ENHANCHING OF STUDENT SCIENCE LITERACY AT PROTISTS TOPIC BY ENHANCHING INQUIRY APPROACH BASED LESSON STUDY

Agus Muji Santoso, Elly Setyowati, Mumun Nurmilawati, Sulistiono Nusantara PGRI Kediri of University Kediri, 76 K.H. Achmad Dahlan St, East Java, 64111 email: agusmujisantoso@gmail.com

ABSTRACT Science learning will be given meaningful to the students if it be found by intensive process by student. Based on previous study, the teachers were done protists topic by conventional practice and paper oriented only, because there were teachers ability limitations. Lesson study has used to solve this issue. This research was aimed to know the implementation of the improvement inquiry learning based on scientific method. The improvement of assessment instrument was done not only paper oriented but also to student ability when they were doing observation. This research started January-February 2011 at one of Kediri private senior high school and lesson study was done at three cycles. Data were analyzed by descriptive. The findings of this research from 1st step up to 3rd lesson study step shown that the student ability to: (1) formulate the problem and hypothesis tended to increase (59%, 88%, 87%); (2) design the experiment tended to increase (63%, 84%, 90%); (3) do the experiment (how to use and prepare the tools and the materials correctly) tended to increase (65%, 88%, 97%); (4) arrange the paper based on their observation tended to increase (60%, 91%, 96%). Key words: student science literacy, protist topic, inquiry, lesson study INTRODUCTION Today, there is strategic issue in education i.e. how to enhance and to keep teacher professional (Moore, 2000; Stainer, 1997) included how to keep the Biology teacher professional in private senior high school. Most of the teachers in private senior high school have a little occasion to improve their ability in leaching and learning. Beside that occasion to keep their professional had been main problem in school limitation, such us the teaching and learning facilities and the special community to improve the teacher ability as the professional worker. Lesson study is one of the teaching cooperation between teachers to teachers that accommodate teachers potential (Susilo, 2010; Santoso et al, 2011). Lesson study can be used to enhance teaching and learning ability (Hendayana, 2010; Susilo, 2010; Cerbin and Kopp, 2006). There are a lot of finding by previous study showed that lesson study can improve the quality teaching and learning on the class (Cerbin and Kopp, 2006). Protist topic is one of basic science that speaking about the kind, characteristics, and their use full to our life. In senior high school, the teachers were done this topic

conventionally. Most of teachers always do assessment about this topic by paper oriented i.e. using the final report of student experiment and using multiple choice or/ and essay test to the student. This is supported previous study by Khan et al. (2011) that most of the teaching and learning process will be done by conventionally if there are many support capacity to do it. Those method that used by teachers is not enough to support the student science literacy. Most of the teacher said that there were teacher and school limitation if they would like to improve their teaching and learning. For examples are limitation the material and tools laboratory, teachers have time limitation, most of the students in private senior high school have low motivation to study. A teaching and learning process by teacher should integrate (Nola and Gurol, 2005; Stainer, 1997) and accommodate the characteristic subject (topic that will be given to the student), student, support capacity of school (Gough, 2003), and local excellence (Santoso et al, 2011). Inquiry approach can be used by teachers to help the student get their competences standard (Wenning, 2011; Mao and Chang, 1993). The basic of inquiry approach implementation can be done by improving the lesson plan (Khan et al, 2011; Mao and Chang, 1993) by accommodate their potential (Nola and Gurol, 2005), such us local material as local excellence (Santoso et al, 2011). Lesson study is suitable way to help the teachers who would like to improve their teaching and learning process by using inquiry approach in order to keep their competences. According to the laws of teacher and lecturer of Republic Indonesia, the teacher is professional worker who should full fill some specific requirements or competences (pedagogy, professional, social, and personality competence) (Susilo, 2010; Hendayana, 2010). Most of the teacher who wants to enhance their competence will have some obstacles (Khan et al, 2011). That obstacle is limitation of teaching time in particularly who wants to get certificate program. This condition can not to support the teacher optimally, especially who wants to improve teaching and learning ability by collaborative to the other teachers. The real impact is the teacher who got the certificate program has not enough time to improve their competence optimally. Based on that description, this study was aimed to know the impact of enhancing inquiry approach to protist topic by using lesson study as one of strategy to keep the teacher competences in limitation of capacity is interesting to investigate by comprehensive. METHOD This research was started January-February 2011 at one of Kediri private senior high school and lesson study was done at three cycles. Plan step was done by three Biology

