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Education is one of the most important factors for improving human resources
in line with the advancement of human knowledge and technology, human is required
to improve the quality of education. Through a process of education, some nation try
to achieve in various areas of life, economic, social, political, science and technology
and other part of life, so inevitably the national education system need to be
organized in order to become instrument for improving the quality of human
resources.
In General, three aspects occur in implementing the education in Indonesia,
for instance, education, advice and infrastructure (facilities) for every level of school.
Education cannot be separated from human life or culture. Therefore the meaning of
education can be interpreted as a human endeavor to foster a personality fit with the
value in society and culture. Hence any simple culture of the society it must within
the educational process.
In science, the laboratory is an important part to support teaching and learning
process; to help public and private schools to conduct research must have a complete
laboratory. Students must be given sufficient material, qualify teachers (who are
mastering the concepts and basic materials of science), with both urgently need so the
material being taught in school become more interesting and student are motivated to
learn better, because they can see and feel the problems being study. In carrying out
this biology laboratory activity, it will be increased the perceptibility and knowledge
for students, because by practicum student can see objects directly or compare the
object with the real situation in accordance with biology is a subject for study about
environment.
Laboratory is a place to provide some illustration of theoretical material for
verification testing (proving) from research results by scientist in laboratory.
 u

Laboratory also serves as a place for opportunities for student to get firsthand
experience for solving some problem where the problem come from the observed
natural phenomena or theories they learned by inquiry. Students learn through
experience so teacher should give them a chance to make their own experience.
Natural Sciences (IPA) associated with the way of finding out about nature in
systematic, so IPA is not only a knowledge of facts, concepts, or principles, but also
represents a process of discovery. Science education is expected to be a subject for
students to learn about themselves, environment, as well as prospects for further
development with applying it on daily life (Depdiknas, 2006).
The phenomenon of a student's learning difficulties usually apparent from the
decline academic achievement. However, learning difficulties also can be proven by
the emergence of abnormalities behavior (misbehavior) like students screaming in the
classroom, harass their friends, fighting, often absent, and escape from school.
Generally, factors cause in the learning difficulties consists by two kinds, internal
factors and external factors. Teachers should always give attention to the difficulties
that become obstacles in the implementation of biological activity. Most of the
problem commonly encountered by biology teacher in the laboratory activities is lack
of laboratory facilities (Shah, 2009).
Based on the experience from PPL, it is found that students ware very
interested in learning through lab activities, but the activities not be conduct
maximally because the presence of a variety problems. The information gained
during the PPL, there are problems faced by biology teachers in the lab work
implementation, it is discovered that most of problem come from the laboratory
facilities and infrastructure. Even though schools have a laboratory, but it still needs
adequate equipments and materials to perform a proper lab work. So, it needs
observation to see if there is same complication experienced in the other school. The
observation or the complication analysis of biology teacher in the implementation of
curriculum activity at all high school sub district Berastagi, 2010 show that four
 

schools; Masehi Private High School, Bersama Private High School, Methodist
Private High, and Negeri 1 High School. All schools claimed that almost every
school and biology teachers have difficulties in carrying out of laboratory activities.
The most common problem faced by them is the lack of laboratories equipment and
materials. Only a few schools are not experiencing such predicament as they have
adequate tools and materials to conduct a laboratory activity. Laboratory work
includes, conducting some observation, operation or tests on animal organs, study on
plants which can be implement indoors, tools and materials used normally are not so
complicated. Students who participate in biology laboratory activity are able to help
themselves improve their understanding and learning process, for example handling
objects or plants directly or comparing it with the real situation. The observation also
includes, recognizing the difficulty faced by biology teachers in performing a lab
work due to lack of resources and less effective learning tools as well as inefficient
way of developing cognitive, effective, and psychomotor.
Based on the descriptions above, this observation is necessary to prove that
the existence of the problems in carrying out the process of learning and can be
overcome. The title of the research on biology teacher facing difficulties on
laboratory activity has grabbed the writer attention and proceeded to conduct research
on the subject, by choosing the title research as below:

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Based on the background above, the writer identifies the problem as:
1.‘ In general all Berastagi High School has the laboratory but biology teachers
cannot do the optimal activities caused of the difficulties in the
implementation of laboratory operations.
  

2.‘ In general all Berastagi High School has implemented the lab activities but
only a small portion of material has been completed, subject matter received
by students was not optimal.

