EFFECTS OF STRUCTURED KNOWLEDGE MODEL CONSTRUCTS (KPB) UNDERSTANDING THE CONCEPT OF BIOLOGY STUDENT FORM 4 (34 - 42)

Abstract

This research was carried out to measure the effectiveness of the Model Konstruk Pengetahuan Berstruktur (KPB) in teaching and learning biology. In the process of evaluating the effectiveness of the KPB, comparison is made with the traditional method (PPT). The Model KPB consists of three main phases that are acquisition, integration and application of concepts. Modul of KPB is used as a part of the guidelines in teaching and learning by using it for the topic Respiration and Energyform four’s syllabus. The implementation of PPT does not use any specific modul but require the complete usage of textbooks and carrying out the same experiments but does not focuses on the teaching using the phases of the KPB, especially the integration phase. A quasi-experiment with the non-equivalent control group design involving the pretest and posttest for KPB and PPT are used in this study. The sample of this research consisted of 171 (86 students from experiments group and 85 students from control groups) form four student from four secondary school in Kinta district of Perak. The understanding of biological concepts towards teaching and learning biology are measured using the Ujian Diagnostic Pemahaman Konsep (UDPK) . The ‘influence’ of teachers practice in KPB and PPT is measured using Peranan Guru Konstruktivist checklist. Findings of the study revealed that the KPB was more effective in teaching the understanding of biological concept than the PPT method. Different method of teaching factor accounting for 28% of the variance of the understanding of biological concepts. The analyses from checklist of teachers practice show that KPB teacher are a constructivist and creating constructivist classroom while PPT teachers still need to improve on a few components of their classrooms.