Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic
DOI:
https://doi.org/10.21009/biosferjpb.26226Keywords:
COVID-19 pandemic, genetics education, genetics learning, scientific literacyAbstract
The Covid-19 pandemic has resulted in the face-to-face teaching and learning process being shifted to distance learning which has the potential to affect student literacy levels. This quantitative study aims to determine the effect of gender and grade level on the genetic literacy of high school students in Malang. This survey research used a statement instrument as many as 17 items involving 97 students. Data collection was carried out from November to December 2021. The sampling technique used was cluster random sampling. The research data was tested using a Two-Way ANOVA analysis. The results showed that gender did not have a significant effect on genetic literacy, while class level has significant effect. Furthermore, gender and class level did not have a significant interaction. Further research that examines the effect of other variables on genetic literacy needs to be done.
References
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Kurthen, H. (2014). What influences college classroom interaction? International Journal of Assessment and Evaluation, 20(4), 13–34. https://doi.org/10.18848/2327-7920/CGP/v20i04/58943
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the Obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232. https://doi.org/10.3390/educsci10090232
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Oertelt-Prigione, S., & Mariman, E. (2020). The impact of sex differences on genomic research. The International Journal of Biochemistry & Cell Biology, 124(May), 105774. https://doi.org/10.1016/j.biocel.2020.105774
Paul, A. O. (2018). Dealing with biology students’ fear of genetics: computer assisted instruction (CAI) to the rescue. Educational Research, 9(4), 105–117. https://doi.org/10.14303/er.2018.224
Rannastu-Avalos, M., & Siiman, L. A. (2020). Challenges for distance learning and online collaboration in the time of COVID-19: Interviews with science teachers. In A. Nolte, C. Alvarez, R. Hishiyama, I. A. Chounta, M. Rodríguez-Triana, & T. Inoue (Eds.), Collaboration Technologies and Social Computing (pp. 128–142). Springer. https://doi.org/10.1007/978-3-030-58157-2_9
Rodiah, S., & Sopandi, W. (2021). The effect of online learning on learning interest and digital literacy of students in terms of gender (gender-based comparative causal study of students’ learning interest and digital literacy in distance learning due to the covid-19 primary school pande. International Conference on Elementary Education, 3(1), 233–237. http://proceedings.upi.edu/index.php/icee/article/view/1468
Sulistiyawati, S., & Andriani, C. (2017). Kemampuan berpikir kritis dan hasil belajar biologi berdasarkan perbedaan gender siswa. Wacana Akademika, 1(2), 127–142. https://jurnal.ustjogja.ac.id/index.php/wacanaakademika/article/view/1289
Swandayani, Y. M., Cayami, F. K., Winarni, T. I., & Utari, A. (2021). Familiarity and genetic literacy among medical students in Indonesia. BMC Medical Education, 21(1), 524. https://doi.org/10.1186/s12909-021-02946-8
Verma, G., Campbell, T., Melville, W., & Park, B. Y. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483–490. https://doi.org/10.1080/1046560X.2020.1771514
Vlckova, J., Kubiatko, M., & Usak, M. (2016). Czech high school students’ misconceptions about basic genetic concepts: Preliminary results. Journal of Baltic Science Education, 15(6), 738–745. http://oaji.net/articles/2016/987-1482503099.pdf
Vleuten, M. van der, Jaspers, E., Maas, I., & Lippe, T. van der. (2016). Boys’ and girls’ educational choices in secondary education. The role of gender ideology. Educational Studies, 42(2), 181–200. https://doi.org/10.1080/03055698.2016.1160821