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The research will be limited only to analyze the difficulties faced by teachers
to implement learning process, in practical activities for secondary school classes X,
XI, and XII in terms of factors laboratory buildings conditions, laboratory facilities,
interests and creativity by teachers, the cost for lab work, and the allocation of
execution time and results.

 )$!*! 
 Dealing with limitation of the problem, the problem can be formulated as
follow:
1.‘ How far the implementation of practicum activities has done at all High
School sub district Berastagi?
2.‘ What kind of difficulty experienced by biology teachers in the implementation
of practicum at all High School sub district Berastagi?
3.‘ What efforts have been made by biology teachers to undertake a practicum at
all High School sub district Berastagi?
4.‘ How is the condition of biology Laboratory for implement a practicum
activity at all High School sub district Berastagi?

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The objectives of the research can be formulated as follow:
1.‘ To find out the implemented biology lab activities at all High School sub
district Berastagi.
 

2.‘ To know the difficulties those were discovered by most of biology teacher in
the implementation of a laboratory at all High School sub district Berastagi.
3.‘ To know the condition of biology Laboratory for implements a laboratory
activity at all High School sub district Berastagi.
4.‘ To know the effort from biology teacher to implement of laboratory activities
at all High School sub district Berastagi.

 - 
Based on the research objectives and description of the problem above, then
the benefits of this research as bellow:

1.‘ As the important information for institution to improve the quality of science
education with laboratory activities even though done only modestly, in all
High school sub district Berastagi.
2.‘ As input to the school in all High school subs district Berastagi to meet the
needs of facilities and infrastructure in laboratory activities even though only
modestly.
 º

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Science (Biology) is a subject to enhance the knowledge, skills, attitudes and
values. Also a place to build environmentally concerned citizens and responsible to
the community, nation and state as well as faithful and obedient to God Almighty
(Sianturi and Simatupang, 2009).
Biology relates how to know and understand the systematic of nature so
biology is not only a power of knowledge in the form of a collection of facts,
concepts and principles but also represents a process of discovery. Biology education
is expected to become an instrument for student to learn about themselves and
environment. Biology education focuses on the systematic provision of direct
experience because the students need to be help to develop some skills process for
they are able to explore and understand the environment. The function of biology is:
(1). to help student to understand the concepts of biology, (2). to help develop a
scientific attitude, (3). to help using process skills, (4). to apply the concept of
biology in the technology, and (5). to help students applying to higher education.

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Many resources and materials can be use as a learning tool, so laboratory is a
place for do experiments that can be use to find the lab results from resources for
students to stimulate them participate in learning activities. Laboratory is an integral
part of the teaching-learning process in schools. Effective teaching requires planning,
good facilities and infrastructure. With the statement above, laboratory is one of
sources and learning tool, so the school laboratory should be utilized as a source of
learning biology. Laboratory also serves as a place for opportunities for students to
 X

get firsthand experience for solving some problem base on a relevant theory
(Blogspot.com/2010 10:01).

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Practicum is one of method generally carried out by every educational
institution / school. Practicum can be implementing in the laboratory and also
implement directly in the field. Practicum activity has a benefits as follows:
(Hamalik, 2001), (1) provide opportunities for student to practice the way the theories
they learn in class, (2) give practicum experience for student to improve the quality of
truthfulness, which is not obtainable through face to face in class, (3) useful as an
opportunity to conduct a survey and evaluation or testing in order to try out a new
theory in situations of actual conditions, and (4), help students to assess a problem, to
prove a theory or law based on the information obtained by implementing the
practicum.
In practicum implementation also occur weaknesses and strengths, which is
the weakness in practicum implementation is a method does not compatible with the
fields of science and technology,(facilities, equipment and materials) that is not easily
obtained because expensive, needs precision, persistence, patience and out of range
ability or control. Meanwhile, the advantage in carrying out practicum activities is to
make students more confidence in the correctness or conclusions based on
experiments, foster to students to make breakthroughs with the discovery from
experiment results are beneficial for human life and can be a valuable experiment to
making money.

