Ni’mah Rizqiyati, et al / Journal of Biology Education 7 (3) (2018) : 340-348

J.Biol.Educ. 7 (3) (2018)

Journal of Biology Education

http://journal.unnes.ac.id/sju/index.php/ujbe

The Readiness of Biology Laboratories to Support Practical Work in State High

Schools throughout Tegal Regency

Ni’mah Rizqiyati1✉, Yustinus Ulung Anggraito1, Saiful Ridlo2

Biology Department, FMIPA, Universitas Negeri Semarang, Indonesia

Info articles Abstract
History Articles: This study aimed to analyze the readiness of biology laboratories to support practical
Received : August 2018 work in State High Schools throughout Tegal Regency. The readiness refers to the availability of
Accepted : September 2018 all things that can support practical activities including the readiness of infrastructure facilities
Published : December 2018 and laboratory management. This study used a quantitative descriptive research design. The
Keywords: population in this study is all independent biology laboratories in State High Schools throughout
laboratory readiness; biology Tegal Regency that used for practical works. The sampling technique used is saturation sampling.
laboratory; practical work This study has been done at biology laboratory of SMA Negeri 1 Bojong, SMA Negeri 1 Kramat,
SMA Negeri 1 Warureja, SMA Negeri 1 Balapulang, SMA Negeri 1 Pangkah, SMA Negeri 1
Slawi, SMA Negeri 2 Slawi, SMA Negeri 3 Slawi, dan SMA Negeri 1 Pagerbarang. The data
were obtained using the observation method, questionnaire, and interview with reference to
Permendiknas Number 24 the Year 2007, Permendiknas Number 26 the Year 2008, and
Permendikbud Number 24 the Year 2016. Further, the data were analyzed using descriptive
statistics. The result of the study shows that the readiness of infrastructure facilities and
management successively scored 58.5% and 62.8% which is belonged to sufficient criteria. The
conclusion of this study is the biology laboratories in State High Schools throughout Tegal
Regency is ready enough to support biological practical work with an average readiness of
60.52%.

© 2018 Universitas Negeri Semarang


Correspondence: p-ISSN 2252-6579
Gedung D6 Lt.1 Jl Raya Sekaran Gunungpati Semarang
E-mail: [email protected]
e-ISSN 2540-833X

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INTRODUCTION

The competency standard of graduates for primary and secondary education according to
Permendikbud Number 20 the Year 2016 include the dimension of attitudes, knowledge, and skills.
Practical work enables students to study biology through direct observation and experimentation on
symptoms and processes which is conducted by paying attention to work safety in the laboratory,
finding and solving new problems through the scientific method, instilling and developing scientific
attitudes, and practicing scientific thinking skills.
The practical work should be carried out in the laboratory because the laboratory has facilities
and special equipment that are not available in the classroom. In the laboratory, students can develop
their ability to hypothesize, use tools, measure, analyze, interpret, and make a conclusion. Feyzioglu
(2009) stated that science process skills are more often taught in the laboratory through practical work.
Laboratory applications aimed to enhance students’ science process and problem-solving skills and
their interest in and attitudes toward scientific approaches in accordance with the objectives of basic
science education (Hofstein & Naaman, 2007).
The existence of a biology laboratory, the infrastructure facilities, and its management are
important to support practical work. The science laboratory with adequate equipment is one of the
variables that determine students’ academic outcomes (Olufunke, 2012). Musah & Umar (2017) found
that there was a significant relationship between biology facility availability and utilization, and
students’ academic achievement. An adequate laboratory and good infrastructure facilities also have
a good influence on students’ process skills (Jack, 2013). Therefore, the school laboratory must be
equipped with adequate infrastructure facilities to facilitate the teacher in conducting practical work
so that the students can have an appropriate skill. The standards of infrastructure facilities of biology
laboratory in Senior High School are regulated in Permendiknas Number 24 the Year 2007. The existing
laboratories and infrastructure facilities need to be managed properly so that they can be used in
accordance with their procurement objectives. School laboratory management personnel have
responsibility for laboratory effectiveness and efficiency including facilities, equipment, and materials
needed for practical work. The standards of school/madrasah laboratory management personnel are
regulated in Permendiknas Number 26 the Year 2008.
According to the data of Kemendikbud (2016), from eleven State High School in Tegal Regency,
only nine of them had independent biology laboratory, while the rest are shared laboratory which
means that one laboratory is used for physics, chemistry, and biology practical work. Preliminary
observation in 2018 showed that ten high schools already have independent biology laboratories.
Ideally, each Senior High School should have three science laboratories in accordance with
Permendiknas Number 24 the Year 2007, which is biology, physics, and chemistry laboratory. The
problem which is analyzed in this study is the readiness of biology laboratories in State High Schools
throughout Tegal Regency to support practical work. The purpose of this study is analyzing the
readiness of biology laboratories to support practical work in State High Schools throughout Tegal
Regency. The readiness that would be discussed is about the availability of all things that can support
practical work, including the readiness of infrastructure and readiness of laboratory management. In
this study, the laboratory is limited to an independent biology laboratory room which is an indoor
laboratory functioning as a place for biology learning activities which is conducted by practical work
and requires special equipment (Permendiknas Number 24 the Year 2007). The practical work referred
to in this study is a biological practical work that are carried out in the laboratory room and in
accordance with Permendikbud Number 24 the Year 2016.

