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An Analysis of Factors Causing Learning Difficulties of
Biology Students in the Microbiology Subject,
Universitas Negeri Padang
Lasmi Lestari1*Dwi Hilda Putri 1
1
Dept. of Biology, Faculty of Mathematics and Science (FMIPA), Universitas Negeri Padang, Padang, Indonesia
*Corresponding author. Email: lasmilestari95@gmail.com
ABSTRACT
This research was motivated by the learning difficulties experienced by students in the Microbiology Subject
that caused their learning competence to be relatively low. This research aims at describing the factors that
caused learning difficulties experienced by UNP biology students in the Microbiology Subject. This research
was a descriptive research with a qualitative approach. The population in this research was the microbiology
lecturers and UNP biology students who had studied the Microbiology Subject. The sample in this research
included 2 microbiology lecturers and 4 biology students obtained by a purposive sampling technique. The
data collection techniques used were interviews, observation and documentation study. The results showed
that students had learning difficulties in the Microbiology Subject that caused by internal and external factors.
Internal factors are lack of curiosity, motivation and interest of students in learning microbiology, lack of
preparation and readiness of students in presentations and lack of student skills in using foreign language
references in the form of text booxes and scientific journals. External factors in the form of learning
resources, learning resources owned by students are not appropriate with the subject of the syllabus so
students often use reference sources in the form of blogs that have not been validated.
Keywords: the Microbiology Subject, learning difficulties, factors causing learning difficulties
1. INTRODUCTION
The higher education curriculum is a set of plans and
arrangements regarding the objectives, content, and
teaching materials as well as the methods used to guide the
implementation of activities to achieve higher education
goals. The preparation of the curriculum must refer to
national standards of higher education [15]. The
curriculum for each study program includes the
development of intellectual intelligence, noble character,
and skills. UniversitasNegeri Padang (UNP) curriculum
refers to three government regulations namely
Permendikbud No. 49 of 2014 concerning National
Standards of Higher Education, Permendikbud No. 73 of
2013 concerning Implementation of the Indonesian
National Qualification Framework (KKNI) and
Presidential Regulation No. 8 of 2012 concerning the
Indonesian National Qualification Framework (KKNI)
[7,8,9,12].
KKNI is explained as a framework of the level of
qualifications that can express and integrate learning
outcomes[10]. Learning outcomes are abilities obtained
through internalization of knowledge, attitudes, skills,
competencies and accumulation of work experience. The
formulation of learning outcomes must refer to the
description of learning outcomes according to KKNI.
Description or parameters of learning outcomes of
undergraduate graduates is equivalent to level 6[8]. The
learning achievement parameter for level 6 is being able to
apply their field of expertise and utilizing science and
technology in their fields in problem solving and being
able to adapt. All of these parameters can be measured in
the learning process.
The UNP Biology Department offers compulsory and
elective courses. One of the compulsory subjects in the
Biology Department is microbiology [9]. Microbiology is
a branch of biology that studies about microorganisms.
Microorganisms are tiny living things (microscopic) that
can only be seen with a microscope. Objects of
microbiology studies include prokaryotes and viruses.
Based on the object of microbiology studies it can be seen
that the microbiology course is one of the interesting
subjects to study.
Based on FMIPA UNP biology curriculum, it is known
that the Microbiology Subjectisa prerequisite subject for
several advanced subjects such as biotechnology,
microbial genetics, medical microbiology, food
microbiology, soil microbiology, industrial microbiology,
phytopathology and parasitology. Therefore, students must
understand and master the concept of microbiology before
studying the advanced subjects.
Understanding the concept of microbiology can be done in
the learning process. To understand the concept of
microbiology, sometimes various kinds of obstacles are
found by students, especially learning difficulties.
Advances in Biological Sciences Research, volume 10
International Conference on Biology, Sciences and Education (ICoBioSE 2019)
Copyright © 2020 The Authors. Published by Atlantis Press B.V.
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Difficulty of learning is a decrease in learning
achievement or the value obtained is not sufficient to limit
the criteria set by each tertiary institution [14]. In addition,
learning difficulties are also defined as a condition where
students cannot learn properly because of certain disorders
[6]. So, it can be concluded that learning difficulties are
the condition of students who do not study as they should
and are not able to get the set value.
Learning difficulties are not only caused by low
intelligence but can be caused by non-intelligence factors.