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In science education, laboratory is a place where teacher and student do some
practicum, observation and research. Laboratory is a place to support learning
activities from classroom, or classroom activities to support the laboratory activities,
 †

depend on how the strategy was observed by the teacher. Laboratory is a place, or
room that is equipped with certain equipment to conduct some experiment or
investigation. A laboratory activity (practicum) is not only for train the ability to
manipulate the tool skills, but also to train attitude (motivation) on the performance in
scientific work. Laboratory is a place to provide some illustration of theoretical
material for verification testing (proving) from scientist research results in laboratory.
Laboratory also serves as a place for opportunities for students to get firsthand
experience for solving some problem come from the observed natural phenomena or
theories they learned by inquiry. There is two type of biological laboratory (open and
close laboratory). Such as botanical gardens is open laboratory, also forest nature
reserves (annual), and a close laboratory like greenhouse or in the form of laboratory
space for lab work (Listri, 2005).
There are several matters in designing a science laboratory: Location of the
laboratory is not easy to be standardized for all schools. In determining the laboratory
we must to know this thing: (1) position of the environment, as long as possible the
location of the laboratory with the south-north direction is highly recommended.
Location so closely related to the incoming sunlight and has to do with the
installation of windows or amount needed, (2) the location of the laboratory should
be close (physics, biology, and chemistry), this will make it easier for teachers to
move to others room, while also able to use the equipment simultaneously, and to
save electricity, water and sewer.
Location of the room in laboratory is determined by the type of rooms we
need (1) space for teaching and learning activities, where laboratory equipment
including tables, chairs, cabinets, and shelves in it, (2) preparation room, where
teacher can do the preparation in the laboratory before do a practicum , so teaching
and learning will going well, preparation room is used as a place to prepare
equipment and materials for coming practicum , (3) building spaces, this room at
least 5 square meters, to put a cabinet where chemicals and shelves for storing other
 ÿ

items, (4 ) dark room, to do photo processing or for experiments should be free from
the sun and light, required at least 5 square meters, and (5) room for weighing, should
also be owned by each laboratory.
Practicum derived from the word µpractice¶ mean the real implement from
what was learned in the theory. While practicum is part of teaching, aims to give
opportunity for students to test and implement real situation, what lessons derived
from theory and practicum. Practicum activities can be interpreted as a teaching
strategy by using a scientific knowledge approach to psychic phenomena, investigate
and research. Practicum is an activity of the application from the theories that have
been studied to solve various problems of natural science, conduct in laboratory.
Given the importance of practicum in the teaching of natural science, lecturers /
teachers should be able to plan and manage the activities of lab work properly.
Without proper planning and management, the facility will not work to support the
achievement of educational goals.
With practicum, then students will learn science through direct observation of
symptoms as well as the processes of science, they can be practicing scientific
thinking skills, able to instill and develop a scientific attitude, be able to find and
solve new problems through the scientific method. In practicum activities there are
three areas of knowledge is required, the cognitive, affective, and psychomotor.
Teachers and students is important to recognize the experimental activity, it underlies
the development of the theory in a way to gather facts so precedes the emergence of
hypotheses. In connection with this laboratory method, the laboratory activity is
design with the goal to train student to improve their performance in experiment and
enhance learning motivation. Student makes observation and measurement, testing a
concept, designing experiment, observing, predicting, data processing, and conclude.
In fact, this ideal condition has not been achieved, namely: Performance
(performance and motivation of students in the lab experiment still low). By conduct
 c

some experiments in the lab, student can deal with objects and phenomena problems,
so they can be encouraged to solve problems in order to obtain significant
conclusions.
According with the statement above, teaching with practicum is affective to
achieve simultaneously three kinds, (1) high cognitive performance that includes the
train, so theory can be understood, and so the theory can be applied in real
circumstances. (2) Affective Skills include an explanation of learning plan activities
independently, learn to cooperate, learn to communicate information about their
scope, and learn to appreciate the field. (3) Psychomotor skills are encouraged, learn
to install equipment until can work, and learn to use equipment and certain
instruments (Subdibyo and Sinaga 2007).

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Laboratory serves as a place to support activities from the classroom, or
functions related to laboratory activities associated with laboratory activities include:
(1) Tools (place) to confirm / provide certainty particulars (information), (2) Tool to
determine causal relationship (causalities), (3) Tools to prove the truth of factors or
phenomena can be used as legal or proposition, if proven true, (4) Tools for
practicing a known, (5) Tools for developing skills, with emphasis on experimental or
exercises, someone can become skilled in the use tools; (6) Tools to provide
exercises; (7) Tools to help students learn to use scientific methods in solving
problems; (8) Tools to continue / conduct research individually or group.
(Manurung, 2008)
Theoretically the laboratory as a source of learning center can be utilized for
research with the purpose of testing of knowledge base on the discussion, and
literature sources, can be utilized for service to teaching and learning activities at
respective institutions, also the utilization of these learning resources for the user.
This laboratory activity is identical with the experimental method, wher students do
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some experiment on something they watch the process and write down the results and
conclusions. The use of this technique aims to make students able to search and find
their own answers in face the problems by conducting the experiment. Students also
will discover the truth from theory they have learn.