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RESEARCH METHOD

The study used a quantitative descriptive research design. The population in this study are all
independent biology laboratories in State High Schools throughout Tegal Regency that used for
practical work. The sampling technique used is saturation sampling. The sample in this study are
biology laboratory at SMA Negeri 1 Bojong, SMA Negeri 1 Kramat, SMA Negeri 1 Warureja, SMA
Negeri 1 Balapulang, SMA Negeri 1 Pangkah, SMA Negeri 1 Slawi, SMA Negeri 2 Slawi, SMA
Negeri 3 Slawi, and SMA Negeri 1 Pagerbarang. The study was conducted from February to March
2018. The data collected in this study are the readiness of laboratory infrastructure data with the
reference to Permendiknas Number 24 the Year 2007 and 2013 Curriculum Requirements in
accordance with KI and KD in Permendikbud Number 24 the Year 2016 as well as the readiness of
laboratory management personnel in managing the laboratory according to Permendiknas Number 26
the Year 2008.
The readiness of the infrastructure that is measured includes the design of the laboratory and
the availability of laboratory facilities which are divided into three dimensions, namely availability,
ratio, and suitability of the description. Laboratory management readiness that is measured is the
performance of the laboratory management personnel with the dimensions of designing activities and
developing the laboratory, scheduling and recording laboratory use, provision and maintenance. The
data were collected using questionnaire, observation, and interview method. Further, the data were
analyzed using descriptive statistics.
Infrastructure facilities are declared to be ready if the score is >60% of the readiness criteria in
line with Permendiknas Number 24 the Year 2007 and practical work requirements based on
Permendikbud Number 24 the Year 2016. Laboratory management is revealed to be ready if the score
is >70% from the criteria of Permendiknas Number 26 the Year 2008. A laboratory is stated to be ready
if the mean score of the readiness of infrastructure and management is at least 65%.

RESULTS AND DISCUSSION

The Readiness of Biology Laboratory Infrastructure Facilities

The result of the laboratory infrastructure facilities scores are obtained from the observation
which includes laboratory design, furniture, teaching aids, equipment, and materials based on the
availability, ratio, and suitability for the description. The readiness of biological laboratory
infrastructure facilities scores in each State High School throughout Tegal Regency is presented in
Figure 1. Based on the figure, it can be seen that SMA Negeri 1 Balapulang has the highest level of the
infrastructure readiness (score 68.6%) while the SMA Negeri 1 Slawi has the lowest readiness level
(score 46%) compared to nine other schools.

100 SMA N 1 Slawi

SMA N 2 Slawi
80 67,6 68,6 64,8 63 SMA N 3 Slawi
56,2 55,4 55
60 49,8 SMA N 1 Balapulang
Score (%)

46
SMA N 1 Bojong
40
SMA N 1 Pagerbarang
20 SMA N 1 Pangkah
SMA N 1 Kramat
0
Labratory infrastructure facilities SMA N 1 Warureja

Figure 1 The readiness of biology laboratory infrastructure facilities in State High Schools throughout
Tegal Regency

