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All Journal International Journal of Public Health Science (IJPHS) Jurnal Pendidikan Biologi Indonesia
Hidayati Maghfiroh
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Health Professions

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Definition and conceptual model of genetics literacy: a systematic literature review Hidayati Maghfiroh; Siti Zubaidah; Susriyati Mahanal; Hendra Susanto
International Journal of Public Health Science (IJPHS) Vol 12, No 2: June 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v12i2.22679

Abstract

Genetic literacy is essential for promoting health and well-being in modern society. Although its importance is increasingly recognised, the definition and crucial dimension to construct a conceptual model are unclear, limiting the possibilities for measurement and comparison intervention. The study aims to review definitions and the conceptual models of genetics literacy and develop a new comprehensive definition and conceptual model based on the discovered dimensions that are relevant in the post-genomic era. We performed a systematic literature review using the Crossref, PubMed, and Scopus databases with Publish or Perish software. An automated content analysis was conducted to identify and develop conceptual model genetics literacy using NVivo 12 software. The review resulted in 10 definitions and 12 conceptual models. Automated content analysis showed that genetic literacy is defined as the ability of an individual to comprehend, use, correlate, assess, and propose genetic information to make arguments, reason, and decide on genetic issues in maintaining or improving the quality of personal and social well-being. Genetic literacy was conceptualised as a set of knowledge, a set of skills or interconnected. The conceptual model of genetics literacy covers two dimensions. i) Knowledge dimension: conceptual (nature of genetic material, transmission, genetic expression, genetic regulation, genetic determinism, genetic technology); sociocultural; epistemic. ii) Skills dimension: argumentation, informal reasoning, and decision-making skills. This definition and conceptual model can serve as a basis for developing interventions and measurements to support regulating, preventing, as well as promoting health and well-being.
The effect of reading questioning answering integrated with creative problem solving on critical thinking Naafi Aisya; I. Ibrohim; Susriyati Mahanal; Hidayati Maghfiroh
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 2 (2023): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i2.25718

Abstract

Although the empowerment of critical thinking (CT) has become an international concern that needs to be developed in the biology learning process for high school students, there still needs to be more relevant research literature. This study aimed to compare the effectiveness of implementing reading, questioning, and answering strategies integrated with creative problem solving (RQA-CPS) with RQA, CPS, and discussion strategies. This method used the pretest-posttest non-equivalent control group design for one semester using four classes. We designed that the experimental group was taught with RQA-CPS, the control-I group was taught with RQA, the control-II group was taught with CPS, and the control-III group was taught with DP. This research involved 129 high school students in four classes with the topics Plantae, Animalia, Ecology and Environmental Change. These four topics are classified as complex material that requires CT to be able to understand in depth. The results showed that high school students' CT increased in all four classes, but the RQA-CPS group experienced the most significant increase and was significantly different compared to the other three control groups. Thus, the RQA-CPS strategy should be used in learning to improve students' CT.
Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory Muhammad Saefi; Widi Cahya Adi; Amining Rahmasiwi; Hidayati Maghfiroh; M. Eval Setiawan; Miza Nina Adlini; Syarif Rizalia
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 3 (2023): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i3.29201

Abstract

Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.
Co-Authors Amining Rahmasiwi Hendra Susanto Ibrohim M. Eval Setiawan Miza Nina Adlini Muhammad Saefi Naafi Aisya Siti Zubaidah Susriyati Mahanal Syarif Rizalia Widi Cahya Adi