Mnemonik in Biology (MIB): Meningkatkan Pemahaman dan Menggalakkan Pembelajaran Aktif dalam Kalangan Pelajar Pra-universiti bagi Topik Cellular Respiration (Mnemonic in Biology (MIB): Enriching Understanding and Enhancing Active Learning among Pre-university Students in the Topic of Cellular Respiration)

Authors

  • NOR ASNIZA ISHAK
  • PUTERI BALQIS MOHD ISHLI
  • NOR ZAITY BAKRI

DOI:

https://doi.org/10.17576/JPEN-2021-46.01SI-08

Abstract

Cellular Respiration merupakan tajuk biologi pra-universiti yang memerlukan hafalan dan pemahaman konsep. Pelajar berpendapat tajuk ini adalah sukar dikuasai dan membosankan disebabkan memerlukan banyak hafalan. Justeru, kajian ini bertujuan meningkatkan kefahaman pelajar selain meningkatkan pembelajaran aktif dengan penggunaan Mnemonik in Biologi (MIB). Dua mnemonik telah dibina berdasarkan subtopik Glycolysis dan Krebs Cycle. Seramai 80 pelajar pra-universiti telah terlibat sebagai sampel kajian. Ujian pra, ujian pasca dan kuiz digunakan sebagai instrumen untuk melihat kesan MIB terhadap pemahaman pelajar. Soal selidik keberkesanan pengajaran dan pembelajaran aktif digunakan untuk mengenalpasti persepsi kendiri pelajar. Dapatan menunjukkan bahawa terdapat perbezaan min yang signifikan di antara ujian pra dan ujian pasca serta peningkatan yang ketara dalam keputusan kuiz selepas intervensi menggunakan MIB. Terdapat juga hubungan yang positif dan signifikan antara penggunaan MIB dan galakan pembelajaran aktif dalam kalangan pelajar. Kesimpulannya, kajian ini membantu meningkatkan kefahaman pelajar mengenai topik Cellular Respiration di samping sesi pembelajaran aktif menjadikan pelajar lebih berminat untuk mempelajari topik ini. Kajian ini menyumbangkan kaedah MIB untuk digunakan oleh pelajar serta pendidik dalam meningkatkan pemahaman dalam tajuk Cellular Respiration dan tajuk-tajuk biologi yang lain.Kata Kunci: Mnemonik, Biologi, Pembelajaran Aktif, Cellular Respiration, Pra-universitiCellular Respiration is a topic in pre-university Biology subjek that requires memorization and conceptual understanding. Students find this topic difficult to master and boring because it requires a lot of memorization. Therefore, this study intended to boost students' understanding as well as enhancing active learning in the classroom. Two mnemonics were developed base on the subtopics of Glycolysis and Krebs’ Cycle. A total of 80 students were involved in this study. Pre-test, post-test and quiz was used as instrument to determine the effects of MIB on students’ understanding. A questionnaire were used to determine the students’ perception on the effectiveness of the intervention in terms of active learning. Results show that there was a significant mean difference between the pre-test and the post-test (p<0.05), and a significant improvement in quiz results after undergoing MIB intervention. There was also a positive and significant improvement between the use of MIB and the promotion of active learning. In conclusion, this innovation helped to boost students’ understanding on the topic of Cellular Respiration and the active learning session made students to bemore interested in learning this topic. This study contributes the MIB approach to be used by students as well as educators to help improve understanding in the topic of Cellular Respiration as well as other topics in Biology.Key words: Mnemonic, Biology, Active Learning, Cellular Respiration, Pre-university

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Published

2021-10-26

Issue

JPM, Vol. 46, No. 1, Special Issue (Oct 2021)

Section

Articles

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