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The location and layout of the laboratory at SMA Negeri 1 Pangkah and SMA Negeri 1
Warureja are in accordance with the standards. The advantage of the two laboratories if they are
compared with other laboratories is that the location of the laboratory that fulfills the standards. Each
biology laboratory already has a practice room, preparation room, and storage room that their space
is in accordance with the standards except for the SMA Negeri 1 Slawi which does not have a
preparation room. According to Kertiasa (2006), ideally, school laboratories consist of the practicum
room, preparation room, and storage room. The capacity of the room is sufficient to accommodate
students of one class around 32-34 students. It also meets the minimum ratio of the room so that the
students can move freely in carrying out the practicum. All biology laboratories in Tegal Regency
except the laboratory of SMA Negeri 1 Slawi and SMA Negeri 3 Slawi had two laboratory doors. One
door is used as a student entrance and the other is used as an emergency door to make it easier for the
students to come out of the room if a disaster happens (CLEAPSS, 2009).
All laboratories in State High Schools throughout Tegal Regency already have sink furniture,
equipment cabinets, material cabinets, student tables and chairs with good number and condition.
Students’ tables generally still use wooden table and have not used a permanent table except in the
laboratory of SMA Negeri 2 Slawi and SMA Negeri 3 Slawi. The table should be made watertight so
that the liquid spilled when practical work going is easy to clean. The electricity box is also not available
on each student’s table, it may happen because the majority of schools still use a monocular microscope
so that they do not need electricity and only rely on the room light. The fire extinguisher is already
available in seven laboratories while first aid kit is only available in four laboratories so that when an
accident occurs in the experiment and the student is injured the student must go to the UKS room.
The score of readiness of teaching aids shows the condition is quite ready to supporting practical
activities. The role of props is quite important in biological practical work because it can concretize the
subject matter so that students can more easily understand. All laboratories already have teaching aids
such as models of human skeletons, models of the human body, anatomy of animals and plants
preparations. Teaching aids available in five or more schools are images/models of the human
respiratory system, images/models of the human blood circulation system, images/models of human
expenditure systems. The availability of genetic props such as chromosome, DNA, RNA, and Mendel
inheritance has not been achieved in all laboratories except the laboratory of SMA Negeri 2 Slawi,
SMA Negeri 1 Balapulang, and SMA Negeri 1 Bojong. Images or models of the human body system
are available in each school, but animal body systems are not available yet in every school. Animal
and plant preserved preparations are only available in five laboratories, and preparations are made by
students so that they are still simple and there is no information on species names or classification.
The level of the readiness of the biology laboratory equipment in State High Schools throughout
Tegal Regency is sufficient with a score of 52.8%. The equipment that is available in each laboratory
is a monocular microscope, object glass, cover glass, beaker, pipette, test tube, test tube brush,
preparation box, mortar and pestle, tripod, burner, wire gauze, analytical balance, respirometer, and
test tube rack. The number of equipment is enough to be used by students in one class, but the beaker
is only available in two to three sizes with amounts that do not match the ratio of students need. The
equipment that is available in five or more schools is a binocular stereo microscope, microscope
maintenance equipment, petri dish, funnel, test tube clamp, Erlenmeyer flask, measuring cup,
thermometer, dissecting set, and genetic button.
The score of the readiness of practical work materials in the biology laboratory in State High
Schools throughout Tegal Regency shows 42.2%, which means that it is sufficient compared to the
criteria but cannot be said to be ready. The materials that are available in State High Schools
throughout Tegal Regency are ethanol, iodine, Benedict and biuret. Other materials such as HCl,
glucose, universal indicators, NaOH, filter paper, and blood lancet are only available in five or more
schools. The materials that should be used for practical work are partially not available and this

