ISSN : 2476-9533

The 2nd International Seminar on Science Education (ISSE)

Graduate School-Yogyakarta State University
Volume 2, October 2016

Isolating and Testing of Jatropha multifida Extract toward Leukocytes as

Chemistry Learning Module
Application ICT In Teaching Biology Through Perspectives Lecturers
Developing Worksheets Based on Scientific Creativity in Fundamental Physics
Course
Enhancing Teachers Information Communication Technology (ICT)
Competencies through Distance Training
Using Integrated Assessment To Measure Students' Analytical Thinking And
Science Process Skills
Instrument Test Physics-Based Computer Adaptive Test To Meet The Asian
Economic Community
The Validity Of The Model-Assisted Instructional Scaffolding Analogies In
Science Teaching In Junior High School
Student Character Building In Science Education Through Instad And Peer
Teaching Integrated Learning
Development of Musschenbroek Bimetallic Viewer Tool to Identify Scientific
Attitude Junior High School Students of VII Grade
Description of Problem Solving Ability Students In Physics Lesson
An instrument of the Implementation of Science Authentic Assessment in
Implementing Curriculum 2013
Development Of Virtual Laboratory Circuit Builder For Enhancing Student
Mastery in Electrical Circuit
Development of An Integrated Science Nontextbook Using Webbed Model
with Theme of Health
The Application Of Character Education Of College Students Through
Academic Orientation (Ormik) And Student Activities
A Model For Biology Teacher Education In Bengkulu: Developing Science
And Learning Research Capacity In Ex Situ Conservation Of Sumatran Turtles
The Implementation of Problem Based Learning Model with Lesson Study
Based on Strategy
The Development Of Problem Based Module On Evolution Topic By Using
Liang Bua Cave
Optimazing Local Potential into Science Learning to Improve Science Process
Skills and Scientific Attitudes

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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

APPLICATION OF ICT IN TEACHING THROUGH

PERSPECTIVES BIOLOGY EDUCATION
LECTURERS
Yuningsih
Magister Program in Biology Education of Yogyakarta State University, Yogyakarta, Indonesia
E-mail : Yuningsih1112@outlook.com

AbstractNowadays, Information and Communication Technology (ICT) has become

important thing as new generation in globalization. Not only children, but also younger or
older people use ICT in every time and everywhere. As an efforts to maximize using ICT,
needed some strategy for integrated ICT in education. Actually, integration of ICT in
school or university in Indonesia has been used. Especially in biology education,
application of ICT makes students interest. Students can build in their mind about invisible
object through technology. They can increase their motivation for learning activity. In
other hand, for biology lecturers many benefits of ICT can be takes by them. They can
enrich of biology materials sources through ICT without depend on space and time.
Moreover, they can modified learning media and also develop teaching materials. The aim
of this research is specified in three research question: (1) what ICT application that
Biology Education lecturers use in teaching?, (2) how often do they use ITC in teaching?,
and (3) how lecturers perspective about ICT?. This research focus on how education
biology lecturers in Biology Education of Ahmad Dahlan University use ICT in their
teaching and learning process. The research adopt qualitative approach using
questionnaires. The result show that the most popular application of ICT is PowerPoint
used by lecturers to support face-to-face their lectures. The majority of Biology Education
lecturers most frequently use Microsoft Office to support their lecture in every week. The
last, 100% lecturers agree that ICT makes learning activity interest and increase students
motivation.
Keywords:Application, Information and Communication Technology (ICT),Teaching,
Biology Eduction

I.
INTRODUCTION
Today, Information and Communication Technology (ICT) has become important role in globalization.
ICT defined by UNESCO as a forms of technology used for creating, displaying, storing, manipulating, and
exchanging information [1]. In general, ICT include: computer, software, hardware, social network, internet,
and etc.
In education, ICT has been integrated, both in school and university. In biology education, application ICT
makes students interest. Students not only acquiring learning resources, but also they can interact and
collaborate with their friends more freely. For lecturers, ICT application makes them more easily to control
their class, makes enjoy in learning activity and also increase motivation of students.
Many lecturers have high enthusiasm in their application of ICT. Mostly, they use PPT to support their
presentation in learning activity. They also use videos as illustrated their materials. Especially in biology, ICT
can make materials will be concrete and alive. For example: using videos in teaching digestive process, using
animation in teaching absorption of water in roots, and using picture in teaching Chromosome, DNA, and
genes.