Factors that cause students' learning difficulties can come
from within students (internal factors) and factors from
outside students (external factors)[2,3,5]. Internal factors
that can cause learning difficulties include talent, interest
and motivation. Meanwhile, external factors include the
influence of the learning environment, learning resources,
and the influence of the teacher [10]. Learning difficulties
experienced by students are identified to find out problems
both on internal factors and external factors. If students
have difficulties in one of them, solutions can be given to
those who have learning difficulties.
Tabel 1. UAS grades of UNP biology students in basic
microbiology in the January-June 2019 semester
Suorce: Lecture of basic microbiology (2019)
Based on the facts found in the field, it is known that there
are still many UNP biology students who have relatively
low basic microbiology scores. This can be seen from the
UAS grades of UNP biology students in basic
microbiology in the January-June 2019 semester (Table 1).
Based on Table 1, it is known that the basic microbiology
semester exam scores for UNP biology students are still
low at ≤ 70 or with a range of quality B to E. The large
number of students who have grades between B to E is an
indication that students are experiencing difficulties in
understanding the concept of microbiology. Based on the
background of the problem outlined, the authors are
interested in conducting further research on, "An Analysis
of Factors Causing Learning Difficulties of Biology
Students in the Microbiology Subject, Universitas Negeri
Padang".
2. MATERIALS AND METHODS
This research used some tools such as test tubes, mortar,
pippete, volumetric flask, measuring cylinder, beaker
glass, spatula, spraying bottle, filter paper, funnel, and
distillation set. The materials were ruku-ruku leaves
(Ocimum tenuiflorum Linnen) from Batusangkar, n-
hexane as solvent in extraction, deionised water for steam
distillation, sodium sulfate anhydrous for removing water,
concentrated sulfuric acid, magnesium powder, cottons,
acetic anhydride, concentrated hydrochloric acid, ethanol
70%, aquadest, Wagner reagent, Dragendorff reagent, and
Mayer reagent.
3. RESULT AND DISCUSSION
The results of this research were obtained from interviews,
observations and documentation that have been conducted
by researchers.
3.1. Review
Interviews aim to get information directly from the source
person. In this research the interview used is a guided free
interview, where the statement submitted refers to the
interview guidelines made, but other questions can arise
during the interview process. Based on the results of
interviews with a microbiology lecturer, Dr. Irdawati, M.
Si., it was known that there were still many biology
students who have difficultiesin understanding the concepts
and principles of microbiology appropriately. These
difficulties can be seen from the advanced lectures
(biotechnology), where to achieve learning outcomes
(learning outcomes) in thissubject often lecturers must
repeat several microbiology topics so that students can
connect the material being studied. This was in line with
the results of the student interviews which stated that the
capital they had in the microbiology subject was not
enough to take further subjects.
The results of the interview with Dr. Linda Advinda, M.
Kes., it was known that the microbiology lecturing process
was carried out with discussion and presentation. The
students were assigned to make powerpoints every week.
As a reference source, lecturers suggested using references
in the form of journals and textbooks, but in general the
students used more references from the internet in the form
of blogs. According to the students, this was because the
references in the form of blogs were easy to find, used
simple and easy to understand language, and the students
had difficulties in determining keywords to find references
other than blogs on the internet
Grades
Class
A
B
C
D
A (85-100)
-
-
-
-
B+ (75-79)
-
-
-
-
B (70-74)
-
1
-
-
B-(65-79)
1
-
-
-
C+(60-64
2
5
2
2
C (55-59)
4
5
5
-
C-(50-54)
12
9
9
6
D (40-49)
15
10
13
21
E (0-39)
3
3
4
9
Jumlah
Mahasiswa
37
33
33
38
Advances in Biological Sciences Research, volume 10
254
Based on the results of interviews with the students who
had difficulties in learning microbiology it can be
concluded: 1) lack of the student curiosity in lectures. The
students stated that their curiosity towards microbiology
material was very low so that when the lecturing process
was completed the students never had the intention to
explore the material that had been studied, 2) the lack of
motivation and interest of the students in studying the
Microbiology Subject. The students mostly expressed their
feelings when taking ordinary the Microbiology Subject,
this was because the material learned in microbiology was
microscopic or could not be seen without using a
microscope, 3) the lack of readiness and preparation of the
students in studying microbiology. The students stated that
they had a low level in understanding the material they
would present and what is presented by their friends, 4) the
lack of student skills in finding learning resources from
foreign references in the form of text books and scientific
journals. According to the students some of the learning
resources used in lectures were textbooks by Pelczar and
the internet in the form of blogs. The students never used
foreign references in the form of text books or scientific
journals because according to them the language was
difficult to understand and their English skills were low.