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condition can lead to constraint during the practicum. Based on the information from the laboratory
assistant, the chemicals such as sulfuric acid, HCl, KOH, and MnSO4 which are available in the
chemistry laboratory, they are usually taken and used if the teacher needs to carry out practical work
so that the activity can be carried out.
Laboratory equipment and practicum materials in SMA Negeri 3 Slawi laboratory are more
complete when compared to other laboratories but not 100% in accordance with the standards and the
needs of the 2013 Curriculum. Laboratory equipment that is available in SMA Negeri 3 Slawi
laboratory and not available yet in other laboratories such as soil temperature thermometer, rotary
hygrometer, inoculation needle, weight gain, and body thermometer with a sufficient amount for each
group. Materials available in SMA Negeri 3 Slawi laboratory are generally available in other
laboratories except for sulfuric acid. Equipment and materials are stored in the equipment and
materials cabinet according to the type.
The readiness percentage of biology laboratory facilities is different from one school to another.
From the nine laboratories, there are only four laboratories that show the prepared criteria for the
aspects of laboratory infrastructure while the other laboratories show sufficient criteria. The readiness
of infrastructure facilities is influenced by the procurement and maintenance process that is carried out
by the laboratory manager. The central government has provided laboratory facilities to schools
through an incidental dropping system. The facilities provided by the government are sometimes not
in accordance with the needs, for example, the government drops the test tube even though the number
of the test tube is already high in schools while other facilities are still not available. The facilities that
have been received should be maintained properly so that they can be used for a long time.
Procurement of laboratory facilities in State High Schools throughout Tegal Regency does not only
depend on the government support, it means that the schools, in this case, the laboratory managers
and the head of the facilities also strive to fulfill the facilities which are needed by the teachers. The
limitation of laboratory facilities and infrastructure are due to the limited BOS fund which is budgeted
by the schools for the purchase of laboratory facilities. Incomplete laboratory facilities can create
constraints in practical works because the activities cannot be conducted if there are no equipment and
materials which are needed by the students and the teacher (Dewi et al., 2014).
The availability of facilities in biology laboratories in State High Schools throughout Tegal
Regency has not met the standards stated in Permendiknas Number 24 the Year 2007 and the needs of
the 2013 Curriculum. This is also experienced by biology laboratories of State High Schools in Brebes
and in Denpasar City with the percentage of each availability is 67.40% and 80.56% (Indriastuti et al.,
2013; Mastika et al., 2014). The availability percentage of laboratory facilities in State High Schools
throughout Tegal Regency is the lowest when compared to Brebes and Denpasar City. The readiness
criteria used in the study of Indriastuti et al. (2013) and Mastika et al. (2014) is Permendiknas Number
24 Year 2007 which is based on its completeness only, in contrast to the readiness criteria in this study,
namely Permendiknas Number 24 Year 2007 and being adapted to the needs of the 2013 Curriculum
and paying attention to the availability, ratio, and description that is in accordance with the standards.
Based on the interview result with biology teachers, the intensity of the use of biology
laboratories in State High Schools throughout Tegal Regency only reaches 44.3% compared to the
number of practicum stated in the 2013 Curriculum in accordance with Permendikbud Number 59 the
Year 2014. Practical work that ha not been implemented include the practicum of bacterial culture,
frog muscle contraction, blood type test, smear blood, blood cell count, blood pressure measure, lung
capacity measure, and urine test. The practical works cannot be conducted because of the
unavailability of equipment and practicum materials which are needed. According to Olajide et al.
(2017), the availability of laboratory infrastructure facilities is directly proportional to the use of these
facilities. Katcha & Wushishi (2015) also stated that the implementation of practical work depends on
the availability of laboratory equipment that will be used and the ability of the teacher to use the

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laboratory equipment effectively and efficiently. The fulfillment of infrastructure facilities should be
adjusted to the needs of the practicum that will be carried out annually in accordance with the
curriculum that applies to the principles of need, smoothly, and on time (Wiratma & Subagja, 2014).
The availability of infrastructure needed and its use are expected to improve students' academic
performance, this is in line with the research of Ihejiamazu & Ochui (2016) which states that students
who use laboratory tools in learning show better academic performance than students who do not use
laboratory equipment.

The Readiness of Biology Laboratory Management

The readiness of biological laboratory management data obtained through questionnaires on
biology laboratory management performance that are filled by the biology teachers and observations
using observation sheets of biology laboratory management performance. The readiness of biology
laboratory management scores is presented in Figure 2.
100 SMA N 1 Slawi
90 SMA N 2 Slawi
77
80 70
65 66,5 65,5 67 SMA N 3 Slawi
70
56,5 SMA N 1 Balapulang
60 53
Score (%)

50 42,5 SMA N 1 Bojong

40
SMA N 1 Pagerbarang
30
20 SMA N 1 Pangkah
10 SMA N 1 Kramat
0
Laboratory management SMA N 1 Warureja

Figure 2 The Readiness of biology laboratory management in State High Schools throughout Tegal
Regency

The readiness of biology laboratory management level in State High Schools throughout Tegal
Regency is included in the sufficient category. All laboratories do not have a complete laboratory
management organization consisting of the head of the laboratory, laboratory assistant, and technician.
Each laboratory already has a head of the laboratory and laboratory assistant but does not have a
technician. The head of the laboratory in State High Schools throughout Tegal Regency manages all
available laboratories in each school so there is no specifically head of the laboratory for biology
laboratory. Laboratory personnel is taken from the TU (administration) staffs so that their duties are
concurrent and do not work optimally. The task of the laboratory management personnel is regulated
in Permendiknas Number 26 the Year 2008, but in reality, the laboratory management personnel of State
High Schools throughout Tegal Regency do not have a clear task. It means that there is no job
description for each laboratory management staff. The task distribution of technician and laboratory
assistant should be the responsibility of the head laboratory which includes formulating the details of
the task, determining the work schedule, supervising, and making periodic reports (Direktorat
Pembinaan Tenaga Kependidikan Pendidikan Dasar dan Menengah, 2017).
The schedule of laboratory use and the use of laboratory equipment are rarely found in the field.
Many schedules were valid a few years ago and there is no new schedule. In general, the schedule of
laboratory use setting is only done by coordinating between biology teachers when they are going to
conduct a practicum. Scheduling of practical works is the head of the laboratory responsibility at the
beginning of the year by adjusting the academic calendar and the teacher schedule that has been
determined.