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The tools of science (IPA) laboratory, object we use in lab activities can be
used repeatedly. Examples of science laboratory tools: tweezers, mentholated spirit
burner, thermometer, stopwatch, test tubes, measuring cup and shove a microscope.
Tools that used indirectly in the lab, such as pliers, screwdrivers, fire and first aid
boxes also called lab tools. Material in the science (IPA) laboratory is a chemical
used consumables. Chemicals, there is a solid, liquid or gas. Examples for solid
material in laboratory: NaOH, salt (NaCl), starch, iron powder, limestone (CaCO3)
and organs of plants (leaves, flowers, roots, etc.). While the usual tools required in
the implementation of experiments such: measuring equipment, such as
thermometers, barometers, measuring cup, stopwatch, micrometer screws, tools from
glass, such as test tubes, Erlenmeyer flasks, spirit burner, model, like models of
digestion, respiration model , skeleton model , the model senses and other organs,
charts, such as charts classification of living things, metamorphosis charts for frog, a
chart of the human expenditure systems, and tools such as the experimental process
tweezers, scissors and a Bunsen burner / spirits, mortar and pestle
(blogspot. com/2010 09:00).
supporting equipment (tools) is need for work in science laboratories such as:
fire extinguishers (could be change with wet sand and wet burlap sacks), first aid box
complete with its contents (medicine, gauze, plaster, bandage), cleaning tools such as
brooms , dustpan / drain, waste, rag mop, test tube brush, other tools such as
screwdrivers, hammers, pliers, saws and so forth. Usually in science laboratory
equipment manufacturer base materials such as optical devices (glasses), such as test
 cu

tubes, Erlenmeyer flask, burner sprites, tools made from metal (asbestos gauze,
surgical equipment) and instruments from wood, (like a test tube rack, test tube clamp
and so on), and tools such as plastic bottles etc. san chemicals, equipment from other
materials such as test tubes from palm fiber brush, cork and mortar made from
porcelain.
The materials use in science (IPA) laboratory activities can be either a
chemical and natural materials (objects and living things). Chemical material is
flammable, explosive, corrosive and toxic. While the material in a science(IPA)
laboratory materials is consumables such as chemicals based on substance according
to the symbols, flammable materials, such as alcohol (C2H5OH), ether, ethylated
spirit and brimstone (sulfur), volatile materials, such as ether, alcohol and spirits,
which are not hazardous materials, such as starch (starch / starch), glucose, sucrose
(sugar), water and oil, materials for chemical reactions, such as the Burette reagent,
Fehling reagent Fehling A and B, lugol solution, iodine solution and Benedicts
reagents. While the material of living things use in science (IPA) laboratories, used
for the tested materials, such as foodstuffs, plant parts (flowers, leaves, fruits, stems
and roots), animal parts (feathers, hair, bones, blood, etc.), microorganisms (bacteria,
algae, fungi, culture of |

 , etc.) and materials used for testing, such as
turmeric, flowers, and leather wine as an indicator ingredient of acid-base.
Tools and materials used in science (IPA) laboratory activities require a
special treatment according to conditions and characteristics. Wrong treatment in
carrying, using or storing equipment and materials can cause damage to equipment
and materials, the occurrence of workplace accidents, and can cause disease. How to
treat the tools and materials in science (IPA) laboratory can accurately determine
success. As for its treatment of laboratory equipment such as: (1) Taking tools
appropriate by instructions, (2) Using tools appropriate by instructions, (3) Maintain
the cleanliness of equipment, and (4) Save the appliance. The furnished tools and
materials used in the la, so activities will be carried out maximally.
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Generally, laboratory activities should be conduct at the High School in Class X as:
Y
   penggunaan Mikroskop, Y

 mengidentifikasi Hewan
menggunakan Kunci Dkotomis, Y

 Mengidentifikasi Tumbhan
menggunakan Kunci Dikotomis, Percobaan 3.2. variasi morfologi Pada Mangga,
Y
  Dampak Negatf Aktivitas Manusia erhadap Keanekaragaman Hayti,
Y
 
Mengamati Koloni Bakteri, Y
  . Pengamatan Bakteri,
Y
   Pengamatan Gangang Hijau Biru, Y
   Organisme
Protozoa yang ada di Lingkungan Kita, Y
 
