Difficult topics in Biology from the view point of students and teachers based on KBSM implementation

Wan Nasriha Wan Mohamed Salleh

QR Code Link :
Type :	article
Subject :	QH301 Biology
Main Author :	Wan Nasriha Wan Mohamed Salleh
Additional Authors :	Che Nidzam Che Ahmad Endang Setyaningsih
Title :	Difficult topics in Biology from the view point of students and teachers based on KBSM implementation

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris
PDF Full Text :	Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris

Biology subject is a part of the science curriculum ensuring that students can master in biology, aware of themselves and their environment, know the nature of science and biology as well as able to analyse the problems they encounter in daily life. Biology subject consists of many topics and concepts that must be comprehended by the students.However, there are several Biological topics that are considered difficult for many students. Thus, this study was carried out to identify the difficult topics in Form 4 biology from teachers' and students' perspectives. This study involved 352 students and 71 biology teachers from one of the districts in Selangor, Malaysia. The Biological Difficult Topics Questionnaire was used to assess the view on the difficulty of biology topics. Data from the questionnaire given were processed and analysed descriptively using the Statistical Package for the Social Sciences (SPSS) software. The results of this study revealed that the students have difficulty learning the topics of Nutrition, Cell Division and Chemical Composition in Cells. Meanwhile, the most three difficult topics identified by teachers were the Cell Division, Respiration and Nutrition. This shows that the Cell Division and Nutrition topics can be considered difficult by teachers and students. Based on the teachers' comments in the survey, it was found that the difficulties faced among students in learning the subject were due to the various terminologies and concepts that they could not understand. Findings provide valuable information that lead to a possible solution. The difficulties experienced by the students while learning Biology must be dealt seriously.

References

[1] Campbell, N.A. & Reece, J. B. (2005). Biology. 7th edition. United States of America: Pearson Education, Inc.

[2] Reece, J. B., Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Jackson, R. B. (2011). Campbell Biology, Ninth Edition. San Francisco: Pearson Benjamin Cummings.

[3] Oztas, H., & Oztas, F. (2016). A Formal Reasoning Ability and Misconceptions Concerning Genetic in Middle School Students. Journal of Education and Practice, 7(30), 128-130.

[4] Chin, C., & Chia, L. G. (2004). Implementing project work in biology through problem-based learning. Journal of Biological Education, 38(2), 69–75.

[5] Campbell, N. A., Reece, J. B., Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Jackson, R. B.(2018). Biology: A Global Approach. 11th Edition, Pearson Education Limited, England.

[6] Hasibuan, H., & Djulia, E. (2017). Analisis Kesulitan Belajar Siswapada Materi Virusdi Kelas X AliyahAl-Fajri Tanjungbalai tahun pembelajaran 2016/2017. Jurnal Pelita Pendidikan, 4(4), 16–24.

[7] Kementerian Pendidikan Malaysia. (2019). Laporan Analisis Keputusan Sijil Pelajaran Malaysia (SPM) Tahun 2018. In Laporan Analisis Keputusan Sijil Pelajaran Malaysia (SPM) Tahun 2018. http://lp.moe.gov.my/images/bahan/spm/2019/14032019/Laporan%20Analisis%20Keputusan%20SPM%202018%20-%20Upload.pdf

[8] Kementerian Pendidikan Malaysia. (2020). Laporan Analisis Keputusan Sijil Pelajaran Malaysia (SPM) Tahun 2019. In Laporan Analisis Keputusan Sijil Pelajaran Malaysia (SPM) Tahun 2019. https://www.moe.gov.my/muat-turun/laporan-dan-statistik/lp/3324-laporan-analisis-keputusan-spm-2019/file

[9] Gungor, S. N., & Ozkan, M. (2017). Evaluation of the concepts and subjects in Biology perceived to be difficult to learn and teach by the pre-service teachers registered in the pedagogical formation program. European Journal of Educational Research, 6(4), 495-508.

[10] Azzeme, A. M., & Yusri, I. W. (2018). Digital Board Game in Teaching and Learning of Biochemistry. Proceedings of The International University Carnival on e-Learning (IUCEL) 2018. 470-472.

[11] Ogunkola, B. J., & Samuel, D. (2011). Science Teachers' and Students' Perceived Difficult Topics in the Integrated Science Curriculum of Lower Secondary Schools in Barbados. World Journal of Education, 1(2), 17-29.

[12] Ozcan, T., Ozgur, S., Kat, A., & Elgun, S. (2014). Identifiying and comparing the degree of difficulties biology subjects by adjusting it is reasons in elemantary and secondary education. Procedia-Social and Behavioral Sciences, 116, 113-122.

[13] Buah, E., & Akuffo, A. F. (2017). The science topics perceived difficult by junior high school students at techiman north district: effects on the teaching and learning of science. Imperial Journal of Interdisciplinary Research, 3(1), 503-509.

[14] Tekkaya, C., Özkan, Ö., & Sungur, S. (2001). Biology concepts perceived as difficult by Turkish high school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21(21). 145–150.

[15] Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views. Educational Research and Reviews, 7(3), 61-71.

[16] Fauzi, A., & Mitalistiani, M. (2018). High school Biology topics that perceived difficult by undergraduate students. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 73-84.

[17] Nordin, A., & Kamar, A. N. S. (2011). Tahap pemahaman pelajar terhadap konsep Pembahagian Sel dalam mata pelajaran Biologi KBSM tingkatan empat. Unpublish. Master Thesis. Universiti Teknologi Malaysia.

[18] Öztap, H., Özay, E., & Öztap, F. (2003). Teaching cell division to secondary school students: An investigation of difficulties experienced by Turkish teachers: Case studies. Journal of Biological Education, 38(1), 13-15.

[19] Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Science Research Essay, 5, 235–247.

[20] Kindfield, A. C. (1994). Understanding a basic biological process: Expert and novice models of meiosis. Science Education, 78(3), 255-283.

[21] Kiliç, S. (2018). Determining the cognitive structures and misconceptions about chromosome and homologous chromosome concepts in high school students: Drawing-writing technique. European Journal of Education Studies, 4(10), 1-13.

[23] Ezechi, N. G. (2019). Difficult topics in secondary school Biology Curriculum as perceived by secondary school students in Ezeagu Local Government area of Enugu State. International Journal of Engineering & Scientific Research (IJMRA Publication), 7(3), 3-63

[22] Orcajo, I.T., Aznar, M.M., 2005. Solving Problems in Genetics II: Conceptual Restructuring. International Journal of Science Education, 27(12), 1495-1519.

[24] Chukwuemeka, I. P., & Dorgu, T. E. (2019). Students’ Perceptions of the Difficult Topics in Biology at Senior School Level in Delta State, Nigeria. J Adv Educ Philos, Journal of Advances in Education and Philosophy 3(2):62-66.

[25] Vebrianto, R., & Osman, K. (2014). BIOMIND: Strategic science learning approach towards preparing 21st century Indonesians. Technics Technologies Education Management, 9(2), 361-368.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page