Didactic student workbook in human anatomy and physiology: Implementation in undergraduate biology education

Abstract

A didactic student workbook has been used to teach human anatomy and physiology. The didactic workbook has significantly reduced the disparity between teaching materials and students. It accommodated all student learning styles, integrated with asma al-husna (the best names are based on the characteristics of God). This workbook also integrates contemplative exercises. The purpose of this study was to investigate the learning outcomes and responses of students after utilizing the didactic workbook in their learning process. The study used a quasi-experimental methodology with a pre-test-post-test control group design. It involved 31 biology education students from UIN Mahmud Yunus Batusangkar. The experimental group was given homework assignments to complete in the didactic workbook, whereas the control group was given the task of summarising and answer the questions in the textbook. Both groups used the discussion method during in-class learning. Essay tests and students response questionnaires were used to collect data. The t-test was used to compare the N-gain of learning outcomes between the experimental and control groups. Descriptive analyses were conducted to examine student responses. The didactic workbook was significantly effective (p<0.05) in improving learning outcomes compared to the control class. The didactic student workbook was also responded to very positively by students. These findings indicate that a didactic student workbook has the potential to improve learning outcomes and interest in the learning of biology.