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All Journal International Journal of Biology Education Towards Sustainable Development Jurnal Pendidikan IPA Indonesia
Roswanna Safkolam
Yala Rajabhat University
Education Social Sciences

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Implementation of Bioinformatics Learning in Senior High School: A Systematic Review Indah Juwita Sari; R Ahmad Zaky El Islami; Roswanna Safkolam
International Journal of Biology Education Towards Sustainable Development Vol 2, No 2 (2022)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijbetsd.v2i2.164

Abstract

This study aimed to analyze the implementation of bioinformatics learning in senior high school from research articles. A systematic review was conducted in this study and showed the findings of relevant studies about the implementation of bioinformatics learning in senior high school. Three journals used for a systematic review: PLOS Computational Biology, Briefing Bioinformatics, and CBE-Life Science Education. A total of nine papers were included in the systematic review from 166 articles screened by criteria; bioinformatics learning or bioinformatics education at the senior high school level, published from 2010 to 2019. The result of this study is the trend of learning outcomes of bioinformatics learning at senior high school is to increase cognitive or knowledge in the Biology field, especially molecular biology (67%). The trend for the type of assessment in bioinformatics learning at senior high school is the observation to assess the learning outcome (44%). The trend of contents in bioinformatics learning used Biology, computer science, and information technologies (100%). The trend of bioinformatics tools in bioinformatics learning at senior high school is BLAST (44%). The trend of teaching strategy to implement bioinformatics learning at senior high school is inquiry and problem-based learning (each teaching strategy is 22%). The last is the trend of the period in implementing bioinformatics learning at senior high school is three periods in each topic (33%). For further study, the trend of implementation of bioinformatics learning can be integrated to design the new framework for implementing bioinformatics learning at senior high school. These findings recommended that science teachers or science educators promote bioinformatics learning at senior high schools.
Organic Compounds Learning Game to Promote Twelve Graders' Academic Achievement and Attitudes toward Chemistry in Thai Islamic Private School Roswanna Safkolam; Piyasiri Soontornnon Sinchai
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.35738

Abstract

Organic chemistry is a crucial subject in chemistry. Its abstract nature can make it difficult for students to understand. Learning games are an educational innovation that can improve learning outcomes and motivate students in chemistry. This study aims to develop and test the efficiency of a learning game on organic compounds, compare students' academic achievement before and after learning, and examine students' attitudes toward chemistry. A one-group pretest-posttest design was used. The participants were 19 Grade 12 students in an Islamic private school in Thailand, selected through purposive sampling. The research instruments included 1) a learning game on organic compounds, 2) an achievement test on organic compounds, 3) an attitude toward chemistry questionnaire, and 4) a semi-structured interview on attitudes toward chemistry. Data were analyzed using percentages relative to the efficiency criterion (E1/E2) of 75/75 percent, mean, and standard deviation, paired t-test, and qualitative data were analyzed using content analysis. The results showed that the learning game's efficiency was 78.95/80.79. The average post-learning achievement score was statistically significantly higher than the pre-learning score at the .05 level. The students' attitudes toward chemistry were highly positive (¯X = 3.65, S.D. = 0.33). The research supports game-based learning, highlighting that play lowers anxiety and increases engagement. It demonstrates that educational games can promote equity by assisting students, particularly low achievers, and by encouraging active learning in science classes. The study finds that game-based learning enhances upper secondary students' performance in chemistry and attitudes toward the subject. Educators are encouraged to integrate learning games into science lessons to create a more engaging, equitable, and student-focused environment.
Co-Authors Indah Juwita Sari Piyasiri Soontornnon Sinchai R. Ahmad Zaky El Islami