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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

Ahmad Dahlan University (UAD) is a Muhammadiyah private university in Yogyakarta. In fact, UAD have
been significant developments in teaching and learning process. Especially in biology education, lecturers not
anymore use conventional methods, but they apply ICT in their learning activity. Although, application of ICT
not yet totality, but the lecturer have high appreciate and enthusiasm to apply ICT in their classrooms.
This research review application of ICT in Biology Education, Faculty Teacher Training and Education of
Ahmad Dahlan University through perspectives lecturers. The objectives of this research are investigates: (1)
using ICT application of lecturers in Biology Education, (2) frequency of ICT application in teaching, and (3)
perspectives of Biology Education lecturers on Using ICT. The limitation of this research is only explores ICT
application in lecturers perceptions. Moreover, because of this is case study in survey research, the result cant
be generalize with other university.
II.
METHODS
The respondent of this research include 10 lecturers of Biology Education of Ahmad Dahlan University
from totally 16 lecturers. Samples formed by 6 female and 4 male. Mostly, they come from basic education
lecturers. Their ages around 26 to 41 years old and the majority they had teaching experiment approximately
less than 2.5 years.
This research use qualitative methods with questionnaires to collect the data. The questionnaires included
15 items with Likert scale and 2 open questions. The items were categorized into three groups: using ICT in
teaching, perspectives lecturers about ICT, and the most popular of using ICT in Biology teaching and
learning process. The last, questionnaires were categorized and the data was analyzed.
III.

RESULT AND DISCUSSION

A. Basic Information
The information background of respondents was describes according to the following variables: gender,
specialization, age, number of years in teaching, competent in ICT, own certificate of ICT short courses.
Mostly, they are junior lecturers (See Table 1).
TABLE 1. DESCRIPTION OF LECTURERS SAMPLES (N= 10)
Variables
Category
Frequency
Male
4
Gender
Female
6
Specialization
Education
5
Botany
1
Zoology
1
Ecology
2
1
Others
Age

Number of years in teaching

Competent in ICT
Own certificate of ICT short courses

20-30
31-40
41-50
Less than 2.5 years
2.5 5 year
More than 5 years
Yes
No
Yes
No

6
4
1
4
3
3
10
0
5
5

Percentage
40 %
60 %
50 %
10 %
10 %
20 %
10 %
60 %
30 %
10 %
40 %
30 %
30 %
100 %
0%
50 %
50 %

Table 1 shows that lecturers sample was 10, consist of 6 female (60%) and 4 male (40%).Their ages from
26 to 41. In term of lecturers experience, 40% lecturers had teaching experience less than 2.5 years, 30%
lecturers between 2.5 to 5 years, and 30% another had more than 5 years teaching experience. The majority
they come from education specialization. The high rate was 100% lecturers competent in ICT. 50% of them
had own certificate ICT courses and 50% hadnt.

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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

B. Frequency of ICT Application in Teaching

Aspect of using ICT developed from 3 categories, agree with Collis & Moonen [1]: learning resources,
instructional organization of learning, and communication. Learning resources consist of: websites, education
software, videos, education games, and electronic media. Instructional organization of learning include,
learning management systems (e-learning), MS Office, and using combination file for making presentation.
Category communication, consist of email and social network.
TABLE 2. FREQUENCY OF USING ICT IN TEACHING
No Questions
1.
2.
3.
4.
5.
6.

7.

8.
9.

How often do you use website as learning

resources?

Frequency
Percent
How often do you education software as
Frequency
learning resources?
Percent
How often do you use e-learning in
Frequency
teaching?
Percent
How often do you use videos recommended Frequency
to students as learning resources?
Percent
How often do you use Microsoft Office (e.g. Frequency
Word, Excel, PPT) as learning supported?
Percent
How often do you use email as learning
Frequency
supported?
Percent
How often do you use social network (e.g.
Frequency
Whatssapp, Facebook, Twitter, Yahoo
6
messenger, Skype, etc.) as learning
Percent
supported?
How often do you use education games as
Frequency
learning supported?
Percent
How often do you use electronic media (e.g. Frequency
e-book, e-module, e-journal, etc.) as learning
Percent
supported?

How often do you making and designing of

Frequency
10. presentation with combine any files type
(e.g. videos, sound, picture, animation, etc.)? Percent

Frequency
Once a Less than once
Never
month
a month
1
3
0
10%
30%
0%
2
2
5
20%
20%
50%
1
0
9
10%
0%
90%
2
3
0
20%
30%
0%
0
0
0
0%
0%
0%
2
5
0
20%
50%
0%