3.2. Documentation
In this research the analyzed documentation was the
syllabus, student powerpoint and learning resources used
by students. This documentation analysis aims to see the
learning achievements that must be achieved by students
and what are the obstacles experienced by students in
achieving these learning achievements.
Based on the syllabus analysis of the Microbiology Subject
for UNP biology students, it was known that the
microbiology material that was studied was broadly
grouped into 2 namely basic microbiological concept
materials and microbiological applications (Table 2). Basic
microbiology material that must be studied by students was
the history and development of microbiology, bacteria,
classification of bacteria, viruses, microbial nutrition,
microbial growth, microbial metabolism and symbiotic
associations. Meanwhile, the microbiology application
materials that must be studied by students included clinical
microbiology, food, industry, soil, water, biodegradation
and air.
Table 2. Results of Syllabus Analysis
No.
Materials
Group of the
Materials
1.
History and development of
microbiology
Basic concepts of
microbiology
2.
Bacteria
3.
Klasifikasibakteri
4.
Virus
5.
Microbial nutrition
6.
Microbial growth
7.
Microbial metabolism
8.
Symbiotic Association
9.
Clinical microbiology
Microbiological
Application
10.
Food microbiology
11.
Industrial Microbiology
12.
Soil microbiology
13.
Water microbiology
14.
Biodegradation
microbiology
15.
Air microbiology
No.
Assessment Aspects
Percentage
1.
The suitability of the material with
the learning outcomes in the
syllabus
33%
2.
PowerPoint display is attractive
and easy to read
66,67%
3.
The picture presented is clearly
visible and has information
50%
4.
Powerpoint has video to support
the material presented
16, 67 %
5.
a. Reference used:
a. Book
b. Google / Web
c. Journal or scientific research
33.33 %
66.67 %
0%
After analyzing the syllabus, the researcher then conducted
a powerpoint analysis made by the students. Powerpoint
analysis was carried out using five criteria: compliance
with the learning achievements of the syllabus, display,
pictures and videos and references (Table 3). Based on the
results of the powerpoint analysis it can be seen: 1) the
material presented by students was mostly not appropriate
with the learning achievements in the syllabus. According
to the students this was caused by the textbook being used
that did not contain all the material in the syllabus, 2) The
display of PowerPoint in general was interesting and easy
to read, 3) The images presented in the PowerPoint slide
were clear but some were not equipped with picture
captions , 4) The students did not attach videos in
powerpoint slides, and 5) The references used by the
students in making powerpoint mostly came from blogs and
textbooks, according tothe students, because of the lack of
the students’ skills in understanding and searching for
Advances in Biological Sciences Research, volume 10
255
foreign language references in the form of text book or
scientific journals.
In addition to analyzing the syllabus and powerpoint,
researchers also conducted textbook analysis. Textbook
analysis aims to find out how the feasibility and
presentation of the contents of the textbooks to achieve
student learning outcomes. In this research the textbooks
analyzed were textbooks that are usually used by students
in microbiology lectures, namely the book Basic
Microbiology by Pelczar. Based on the analysis of
textbooks (Table 4) that researchers have done can be seen:
1) the textbooks did not contain all the material in the
syllabus so that most of the students use Google
alternatives, especially blogs to obtain material related to
microbiology material; 2) the textbook display was good
but the picture was not colored; 3) textbooks have not
improved understanding of concepts and the renewal of
science.
Table 3. Results of Student Powerpoint Analysis
No.
Assessment Aspects
Percentage
1.
The suitability of the material with
the learning outcomes in the
syllabus
33%
2.
PowerPoint display is attractive and
easy to read
66,67%
3.
The picture presented is clearly
visible and has information
50%
4.
Powerpoint has video to support the
material presented
16, 67 %
5.
b. Reference used:
a. Book
b. Google / Web
c. Journal or scientific research
33.33 %
66.67 %
0%
Table 4. Textbook Analysis Results
No.
Analyzed
aspects
Sub Aspects of Analysis
Analysis
Results
B
S
K
1. 1
.