Pengamatan Euglena dan
Gangang Keemasan, Y
   Pengamatan Ganggang Hijau, Y
   

 
Jamur Tempe(Rhizopus sp.), Y
 
Uji Coba Fermentasi Bahan
Makanan, Y
   Struktur Basidiomycota, Y
  . Pengamatan
Lumut Kerak, Y
   Pengiliran Keturunan pada Lumut, Y
 
.
Struktup Sporofit Tumbuhan Paku, Y
  Struktur Vegetatif dan Generatif
Gymnospeae, Y
  . Perbandingan Struktur Vegetatif dan Generatif
Gymnospermae dan Angiospermae, Y
   Perbedaan Struktur Vegetatif
dan Generatif Dikotil dan Monokotil, Y
   Porefera, Y
 

Cnidaria, Y
   Gastropoda, Y
   Identifikasi Insecta,
Y
   Ciri Morfologi Insecta, Y
    Komponen Penyusun
Lingkungan, Y
 
Rantai Makanan, Y
    Pengaruh
Pencemaran Air trehadap Daya Tahan Tubuh.
Laboratory activities should be conduct at the High School in Class XI as:
Y
   Identifikas Jaringan, Y
 
Jaringan Hewan, Y


 Jaringan Tumbuhan, Y


Anatomi Batang dan Akar, Y


Kecepatan Tumbuh, Y
   Gerak Pada Tumbuhan, Y
  
Osmosis, Y
 
Transpotasi Melalui Xilem, Y
   Transpirasi,
Y
  Transpirasi dan Stoma Daun, Y
  Peredaran Darah Pada
Katak, Y
 
Menghitung Denyutan Nadi, Y
   Menguji
Kandungan Nustrisi Pada Makanan, Y
 
Temperatur dan Enzim Ptalin,
 c 

Y
  Pernapasan Pada Hewan, Y


Kapasitas Pernapasan Paru-
Paru, Y
   Struktur Ginjal, Y
   Bintik Buta, Y


Luas Daerah Bintik Buta, Y
   Menguji Indera Pengecap,
Y
 
 Mempelajari Serbuk Sari dan Putik, Y
 

. Penyebaran
Aktif.
Laboratory activities should be conduct at the High School in Class XII as:
Y
  Pengamatan Berbagai Macam sel, Y

Membandingkan sel
tumbuhan dan Sel Hewan, Y
   Mengamati Plasmolisis Pada Sel,
Y

 Meiosis, Y
   Penelitian Terhadap enzim Katalase,
Y

Fotosintesis dihasilkan Karbohidrat Amilum, Y
  Hukum
Mandel, Y
   Interaksi Gen, Y
 
Kriptomeri, Y
  
Peta Silsiah(pedigree), Y
   Mutasi Gen, Y
   Percobaan
Spallanzani dan Pasteur, Y
   Seleksi Alam, Y
 
Embriologi
Perbandingan, Y
   Penmafaatan Peningkatan Sumber Daya Alam
Hayati,Y
 
 Fermentasi 

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Biology laboratory serves as the venue for the practice of biology learning
activities that require special equipment. Biology lab can accommodate a minimum
of one study group; the ratio of minimum space biology laboratory is 2.4 m2 /
student. For the study group less than 20 students, minimum size is 48 m2 of
laboratory including storage space and preparation space 18 m2. Minimum breadth
for biology laboratory is 50 m2. Space of biology laboratory has adequate bright place
for reading books and observing the testing object, where biology laboratory space
equipped as stated in Table 2.1. (DEPDIKNAS, 2007).
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Many schools do not carry out activities in the laboratory. This is because
there are several factors that hinder the implementation of these activities. This factor
consists of two parts, external and internal factors. The external factor comes from
the out of scope of biology teachers, such as lack of laboratory facilities and
infrastructure. This occurs because the laboratory activities require a bigger budget to
get all the facilities and infrastructure. Then, inadequate facilities and infrastructure
will hamper the implementation of laboratory activities. Also happen because lack of
allocation of time. For example, in teaching Biology at school for each class, the
allocation of time given only two times an hour lesson per week, while for the
implementation of activities take approximately less than two hours of lessons.
Internal factors which become obstacle are: lack of experience, creativity and
preparation from teachers to manage the lab activities and the unavailability of
laboratory personnel who treat / manage the laboratory in details.
Many factor become barriers such as lack of ability to manage the laboratory,
lack of understand the meaning and function of school laboratories, uneven and
supplying IPA props making it difficult for teacher, and the limited ability of teachers
to understand subjects (Listri, 2005).