teachers to prepare the learning instruments based protist topic, such us improving the instrument to observe and measure students abilities. Method model that used in this research followed steps scientific method, such us how to compile problems and hypothesis until how to present the findings. The design improvement consist of how ability of student to formulate the problem and hypothesis (called the first evaluation or EV1); design the experiment (called the second evaluation or EV2); do the experiment (how to use and prepare the tools and the materials correctly) (called the third evaluation or EV3); and arrange the paper based on their observation (called the fourth evaluation or EV4). Do steps was done by a teacher model and the others have been being the observer. How the students using the material and tools laboratory correctly being focus of observer. At the first cycle, the teachers agree to use protist like plant (algae) as main topic. At the second and third cycle will be used protist like animal (protozoan) and protist like fungal as basic topic. Every topic will be done by using lesson study and will be hold the kind four evaluations as well as mentioned previously. Reflection was done by team to discuss the findings for they were observing their student to each cycle for three times. Data were analyzed by descriptive (using percentage) to know the impact of inquiry approach was used. The scope of inquiry approach that was enhanced by lesson study is focused in process of science literacy. RESULT AND DISCUSSION In order to improving the instrument, lesson study team was done plan step to compile some preparation such us lesson plan, including the specific criteria that will be used to measure abilities students. Some the important things that should be considered to compile those instrument were topic characteristic and the instrument which will be used by student to design their research. Included ability to choose and use local material in their design research. Based on the graph, this research showed that first evaluation (EV1) (to evaluate students abilities to formulate problem and hypothesis) tended to increase. At the first lesson study cycle, mastering learning (in percentage) of this evaluation was 59% (wellmarked blue). Furthermore, it is increased up to 83% (red) and 87% (green) for second and third lesson study cycles. This finding was interesting to discuss. When the students were trying to formulate problem and hypothesis, most of them will be found many difficult things. For example how to arrange problem sentence although their teacher has given the righ example. According the observer and model teacher notes, most of them were confused

how to formulate a good problem. This can be caused it is first time experience for the students who at grade 10 in senior high school. According student paper report, the students were decided their problem sentence experiment by not using interrogative sentences. Based on problem and hypothesis sentence which had made by students showed (firstly) there was no correlation between one variable and to the other variables. Secondly, the problem and hypothesis that made can not identified the kind variable clearly. After the teacher model give the true answer and how to make a good problem and hypothesis, the student has a great motivation and has a good opportunity to look for the aspects that were be wrong. This condition has been being support to the student to try on and on to formulate problem and hypothesis for the next meeting. This research was showed that mastering learning to the first evaluation tended increasing in the next cycle. The student ability to design their experiment (EV2) at the first cycle was 63% (wellmarked blue). The completeness of this ability was increased in second and third cycle up to 84% (red) and 90% (green). The finding in this evaluation was showed that most of their procedure was not compiled correctly at first time. For examples: (1) they were written focusing method of microscope after taking specimen from local material, (2) the students still not using local material when they compiled their experiment design. The impact most of the material which student needed should be bought. This is not suitable with one of local excellence that has accommodated by the team of lesson study who had improved inquiry approach. The third evaluation (EV3) showed that the student ability to do their experiment tended increase from 65%, up to 88%, and up to 97% for they were doing three cycles. At first time, the students never looking their design experiment when they were doing experiment. This condition made learning and teaching process more crowded. Most of them were confused what they should do at first time if they would like to do experiment although they have experiment guidance as the result of their duties. For example there was student who take object glass and take sample of Spyrogira sp then observe it by using microscope before set up (prepare his microscope before). He was done like it although he has right experiment guidance as his duties. The number of student who was done like it up to 60% at the first lesson study. This issue was solved in the second and third cycle by giving the true instruction to all of student. When the class was doing lesson study at protist topic for three times, the student ability to arrange the paper based on their finding for were doing experiment (EV4) tended increase. This condition has proved that their ability from the first cycle was 60%. This