2. C
ompliance
with the
syllabus
a. M
aterial in accordance
with the topic on the
syllabus
✓
b. The
description of the
material is in
accordance with the
indicators of learning
outcomes
✓
3. 2
.
4. B
ook
Display
a. Writing
✓
b. Picture
✓
c. Graph
✓
1. 3
.
2. T
he material
or concept
presented
a. The
initial part of the
material begins with an
introduction in the form
of initiation /
apperception /
exploration
✓
b. The
development of
concepts makes
students find the
correct concepts
✓
c. The
material is equipped
with application
concepts that are
understood by students
in everyday life
✓
d. At the
end of the material
there is the
strengthening of
concepts to correct
misconceptions in the
process of developing
and applying concepts
✓
e. Evaluati
on refers to Learning
outcomes
✓
f. The
renewal of knowledge
for students
✓
Information:
B = good, S = Medium and K = Less
3.3 Observation
The microbiology lecturing process for UNP biology
students was carried out using the lecture and group
discussion methods. Based on researchers' observations on
the microbiology lecture process, it is known that in the
learning process, especially student discussions, lack of
preparation in understanding the material to be studied, the
group that appeared in the discussion only presented a
makeshift material so that the material discussed did not
reach the expected learning outcomes.
Furthermore it was also found that students' interest and
motivation in the lecturing process was still low, especially
the group that did not get the presentation assignment. Most
students did not equip themselves from home related
material to be studied. This can be seen from some students
Advances in Biological Sciences Research, volume 10
256
who have just seen the syllabus or material that will be
discussed on that day or when the presentation group
presents the material. In addition, based on the researchers'
observations during the discussion it was seen that only
30% of students were active in providing suggestions,
criticisms, input and questions. Meanwhile, the other 70%
of students are just silent and chatting during discussions.
Based on the combined results of the data that has been
obtained in the study, namely from the results of the
lecturer and student interviews, documentation and
observations made by researchers can be seen that there are
2 factors that influence learning difficulties of UNP biology
students in the Microbiology Subject, namely internal
factors and external factors. These two factors are described
in more detail as follows.
Internal Factors
Internal factors come from within students. Based on the
results that have been found, several internal factors that
can influence the learning difficulties of UNP biology
students in microbiology courses are lack of curiosity, lack
of motivation and interest in students studying
microbiology material, lack of readiness and preparation of
students in presentations, and lack of student skills in
looking for learning resources. Other factors that cause
learning difficulties, including the physical condition of
students, attitudes in learning, motivation, concentration,
how to process teaching materials, exploring learning
outcomes, self-confidence and study habits[1].
External Factors
External factors are factors that come from outside the
student self. External factors that influence learning
difficulties of UNP biology students in the Mycobiology
Subject were learning resources (books). Books are the
main source of learning for students. Textbooks are
understood as the most widely used teaching tool among all
other teaching tools [13]. Books are sources of information
that are arranged in a structure and sequence based on a
particular field of science. Textbooks are learning tools
used in schools and colleges to support a teaching program.
In the process of teaching and learning in schools,
textbooks can be a guide for teachers and students, namely
as the main reference or become additional books.
Textbooks are learning tools commonly used in schools and
in universities to support a teaching program[4].
Based on the results found, it was known that the learning
resources used by students in the lecturing process are
textbooks written by Pelczar. Based on powerpoint analysis
made by students, it was known that the dominant reference
used by students was the web / blog, this was because the
material in the textbook was not in accordance with the
learning outcomes in the syllabus.
2. CONCLUSION
Based on data collection that has been done can be
identified two factors that cause students experiencing
learning difficulties, namely internal and external factors.
Internal factors are lack of curiosity, motivation and
interest of students in learning microbiology, lack of
preparation and readiness of students in presentations and
lack of student skills in using foreign language references
in the form of textbooks and scientific journals. External
factors in the form of learning resources, learning
resources owned by students are not in accordance with
the subject of the syllabus so students often use reference
sources in the form of blogs that have not been validated.
Based on the factors that cause students learning
difficulties in the Microbiology Subject, researchers
suggest that students be more independent in studying
microbiology material with their shortcomings and the
need to develop microbiology textbooks in accordance
with learning outcomes, interests and learning motivation
so that students will consider microbiology as an
interesting subject.
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