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All Journal Quagga: Jurnal Pendidikan dan Biologi Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi
Sariwulan Diana
Indonesia University of Education
Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology

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Misconception Analysis of Cell Material Using Four-Tier Multiple Choice Diagnostic Test Naufal Ahmad Muzakki; Sariwulan Diana; Didik Priyandoko
Quagga: Jurnal Pendidikan dan Biologi Vol 15 No 2 (2023): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v15i2.32

Abstract

The purpose of students learning biology is to understand the concepts in biology, be able to connect one concept to another, and apply the learned concepts in daily life. Inability to properly connect concepts may cause misconceptions that will affect students' achievement. Therefore, the purpose of this study is to analyze students' misconceptions on the topic of cells using a four-tier multiple choice diagnostic test. The research method used is research and development. The subjects in this study were 36 students of class XI science at SMA Muhammadiyah 5 Rancaekek. The results of developing a diagnostic test using the content validity ratio (CVR) method produced a CVR value of 0.75 (CVR ≥ 0.672) and the content validity index (CVI) method produced a value of 0.87 so that the developed diagnostic test was feasible to use. The results of the analysis of misconceptions experienced by students showed that on the topic of chemical components making up cells 10.42%, cell structure 10.42%, cell function 13.89%, differences between animal and plant cells 17.36%, and bio-processes in cells 11.81%. Overall, the misconceptions experienced by students regarding cell material were 12.78% (misconceptions > 10%), which means that a misconception experienced by students was considered significant.
Managing Students’ Cognitive Load on the Immune System Topic Through the Imunopoli Board Game Nurul Inayah; Adi Rahmat; Sariwulan Diana; Dewi Susanti; Muhamad Wafda Jamil
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i2.1891

Abstract

The complexity of immune system content may impose a high cognitive load if the instructional design fails to accommodate the limitations of working memory. This study aims to manage students’ cognitive load and describe the correlations among cognitive load aspects in IMUNOPOLI board game-based learning. The study employed a quasi-experimental method with a non-equivalent control group post-test only design involving 60 Grade XI students from a senior high school in Bandung. The cognitive load aspects, including Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL), were measured using a 10-item questionnaire. Data were analyzed using inferential statistics, correlation analysis, and effect size. The results showed a significant difference between the two groups and a moderate effect on ECL (p = 0.047; d = 0.530) during the second meeting. This finding indicates that IMUNOPOLI reduce students’ ECL, particularly during the initial learning session. However, this effect was not consistent, as no significant differences were found in ICL, ECL during the fourth meeting, or GCL, while the correlations among the cognitive load aspects ranged from moderate to very weak. Future studies are recommended to extend the intervention duration, incorporate a pre-test, and combine subjective measures with students’ learning outcomes.
Co-Authors Adi Rahmat Dewi Susanti Didik Priyandoko Muhamad Wafda Jamil Naufal Ahmad Muzakki Nurul Inayah