Total

Every
week
4
40%
1
10%
0
0%
3
30%
9
90%
1
10%

Twice a
month
2
20%
0
0%
0
0%
2
20%
1
10%
2
20%

10

40%

0%

20%

30%

10%

100%

1
10%
2

1
10%
3

1
10%
3

2
20%
1

5
50%
1

10
100%
10

20%

30%

30%

10%

10%

100%

10

40%

30%

20%

10%

0%

100%

10
100%
10
100%
10
100%
10
100%
10
100%
10
100%

Note:
Low agreement
Medium agreement
High agreement

Table 2 presents the frequency using ICT in teaching. First, as learning resources, more than 70% ICT used
lecturers in teaching, such as websites, videos, and electronic media. Whereas, education software and
education games 50% lecturers did not utilize it, and 20% used with frequency less than once a month. Second,
ICT as instructional organization of learning category, more than 90% lecturers using MS Office and making
presentationwith combine any files more than once a month. Whereas, e-learning 90% lecturers did not use it in
teaching and 10% use one a month. Third, communication category a half of them utilize email as learning
support less than one a month and another lecturers 50% use it more often. About 10% lecturers never use
social network in teaching, 30% use less than once a month, and 60% more often.
In summary, more than 60% applications of ICT used as learning resources by lecturers to students.
Although, some applications of ICT such as education software, e-learning, and education games some
lecturers not yet used it, either never or less than once a month. The majority of Biology Education of Ahmad
Dahlan University lecturers most frequently use Microsoft Office to support their lecture.
C. Perspectives of Biology Education Lecturers On Using ICT
The opinion of lecturer on using ICT in learning activities is a new innovation in learning styles. More
than 80% lecturers agree with application of ICT in teaching. Less than 20% they less agree about using ICT
for class controlled, communication achievable with students, and professional as a lecturer.
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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

No

TABLE 3. PERSPECTIVES LECTURERS ABOUT APPLICATIONS OF ICT

Estimation

Statements

1.

ICT makes learning activities

easily understand and interest

2.

ICT increase students

motivation

3.

ICT makes class controlled

easier

4.

ICT makes communication

with students more achieved

5.

ICT make me more

professional as lecturers

Frequency
Percent
Frequency
Percent
Frequency
Percent
Frequency
Percent
Frequency
Percent

Very agree
7
70%
6
60%
4
40%
4
40%
3
30%

Agree
3
30%
4
40%
4
40%
4
40%
6
60%

Less agree
0
0%
0
0%
2
20%
2
20%
1
10%

Disagree
0
0%
0
0%
0
0%
0
0%
0
0%

Very disagree
0
0%
0
0%
0
0%
0
0%
0
0%

Total
10
100%
10
100%
10
100%
10
100%
10
100%

Note:
Low agreement
Medium agreement
High agreement

Table 3 show that 100% lecturers agree that ICT makes learning activity interest and increase students
motivation. More than 80% they agree that through ICT lecturers can control classrooms and also makes
communication more achieved. The last, about 90% lecturers agree that ICT makes them more professional.
D. Using ICT Application of Biology Education Lecturers
In questionnaire also available open question to invite lecturers exploring their experiences use ICT in
teaching. Statements made in relation about easy of application and frequently used applications to support
learning.
Respondents
A
B
C
D
E
F
G
H
I
J

TABLE 4. OPEN QUESTIONS ABOUT ICT

What applications you use the most
What applications you use most
easy to support learning activity?
often to support learning activity?
Microsoft
Microsoft
PPT, Excel, Corel Video editor
PPT, Excel, Corel Video editor
PPT
PPT, Videos
PPT, WA
PPT
PPT, Videos
PPT, Videos
Lectora
PPT
PPT, Mind Map
PPT
PPT
PPT
PPT
PPT, Videos
PPT
PPT with combination

Table 4 show that PPT (PowerPoint) was popularly utilized by lecturers. More than 80% of lecturers said
that PPT was the most applications easily to support face-to-face in learning activity. Not only PPT, some
lecturers also use videos to support their lecture. Especially in Biology, videos makes lesson more alive and
interest. Others applications, e.g. MS excel, lectora, mind map, corel video editor, and Microsoft used of some
lecturers to support their teaching with low percentage around less than 10% (See Fig.1).

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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

Series
The Most Easy Applications
1;
Other
s; 2;
20%
PPT

a.

Series
The Most Applications Used
1;
Other
s; 1;
10%
PPT

Others

Others

Series
1;
PPT;
8;

Series
1;
PPT;
9;

b.