completeness was increased up to 91% (for second cycle) and 96% (for third cycle). This means that the student ability to arrange their report can be enhanced by lesson study continuously. Based on observer notes showed that at fist time (first cycle), most of students did not recorded their experiment result by manual (drawing in their book or by digital camera), such us the picture of Spirogyra sp, Euglena viridis, and the other of protist like animal or fungal members. So, they will choose to take the good protist picture from internet or from their reference books than using original picture based on their experiment. They are not confident with their experiment result. This issue will be serious problem. The students will be unconfident leaner (Sobur, 2003). This condition needs intensive and a great guidance continuously by a teacher (Staver, 2007). The teacher should be able to give brightness about the characteristics of scientific method. Based on the graph, the completeness pattern (from EV1 until EV4) for three cycles of lesson study is interesting. The percentage of EV1 (the student ability to formulate problem and hypothesis) at first cycle lesson study is comparable with the student ability to design their experiment (EV2). Then ability to design their experiment will given linear impact to the student when they were doing experiment (EV3). The result in report paper will describe the student ability to do their experiment, if they are prepare and do the procedure carefully they will got optimum result in their paper. In order to increase their achievement, the students were using the previous report to help them to arrange the next duties (Khan, 2011; Nola and Gurol, 2005) and most of this issue will be found in the teaching and learning that using inquiry approach (Mao and Chang, 1993). According the observer notes, the students used the first report paper which has correction by the model teacher to arrange: problem and hypothesis, design experiment, do experiment correctly, until arrange report paper to present their result experiment. This way can help students to enhance their competence in protist topic. According Khan et al (2011) that improvement of lesson study will be support to enhance student mastering to the topic learning. When the teachers were doing at first cycle there were many addition that should be discuss (Susilo, 2010) and solved quickly. This is has showed in this research. When the teacher find the standard mastering of the first until fourth evaluation was not good, the teacher can solve it collaborative (Cerbin, 2006). May will consuming time (Cerbin, 2006), but if knowing the factor they will do it sooner, so that can help student to get achievement (Halloun, 2006; Johnson, 2002).

120% 100% 80% Percentage 60% 40% 20% 0% EV 1 EV 2 EV 3 EV 4 LS I LS II LS III

Kind of Evaluation

Fig. 1. Completeness of each evaluation (EV1, EV2, EV3, and EV4) in first until third cycle of lesson study. CONCLUTION Based on this research can be concluded that the student literacy about protist topic can be enhanced by using lesson study. This was proved that student ability to formulate the problem and hypothesis, design the experiment, do the experiment (how to use and prepare the tools and the materials correctly), and arrange the paper based on their observation tended to increase from first step until third step of lesson study. One of the advise note, it is better if the instrument that used by Biology lesson study team should be improved, specially about the limitation or score range. It is has important value in order to increase of their view (model teacher and observer) when they were doing assessment to their students. BIBLIOGRAPHY Cerbin, W and Kopp, B. 2006. Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education. Vol 18 (3), p. 250-257. Elliot, et al. 1999. Educational Psychology: Effective Teaching, Effective Learning. New York: McGraw-Hill. Gough, N. 2003. Thinking Globally in Environmental Education: Implications for Internationalizing Curriculum Inquiry in International Handbook of Curriculum Recearch, editor: William F. Pinar. Mahwah: New Jersery. Halloun, I.A. 2006. Modeling Theory in Science Education. Netherland: Springer.

Hendayana, S. 2010. Perkembangan Lesson Study di Indonesia: Prospek dan Tantangannya dalam Teori, Paradigma, Prinsip, dan Pendekatan Pembelajaran MIPA dalam Konteks Indonesia, editor: Hidayat et al.: Bandung: Fakultas Pendidikan MIPA Universitas Pendidikan Indonesia. Johnson, E.B. 2002. Control Teaching and learning: What It Is and Why Its Here To Study. Thousands Ooks. California: Corwin Press, inc. Khan, M.S., Husain, S., Ali, R., Majola, M.I. Ramzam, M. 2011. Effect of Inquiry Method on Achievement of Students in Chemistry of Secondary Level. International Journal of Academic Research. Vol. 3 (1). Mao, S-L and Chang, C-Y. 1993. Impact of an Inquiry Teaching Method on Earth Science Students Learning Outcomes and Attitudes at The Secondary School Level. Proc. Natl. Sci. Courc ROC (D). Vol 8 (3), 93-101. Moore, A. 2000. Teaching and Learning, Pedagogy, Curriculum, and Culture. New York: Taylor and Francis Group. Nola, R and Gurol, I. 2005. Phylosophy, Science, Education, and Culture. Netherlands: Springers. Santoso, A. M. Nurmilawati, M., Sulistiono, Setyowati, E. 2011. Model of Lesson Study Implementation In Environmental Education Based Local Excellence. Paper was presented in The 4th International Conference on Lesson Study, UPI Bandung, Indonesia, July 21-22th 2011. Sobur, A. 2003. Psikologi Umum. Bandung: Pustaka Setia. Susilo, H. 2010. Lesson Study Berbasis MGMP sebagai Sarana Pengembangan Keprofesionalan Guru. Malang: Surya Pena Gemilang. Staver, J.R. 2007. Teaching Science. International Bureau of education-United Nation educational, Scientific and Culture Organization. Steiner, R. 1997. The Essentials of Education. United State of America: Anthroposophic Press. Wenning,C.J. 2011. Scientific Inquiry in Introducing Physic Course. Journal of Physic Teacher Education. Vol 6 (summer 2011).