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Laboratory assistants in laboratories of State High Schools throughout Tegal Regency have not
been able to inventory equipment and materials properly. Inventory sheets are already available in all
schools, but the inventory is only related to furniture and it is rarely done so the inventory found in the
field is an inventory several years ago. The performance in conducting an inventory of equipment and
materials should include labeling equipment and materials; making an inventory list; checking the
condition of equipment and materials at the end of the month and listing equipment and materials that
need to be replaced or purchased (Anggraeni et al., 2013).
Provision of equipment and materials has been done well by the laboratory manager. The
manager together with the biology teacher proposes the procurement of equipment and materials
according to the needs. The proposal is submitted to the school leadership in the field of infrastructure
to be submitted in the school budget activity plan (RKAS). The limitation of fund causes the demand
cannot be fully fulfilled so that the equipment and materials are considered not in accordance with the
needs. The process of procuring equipment and materials is also carried out by dropping directly from
the central government which is incidental, besides that the equipment and materials received are not
in accordance with the needs but it must be accepted by the school.
Work safety in the laboratory is an important factor that must be considered to minimize the risk
of accidents. The rules and procedures for emergency handling need to be prepared so that the use of
laboratory takes place safely and prevents an accident during the practicum, but not all the laboratories
have both of them.
The arrangement of the location of the practicum equipment and materials in the laboratory of
State High Schools throughout Tegal Regency is quite good. The equipment and materials needed for
practical works are placed in a cabinet that is available in the practicum room with the reason that they
are easily accessible during the practicum. The equipment and materials have been grouped according
to their type, but there are several laboratories that still classify metal equipment with fragile equipment
and solid materials with liquid materials. The arrangement of practicum equipment and materials
depends on the facilities in the laboratory, for example, a storage space, preparation room and cabinet,
and the interests of laboratory users.
The manager's performance in terms of maintenance and repair of equipment is still not good.
The schedule or report of the maintenance and repair are not yet available in each laboratory. Some
equipment in the laboratory such as microscopes that have been damaged and do not function properly
is not repaired and only stored in a warehouse. The process of maintaining facilities should be carried
out routinely by the cooperation between the users and managers so that the available facilities are
maintained in their integrity and cleanliness. The routine equipment maintenance can be done by
always cleaning and checking the completeness before and after the equipment are used (Raharjo,
2017).
The process of destroying the equipment and materials that have been damaged is done by the
laboratory assistant together with the head of the laboratory. Based on the interview result, the
equipment that has been damaged is usually collected and stored for later being destroyed at any time
when the storage is full. The process of destroying equipment and materials in the laboratory is not
written in the official report or not formally administered. The damaged equipment is dumped in a
rubbish dump while the material is thrown away into a sewer or buried in the ground.
The manager’s performance in making a report at the end of the month/semester/year is still
very lacking because the manager has not understood yet about his duties and responsibilities. Periodic
and ongoing performance evaluations haven’t been implemented too so that there is no improvement
or increase in performance. The head of the laboratory should have the managerial competence that is
routine and periodically becoming a reviewer and cross-checks the reports that have been made by the
manager and suggesting the improvement that must be done (Permendiknas Number 26 the Year 2008).

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The existence of a laboratory manager is needed in laboratory management so that the laboratory
is well managed and makes it easy for the teachers to organize practicum activities. According to the
Direktorat Pembinaan Tenaga Kependidikan Pendidikan Dasar dan Menengah (2017), the existence
of school laboratory personnel is an integral part of learning activities whose function is to provide
services to help in achieving the education goals in schools. The arrangement and management of the
laboratory require its own skills and art that can be developed after understanding its components so
that it is expected for the laboratory manager to have attended training and obtained a certificate. The
head of the laboratories in State High Schools throughout Tegal Regency already have a training
certificate for the head of the laboratory with a 300-hour pattern at the high school/vocational level
meaning that they have been aware of their respective duties and responsibilities.

CONCLUSION

The readiness of biology laboratories to supporting practical activities in State High Schools
throughout Tegal Regency belonged to sufficient criteria referring to Permendiknas Number 24 the Year
2007, Permendiknas Number 26 the Year 2008 and the need for 2013 Curriculum with an average
readiness of 60.52%. The level of readiness of the laboratory in providing facilities and infrastructure
has a score of 58.5% which means that it is sufficient, while the readiness of the laboratory management
gains a score of 62.8% which is included insufficient category.

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