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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 10 (Dec., 2017)
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Genetics is one of the compulsory subjects of every student of Biology education at STKIP PGRI Sumatera Barat in semester five. Genetics is one of the subjects of sciences and skills in the field of Biology. The genetics subject has a code BIO 10024 with a weight of 3 credits. Genetics is part of the science of Biology that requires the ability to think creatively in solving various problems in society (Susantini et al., 2016). The purpose of this subject is that students of the biology education department in STKIP PGRI Sumatera Barat have knowledge in the basics of Mendel genetics, introduction to modern genetics and are able to apply the science of genetics in everyday life. But in reality, there are still many students who do not master the concepts in the subject of genetics, especially the crossing-over field concept.
Many students regard the crossing-over field concept as difficult as the crossing-over field concepts are facts and problems that are difficult to solve, and there is an absence of valid, practical, and effective student worksheets. The concern is the learning process is complete, activities and student learning outcomes become low. Besides, this student only expect information and notes from the lecturer whereas the subject matter is less than adequate. Therefore, it is necessary to develop a student worksheet based on mastery learning in the crossing-over field concept. Student worksheets can enhance students' understanding of the learning process and the quality of learning outcomes (Toman et al., 2013). Student worksheets based on mastery learning can improve the process of complete learning and the occurrence of educational interaction between lecturer and students (Megahati et al., 2016).
Student worksheets based on mastery learning contains the identity of the course, the unit of curriculum that will be achieved by the students, the learning activities that will be conducted in mastery learning, the systematic compilation of material, examples of questions and answers that are easy to understand, and formative and summative questions. The identity of the courses is listed on the student worksheets based on mastery learning, such as the name of the course, study program/department, the name of the material, and the length of the meeting. The curriculum units include competency standards, basic competencies, and learning indicators to be achieved by the students. The subject matter is divided into units of lessons sorted according to the set of learning indicators in the syllabus. Examples of questions and answers are easy to understand, and formative and summative tests relating to the material are contained in the student worksheets. In the crossing-over field concept, the exercise questions are generally in the form of questions in the form of calculations that require accuracy in answering these questions.
This study aims to develop a students worksheet based on mastery learning on crossing- over field concept that is valid, practical and effective. Students worksheet based on mastery learning that contains the tasks that must be completed by the students until the learning outcomes can be achieved.