FIGURE. 1.A. THE MOST EASY APPLICATIONS USED OF LECTURERS AND B. THE MOST APPLICATIONS USED OF LECTURERS

Figure 1 show that, PowerPoint is the most application used by Biology Education lecturers of Ahmad
Dahlan University. Because of the contain program of PowerPoint not too different with another Microsoft
Office (MS World or MS Excel), so PowerPoint reputed as an easy application for them. So, lecturers not need
courses first to use it.
A PowerPoint presentation is a complex mixture of text, graphics, explanations, advanced software feature
and real-time interaction with the audience [2]. The purpose of using PowerPoint presentations are to support
lecturers by highlighting key points, to stimulate interest by using of clipart and cartoons, and display
assignment information [3].
PowerPoint have effect in many term, such as support a learning process of student [2]; increase students
motivation [4]; and self-efficacy and the academic successes of students. Moreover, PowerPoint was found
have an impact on short-term memory when designed appropriately, but was found PowerPoint have no impact
on long-term memory of students [2].
In fact, the quality of the PowerPoint presentation is depends on the maker. Of course, presentations which
are prepared well will have a positive effect on learning. Although, the principles that need for making
PowerPoint presentations are undefined, the lecturers must pay attention how to make presentations well.
General principles for making presentations with PPT such as how to use of text (size, type, themes, color,
etc.); how to make slide design (template themes, color, effect, etc.); slide transition; slide animation; videos or
audios insert in slide; and etc. Moreover, the materials contain must appropriate with basic competences,
learning objectives, and students characteristics.
Study was investigated by Aikalin [5], that Biology and Chemistry teachers most widely use PowerPoint
slides in their instruction while physics teachers most widely used blackboards. In other hand, Biology teachers
also use videos and textbooks. The reason for this discrepancy probably may come from their beliefs that
PowerPoint is more appropriate depending on the content taught.
Moreover, there is one interest and crucial question. Its about does ICT have effects on learning
outcomes?. Actually, the evidence of the impact of ICT is still inconsistent [6]. In fact, using ICT also cause
negative and positive effect. It depends on many factors, such as: how to design and use ICT interest, how
about characteristics content materials, how about characteristics of students, how expectation of basic
competences, how to combine ICT with another software, and also how teacher to teach. So, ITC has not been
to transform in education, but to support the teaching practice. Agree with Ilomaki [6], that ICT is not just a
tool to be adopted as such in the prevailing situation, but it has effects on several factors, like teachers role,
teaching practices, students collaboration, and learning tasks.
Similar study investigate about ICT come from Nguyen[1], that ICT applications as learning resources and
communication to support Physics learning (except e-mail) were not regularly used by the lecturers. MS
PowerPoint and some Physics simulation software, which belonged to the instructional organization of learning
category, were very commonly and frequently used in Physics courses in the selected Vietnamese Universities.
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ISSN : 2476-9533
The 2nd International Seminar on Science Education (ISSE)
Graduate School-Yogyakarta State University
Volume 2, October 2016

The pedagogy behind the use of MS PowerPoint and the software was stimulates and help students visualize
Physics phenomena and experiments.
The finding of this research showed that ICT were implemented in teaching and learning in Biology
Education of Ahmad Dahlan University. In many university lecturers was correct, that they should be utilized
information technology, in order to follow of globalization development and also to increase the efficiency, the
integrity, and the quality of the education provided. Especially in Biology Education, prospective Biology
teachers must able making presentations and presenting well because they will be a teacher in future. Recall
that development of science and technology will be more sophisticated and rapid.
IV.
CONCLUSION
Based on the finding of research, the conclusion that:
1. The most popular application used of Biology Education lecturers is PowerPoint.
2. The frequency of lecturers using ICT in teaching is generally 90% lecturers using MS Office every week.
3. The perspectives lecturers about ICT that ICT makes learning activities interest and increase students
motivation.
ACKNOWLEDGMENT
Thanks to Biology Education lecturers of Ahmad Dahlan University on the willingness and hard work.
REFERENCES
[1]
[2]
[3]

[4]
[5]
[6]

Nguyen, Nhung, John Williams, and Tuan Nguyen, The Use of ICT in Teaching Physics: Technology and Pedagogy. Asia-Pasific
Forum on Science Learning and Teaching, vol. 13(2), Article 6, 2012.
Uz, igdem, O. Feza and B. Glsah B, Prospective Teachers Opinions on The Value of PowerPoint Presentations in
Lecturing,Procedia Social and Behavioral Sciences 2, pp. 20512059, 2010.
H. Gurbuz, K. Mustafa, E. Mehmet E., A. Ali, and K. Sakip, The effect of powerpoint presentations prepared and presented by
prospective teachers on biology achievement and attitudes toward biology, Procedia Social and Behavioral Sciences 2, pp. 3043
3047, 2010.
A. Marmien, The impact of the delivery of prepared powerpoint presentations on the learning process, Santalka, 14(2), pp. 106109, 2006.
F.S. Aikalin, Use of Instructional Technologies In Science Classrooms: Teachers Perspectives. TOJET: The Turkish Online.
Journal of Educational Technology,vol. 13(2), 2014.
Liisa Ilomki, The Effects of ICT on School: Teachers and Students Perspectives. Department of Teacher Education University
of Turki, Published, 2008.

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