadap kemunculan keterampilan laboratorium mikrobiologi yang cukup beragam. Hal ini selaras dengan tahapan proyek mulai dari pemilihan masalah dan topik mini-riset, sampai pengambilan keputusan proyek yang dilaksanakan oleh kelompok. Secara umum ruang lingkup topik proyek mini-riset mencakup empat bidang, yaitu mikrobiologi pertanian (tanah), mikrobiologi lingkungan (air), mikrobiologi kesehatan, dan mikrobiologi pangan. Hasil analisis kemunculan jenis keterampilan spesifik lab mikrobiologi dari laporan, presentasi oral, dan poster, serta wawancara menunjukkan bahwa sebagian besar kelompok menunjukkan persentase kemunculan jenis keterampilan yang tinggi (100)%), yaitu pada keterampilan bekerja aseptik, keterampilan mengisolasi mikroba, sterilisasi, dan menggunakan mikroskop. Kemunculan jenis keterampilan dengan persentase sedang (75%) pada keterampilan identifikasi dan kultivasi mikroorganisme. Selanjutnya berdasarkan hasil wawancara mendalam pada 7 orang mahasiswa, menyatakan bahwa program pembelajaran mikrobiologi berbasis proyek inkuiri mini-riset ini juga sangat berarti, disamping mendapatkan keterampilan lab mikrobiologi, juga dapat membekali keterampilan meneliti (research skill) mahasiswa biologi. Dengan demikian P2MBPI mini-riset ini, perlu terus dikembangkan karena memberikan konstribusi yang berarti dalam membekali mahasiswa calon ilmuwan biologi bekerja di laboratorium dan melakukan penelitian biologi.
ABSTRACT
Emergence of specific laboratory skills in microbiology through inquiry-based project “mini-research” has been analysed. The analysis involved the 4th semester university students of Biological Study Program (n = 33), who were attended the microbiology course. Course program was designed in a group free inquiry laboratory setting. The research data was collected through a mini-research reports, oral and poster presentations and in depht-interview. The results showed that the inquiry project of each group identified give diverse contribution to their microbiology laboratory skills. This is consistent with the stages of the project ranging from selection problems and mini-research topics to the decision making of projects undertaken by the group. In general, scope of the topic of a mini-research project covered four areas,as follow, agriculture, environmental, medical, and food microbiology. Moreover, the results of data also indicated that most groups showed occurrence percentage of high skill (100)%) on aseptic work skills, microbes isolation, sterilization, and operating a microscope, whereas skills on identification and cultivation of microorganisms exhibited moderate percentage (75%). However, low percentage (37.5%) of laboratory skills were on inoculation and enumeration of microorganisms. Furthermore, based on the interviews, students argued that the microbiology project-based learning program was meaningful to improve not only the laboratory skills, but also biological research skills for biology students. Thus, the mini-research project should be developed in the class for providing biological students work in laboratories and conduct the microbiological research.
Keywords
Full Text:
PDFReferences
Blumenfeld, Phyllis C., Soloway, E.; Marx,R.W.; Krajcik,J.S (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, Vol 26(3-4), Sum-Fal 1991, 369-398.
Dewey, J. (1938). Experience and education. Macmillan Companny. Terjemahan oleh Pontoh I. PT Indonesia Publishing.
Donnell, CM, O’Connor C, and Seery M.K,.(2007). Developing practical Chemistry Skills by Means of studentdriven Problem Based learning miniprojects. Chemistry education research and practice . 8:130-139
Gaer, S. (1998). Less Teaching and More Learning Turning from traditional methods to project-based instruction, the author found that her students learned more. Focus on Basic Connecting Research & Practice.Tersedia dalam http://www.ncsall.net
Gall, M., Gall J.P, Borg, (2003). Educational Research an Introduction. New York: Pearson Eduation inc.
Kanter,D.E, (2009). Doing the Project and LearningThe Content: Designing Project-Based Science Curricula for Meaningful Understanding . Science education 94:525-551
Kanter,D.E,.& Konstantopoulus,S. (2010). The Impact Of A Project-Based Science Curriculum On Minority Student Achievment, Attitudes And Carreers:The Effect Of Teacher Content And PCK And Inquiry-Based Practice. Science education 94: 855-887
Krajcik, J. S., Czeniak, C., & Berger, C. (1998). Teaching Children Science: A project-based approach. Boston: McGraw-Hill College.
Mergendoller & Thomas, (2009). Managing Project Based Learning: Principles from the Field.
McNeal. A.P & D’Avanzo. C.(1996). Student active science, models of innovation college science teaching.Saunder college publishing.
National Research Council. (1996), National Science Education Standards, Washington DC : National Academy Press
National Science Teacher Association (1998). Standar for Science Teacher Preparation, Washington, DC: NSTA and AETS
The George Lucas Educational Foundation .(2005). Instructional Module Project Based Learning. Tersedia http://www.edutopia.org/modules/PBL/whatpbl.php
Thomas, J.W. (2000). A Review of Research on Project-Based Learning. California: The Autodesk Foundation. Available on: http://www.autodesk.com/foundation.
Wenning, C.J. (2011). The Levels of Inquiry Model of Science Teaching. J. Phys. Tchr. Educ. Online, 6(2).
DOI: https://doi.org/10.18269/jpmipa.v17i1.36052
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pengajaran MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JPMIPA http://ejournal.upi.edu/index.php/jpmipa/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching
All rights reserverd. pISSN 1412-0917 eISSN 2443-3616
Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)
View JPMIPA Stats