' ' Ê" *!0

Analysis is carry out activity to identify a problem where the aim to look at
the difficulties face by teacher in implementing learning process of biology, since
biology is part of science that cannot be separated from activities associate with
biology laboratory in school. The concept as bellow:

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Teaching



Biological Facts  Concept of biology


Y

 





Frequently asked questions
 Lecture
and discussion



 
 



 

 


       
    

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The research will be conduct at all high schools sub district Berastagi, these
are: Masehi Private High School, Bersama Private High School, Methodist Private
High school, Negeri 1 High School and Negeri 2 High School. Research will be
conducted in August 2010 until January 2011.

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The population in this Research is all biology teacher class X, XI and XII in
all High School sub district Berastagi. There are 9 Biology teachers.

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The sample in this Research is the population of biology teacher at all high
school sub district Berastagi. So the sample used by researchers, as contained in
Table 3.1.
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1 Bersama Private High 1
school
2 Masehi Private High 2
School
3 Metodist Private High 1
School
4 Negri 1 High School 5

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Source: By taking the direct observation

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This questionnaire will be given directly to Biology teachers to be able to

answer in accordance with their respective circumstances. Questionnaires have been
prepared base on indicators that have compiled, where this questionnaire consists of
30 items and each item consist four options.
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(Source: Arikunto, 2009)

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Interview is conducted by researcher into the respondents to obtain
questionnaire data. This interview is needed to know the qualitative data. Indicator
asked in this interview are 10 questions with lattices: (1).Laboratory (conditions),
(2).Quality and quantity (of facilities and infrastructure), (3).Students (are they bring
their own materials), (4).The laboratory have available materials for lab work (such
as solution or chemicals r), (6).Time (for experiment) (7).Instructions book, (8).Lab
activities (9).Cost for practicum (10th).Obstacles in the implementation of practicum
(Hariwjaya, 2009).

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Observations are directly conducted by the researcher at school, observation
serves to prove whether all the experiments carried out with maximally at school.
Scale for measurement with the type of Guttmann will be obtained terse response,
which is "done-not done." The data obtained can be either interval or ratio dichotomy
(two alternatives). Research using Guttmann scale conducted if you want to get a
definite answer about problem in question. Guttmann scale can be created in to
multiple choice, also can be made in the form of checklists. So to see the percentage
of the school lab activities have done is by giving score 1 if done and the 0 for not
done, then data obtained by counting how many scores for done divided by how
many times lab activities should be done in each class then divided by 100%. Where
total of activities for class X is 28 times, class XI is 22 times and class XII is 16 times
(Sugiyono, 2008).
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An observation is conducted when the object of research is human behavior,
work processes, natural phenomena, and direct observation that carried out in the
field. This observation is to see the feasibility of a biological laboratory according
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with national standard in every private school. This instrument is needed to reveal the
feasibility of a laboratory situation.

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( ) 9 . 
Validity of this questionnaire is important so the questionnaire distribute to
biology teachers is really accurate for research (Sugiyono, 2008). Questionnaires are
use when a big total of respondents can read well, and can reveal things confidential.
The questionnaire should be validation by a person who validate before distribute it
to biology teachers.

( +  "
This research is categorized into descriptive research where this research is
explains about the obstacles in the implementation of learning biology in laboratory.

( - "
( -  "  
In this stage everything necessary in the research prepared (research permit,
validity of test instruments, interview with teachers and observation at schools
laboratory).

( - '  

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In this stage the writer visited the place of research to make observations of
the laboratory to obtain data on barriers in implementation of activities in teaching
Biology.

( 5 
 
4
According with the objectives of this research (to find out what is the
difficulty of teachers in the implementation of laboratory activities),so to identify
these difficulties the writer analyzed the data using descriptive analysis techniques
with calculate the percentage obtained by the formula:
f
p
x 100 

)
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)  

Results obtained from analysis then compared with predetermined criteria
(Sudijono, 2008).
To see the implementation of lab activity was conducted assessment with
calculating the implementation percentage by using materials of the first observations
with the total sum using the formula (Sudijono, 2009):

jumlah pelaksanaan kegiatan praktikum

keterlaksanaan praktikum
Œ100
jumlah total praktikum
 -

 


'

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umlah skor hasil data yang diperoleh
M kategori laboratorium
Œ100M
umlah standar alat dan bahan yang harus dimiliki
'

  

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Percent Category
0% -20% 
 

20,1%-40%


40,1%-70%  

70,1%-90% 

90,1%-100%