Didactic student workbook in human anatomy and physiology: Implementation in undergraduate biology education

Rina Delfita; Diyyan Marneli; Ridwal Trisoni

doi:10.36681/tused.2024.034

Authors

Rina Delfita Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar
Diyyan Marneli Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar
Ridwal Trisoni Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar

DOI:

https://doi.org/10.36681/tused.2024.034

Keywords:

Contemplative practice, didactic, learning outcome, student response, workbook

Abstract

A didactic student workbook has been used to teach human anatomy and physiology. The didactic workbook has significantly reduced the disparity between teaching materials and students. It accommodated all student learning styles, integrated with asma al-husna (the best names are based on the characteristics of God). This workbook also integrates contemplative exercises. The purpose of this study was to investigate the learning outcomes and responses of students after utilizing the didactic workbook in their learning process. The study used a quasi-experimental methodology with a pre-test-post-test control group design. It involved 31 biology education students from UIN Mahmud Yunus Batusangkar. The experimental group was given homework assignments to complete in the didactic workbook, whereas the control group was given the task of summarising and answer the questions in the textbook. Both groups used the discussion method during in-class learning. Essay tests and students response questionnaires were used to collect data. The t-test was used to compare the N-gain of learning outcomes between the experimental and control groups. Descriptive analyses were conducted to examine student responses. The didactic workbook was significantly effective (p<0.05) in improving learning outcomes compared to the control class. The didactic student workbook was also responded to very positively by students. These findings indicate that a didactic student workbook has the potential to improve learning outcomes and interest in the learning of biology.

Downloads

Download data is not yet available.

Author Biographies

Rina Delfita, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar

I am a teacher in Biology education department, Faculty Tarbiyah and Teacher Training, UIN Mahmud Yunus Batusangkar, West Sumatra, Indonesia
Ridwal Trisoni, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar

Teacher in Islamic studies UIN Mahmud Yunus Batusangkar

References

Abdurrahman, A., Setyaningsih, C. A., & Jalmo, T. (2019). Implementating multiple representation-based worksheet to develop critical thinking skills. Journal of Turkish Science Education, 16(1), 138–155. https://doi.org/10.12973/tused.10271a.

Akkuş, A., & Doymuş, K. (2022). Effect of subject jigsaw and reading writing presentation techniques on academic achievement of 6th grade. Journal of Turkish Science Education, 19(2), 496–510. https://doi.org/10.36681/tused.2022.133.

Almazova, N., Barinova, D., & Ipatov, O. (2018). Forming of information culture with tools of electronic didactic materials. Annals of DAAAM and Proceedings of the International DAAAM Symposium, 29(1), 0587–0593. https://doi.org/10.2507/29th.daaam.proceedings.085.

Ariastuti, M. D., & Wahyudin, A. Y. (2022). Exploring academic performance and learning style of undergraduate students in english education program. Journal of English Language Teaching and Learning, 3(1), 67–73. https://doi.org/10.33365/jeltl.v3i1.1817.

Azizah, U., & Nasrudin, H. (2021). Metacognitive skills and self-regulated learning in prospective chemistry teachers: Role of metacognitive skill-based teaching materials. Journal of Turkish Science Education, 18(3), 461–476. https://doi.org/10.36681/tused.2021.84.

Cardona, MM., Mendez, A. (2018). Implementation of didactic teaching material ay rural school in Puerto Arango, Florencia, Caqueta. Shinnering Word: Research and Pedagogy, 8, 10–27.

Cardoso,DC Cristiano, MP, Arent, C. (2009). Development of new didactic materials for teaching science and biology : The importance of the new education practices. OnLine Journal of Biological Sciences, 9(1), 1–5.

Chowdhury, P., & Rankhumise, M. P. (2022). Comparison of chemistry test performances between learners studying in resourced and under resourced schools. Journal of Turkish Science Education, 19(4), 1254–1266. https://doi.org/10.36681/tused.2022.173.

Chruscik, A., Kauter, K., Windus, L., & Whiteside, E. (2022). The impact of an anatomy and physiology open textbook on student satisfaction and engagement in a regional Australian university. In ASCILITE Publications. https://doi.org/10.14742/apubs.2022.183.

Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Meyer, D., Roeser, R. W., & Vago, D. (2012). Contemplative practices and mental training: Prospects for American Education. Child Development Perspectives, 6(2), 146–153. https://doi.org/10.1111/j.1750-8606.2012.00240.x.

Delfita, R, Andrizal, A. (2016). Pendekatan pedagogi kontemplatif dalam pembelajaran sains pada Perguruan Tinggi Islam dalam rangka integrasi sains dan ilmu agama. Annual International Conference on Islamic Studies (AICIS), 1–16.

Delfita, R., Trisoni, R., Andrizal, A., Putra, A. I., & Adripen, A. (2020). Contemplation-based learning: An effective learning model for serving science and self-knowledge integration. Al-Ta Lim Journal, 27(1), 1–15. https://doi.org/10.15548/jt.v27i1.586.

Diaz, C. M., & Woolley, T. (2015). Engaging multidisciplinary first year students to learn anatomy via stimulating teaching and active, experiential learning approaches. Medical Science Educator, 25(4), 367–376. https://doi.org/10.1007/s40670-015-0165-z.

dos Santos, FS, Guimarães, F. (2017). Botany on the spot: Collaborative production of didactic material for elemntary and high school student. Revista de Estudos Curriculares, 2(8), 66–80.

Effiong, OE, Igiri, C. (2015). Impact of instructional materials in teaching and learning of biology in senior secondary schools in Yakurr LG A. International Letters of Social and Humanistic Sciences ISSN:, 62, 27–33. https://doi.org/10.18052/www.scipress.com/ILSHS.62.27.

Fernández, M., & León, G. (2016). Principles for the use, adaptation, and development of didactic material. Mextesol Journal, 40(3), 1–10.

Gissel, S. T., & Buch, B. (2020). A systematic review of research on how students and teachers use didactic learning materials in L1. Learning Tech, 7, 90–129. https://doi.org/10.7146/lt.v5i7.117281

Hake, R. (1999). Analyzing change/Gain score (pp. 1–4). https://doi.org/10.24036/ekj.v1.i1.a10.

Hanifah, A., Sudibyo, E., & Budiyanto, M. (2023). Contextual-based physics learning through experimental method to increase learning outcomes in thermodynamics material. Studies in Learning and Teaching (SiLeT), 4(2), 250–259.

Hansen, T. I., & Gissel, S. T. (2017). Quality of learning materials. IARTEM E-Journal, 9(1), 122–141. https://ojs.bibsys.no/index.php/IARTEM/article/view/601%0Ahttps://doi.org/10.21344/iartem.v9i1.601.

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7(2), 109–119. https://doi.org/10.3758/CABN.7.2.109.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal of Excellence in College Teaching, 25, 85–118. http://www.ncbi.nlm.nih.gov/pubmed/10180297.

Khasanovna, U. (2021). The importance of didactic tools in the teaching of educational science. Academica Globe: Inderscience Research, 2(9), 76–79.

Krista, Rompolski, Sinclair Smith, Mary Flynn, Michael Kirifides, and S. S. P. (2016). Predictors of success of nursing and health science students in anatomy and hhysiology. Journal of the Human Anatomy and Physiology Society, 20(4), 22–26.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.

Li, J., Han, S. hyun, & Fu, S. (2019). Exploring the relationship between students’ learning styles and learning outcome in engineering laboratory education. Journal of Further and Higher Education, 43(8), 1064–1078. https://doi.org/10.1080/0309877X.2018.1449818.

Lieu, R. M., Gutierrez, A., & Shaffer, J. F. (2018). Student perceived difficulties in learning organ systems in an undergraduate human anatomy course. HAPS Educator, 22(1), 84–92. https://doi.org/10.21692/haps.2018.011.

Lin, Y. Y., Holmqvist, K., Miyoshi, K., & Ashida, H. (2017). Effects of detailed illustrations on science learning: an eye-tracking study. Instructional Science, 45(5), 557–581. https://doi.org/10.1007/s11251-017-9417-1.

Lu, H., Jia, L., Gong, S. H., & Clark, B. (2007). The relationship of Kolb learning styles, online learning behaviors and learning outcomes. Educational Technology and Society, 10(4), 187–196.

