Page 15 - Jurnal Kurikulum BPK 2020

method. It is evident when they were able to justify why they have chosen to use the same or
make changes with their learning strategy.

Students evaluate their learning strategy based on external factor

Generally, students in this research shown to use both external or internal indicator to
evaluate learning strategies. Hennessey et al. (2015), mentioned that those who are internally
driven uses indicator such as feeling of understanding, able to teach friends, preferences to
certain topics and motivation state. However, those who are externally driven uses indicator
such as quiz or exam performance, the nature of the subject and time constraint.
Most students stated test or exam result as a very important indicator to determine
how they should learn. When asked to describe the situation in which they would have used
alternative learning strategy, they mentioned about low grade. For example, Syarizah and Suzie
said it is their test or exam result which forces them to seek for alternative strategies to help
them improve their performance. Both Suzie and Syarizah would adopt new strategy if their
grade drops.

“The situation when I got high marks and then suddenly my performance in certain
subjects decreases. At that moment, I will do revision, do consultation with lecturers
and understand the topic the most importantly…” (Suzie)

“When my marks for test or exam is suddenly drop. Because if my marks are lower
than before, I know that something is wrong with my learning strategy” (Syarizah)

Another common external indicator is the inherent nature of the subject. Biology course
are synonymous with complex biological processes and diagrams (Momsen et al., 2010). Many
of these concepts are loaded with detail information that are highly abstract thus making
learning biology difficult (Lazarowitz and Penso, 1992). Diagram also poses as a challenge in
biology education as Cromley, Snyder-Hogan, and Luciw-Dubas (2010) have shown that
higher cognitive activities are required to comprehend diagram in comparison to reading text.
In the current study, participants have said that they would choose a different learning strategy
should they find the topic difficult to learn. For example, Zizi said that she must change her
method of learning biology in matriculation because the syllabus is more in depth on top of
having to learn many diagrams.

“Yes. Because biology has so many diagrams such as plant cell and animal cells. All
those details are so many for me to just look and remember especially its functions.”
(Zizi)

Ada also pointed out that she would choose a different learning strategy depending on the
difficulty of the topics.

“Depend on the difficulty of the topic. If it is more about process I will read it first and
try to explain it to my friend. Sometime because it depends in the topic.” (Ada)

Ipan on the other hand, finds biology course in matriculation as generally more difficult than
in high school.

“… back in high school it was simpler than ‘matrics’. I took ‘matrics’ programme
more seriously than high school.” (Ipan)

6