Marneli, D., Delfita, R., Pratama, M. R., & Batusangkar, I. (2022). Design development of teaching material based on didactic and contemplative in Human Anatomy and Physiology. Jurnal Pembelajaran Dan Biologi Nukleus, 8(1), 64–74. https://doi.org/10.36987/jpbn.v8i1.2459.

Mayer, R. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226–232.

Milinković, J., & Bogavac, D. (2011). Montessori method as a basis for integrated mathematics learning. Metodički Obzori/Methodological Horizons, 6(1), 135–143. https://doi.org/10.32728/mo.06.1.2011.11.

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508.

Morales, P. (2012). Elaboración de material didáctico. In Statewide Agricultural Land Use Baseline 2015 (Vol. 1). https://doi.org/10.1017/CBO9781107415324.004.

Muliyardi. (2006). Pengembangan model pembelajaran matematika menggunakan komik di kelas I sekolah dasar. [Unpublished doctoral dissertation]. Universitas Negeri Surabaya.

Nelson,T.O, Rey, G. (2000). Metacognition and consciousness: A convergence of psychology and philosophy. Consciousness and Cognition, 9(2), 147–148.

Nieveen, N. (2007). Formative evaluation in educational design research.. Proceeding of the seminar conducted at the East China Normal University, Shanghai (PR China), November 23-26, 2007 (pp. 89–102). Enschede: SLO Netherlands Institute for Curriculum Development. China.

Pashler, H., Mcdaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: concepts and evidence. Psychological Science in The Public Interest, 9(3), 105–119.

Paulsen, F., Böckers, T. M., & Waschke, J. (2019). Sobotta anatomy textbook. Elsevier. Germany.

Politi, A. (2023). Maria Montessori: A visionary whose insights align with neuroscience. Cortica, 2(2), 203–222. https://doi.org/10.26034/cortica.2023.4218.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x.

Richey, R. C., Klein, J. D., & Nelson, W. A. (2002). Developmental research: studies of instructional design and development. In David Jonassen (Ed.) (Ed.), Handbook of research on educational communications and technology (p. 1101). Association for Educational Communications and Technology. Washington.

Rosli, R., Goldsby, D., & Capraro, M. M. (2015). Using m anipulatives in solving and posing mathematical problems. Creative Education, 06(16), 1718–1725. https://doi.org/10.4236/ce.2015.616173.

Sablić, M., Rački, Ž., & Lesandarić, M. (2015). Teachers’ and students’ evaluation of selected didactic materials according to the Maria Montessori pedagogy. Croatian Journal of Education, 17(3), 755–782. https://doi.org/10.15516/cje.v17i3.1054.

Song, KY, Muschert, G. (2014). Opening the contemplative mind in the sociology classroom. Humanity & Society, 38(3), 314–338. https://doi.org/10.1177/0160597614537794.

Stanisavljević, J. D., Pejčić, M. G., & Stanisavljević, L. Ž. (2016). The application of context-based teaching in the realization of the program content “ The decline of pollinators .” Journal of Subject Didactics, 1(1), 51–63. https://doi.org/10.5281/zenodo.55476.

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation-Advances in Research and Theory (Vol. 55). Elsevier Inc. https://doi.org/10.1016/B978-0-12-387691-1.00002-8.

Thompson, G. (2015). Understanding anatomy and physiology: A visual, auditory, interactive approach (2nd Editio). F.A Davis Company. Philadelphia.

Tidon, R., & Lewontin, R. C. (2004). Teaching evolutionary biology. Genetics and Molecular Biology, 27(1), 124–131.

Tursunovich, R. I. (2022). Guidelines for designing effective language teaching materials. American Journal of Research in Humanities and Social Sciences, 7, 65–70.

Utami, A. R., Aminatun, D., & Fatriana, N. (2020). Student workbook use: Does it still matter to the effectiveness of students’ learning ?. Journal of English Language Teaching and Learning, 1(1), 7–12. https://doi.org/10.33365/jeltl.v1i1.247.

Zajonc, A. (2013). Contemplative Pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 119, 35–41. https://doi.org/10.1002/tl.

Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition, 19(2), 597–605. https://doi.org/10.1016/j.concog.2010.03.014.