Yanti, E. D., Wigati, I., & Habisukan, U. H. (2019). Perbedaan kemampuan berpikir kritis laki-laki dan perempuan pada materi sistem peredaran darah mata pelajaran biologi kelas XI MIPA MAN Banyuasin III. Bioilmi: Jurnal Pendidikan, 5(1), 66–71. https://doi.org/10.19109/bioilmi.v5i1.3541
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Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender differences in student participation in an active-learning classroom. CBE Life Sciences Education, 19(2), 1–10. https://doi.org/10.1187/cbe.19-03-0048
Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PloS One, 16(8), e0250378. https://doi.org/10.1371/journal.pone.0250378
Bernardo, R. (2020). Reinventing quantitative genetics for plant breeding: something old, something new, something borrowed, something BLUE. Heredity, 125(6), 375–385. https://doi.org/10.1038/s41437-020-0312-1
Boerwinkel, D. J., Yarden, A., & Waarlo, A. J. (2017). Reaching a consensus on the definition of genetic literacy that is required from a Twenty-First-Century citizen. Science & Education, 26(10), 1087–1114. https://doi.org/10.1007/s11191-017-9934-y
Bowling, B. V., Acra, E. E., Wang, L., Myers, M. F., Dean, G. E., Markle, G. C., Moskalik, C. L., & Huether, C. A. (2008). Development and evaluation of a genetics literacy assessment instrument for undergraduates. Genetics, 178(1), 15–22. https://doi.org/10.1534/genetics.107.079533
Bryant, L., & Hoon, E. (2006). How can the intersections between gender, class, and sexuality be translated to an empirical agenda? International Journal of Qualitative Methods, 5(1), 67–79. https://doi.org/10.1177/160940690600500106
Castiblanco, J., & Anaya, J.-M. (2015). Genetics and vaccines in the era of personalized medicine. Current Genomics, 16(1), 47–59. https://doi.org/10.2174/1389202916666141223220551
Cebesoy, U. B., & Oztekin, C. (2018). Genetics literacy: Insights from science teachers’ knowledge, attitude, and teaching perceptions. International Journal of Science and Mathematics Education, 16(7), 1247–1268. https://doi.org/10.1007/s10763-017-9840-4
Chapman, R. (2017). Genetic Literacy And Attitudes Survey (IGLAS): International population-Wide assessment instrument. The European Proceedings of Social & Behavioural Sciences, 45–66. https://doi.org/10.15405/epsbs.2017.12.6
Chapman, R., Likhanov, M., Selita, F., Zakharov, I., Smith-Woolley, E., & Ko- vas, Y. (2017). Genetic Literacy and Attitudes Survey (iGLAS): International population-wide assessment instrument. The European Proceedings of Social & Behavioural Sciences EpSBS, 33(6), 45–66. https://doi.org/10.15405/epsbs.2017.12.6
Delić, H. (2020). The analysis of learning styles among high school students. Journal of Education and Humanities, 3(1), 17–28. https://doi.org/10.14706/JEH2019222
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dilla, S. C., Hidayat, W., & Rohaeti, E. E. (2018). Faktor gender dan resiliensi dalam pencapaian kemampuan berpikir Kreatif matematis Siswa SMA. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 2(1), 129. https://doi.org/10.31331/medives.v2i1.553
Dumache, R., & Enache, A. (2016). Molecular Genetics and its Applications in Forensic Sciences. In Forensic Analysis - From Death to Justice. InTech. https://doi.org/10.5772/63530
Fauzi, A., Saefi, M., Kristiana, E., Adi, W. C., & Lestariani, N. (2021). Factor and Rasch analysis on COVID-19 genetics literacy assessment instrument. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2032. https://doi.org/10.29333/ejmste/11264
Fitzgerald‐Butt, S. M., Bodine, A., Fry, K. M., Ash, J., Zaidi, A. N., Garg, V., Gerhardt, C. A., & McBride, K. L. (2016). Measuring genetic knowledge: a brief survey instrument for adolescents and adults. Clinical Genetics, 89(2), 235–243. https://doi.org/10.1111/cge.12618
Gericke, N., Carver, R., Castéra, J., Evangelista, N. A. M., Marre, C. C., & El-Hani, C. N. (2017). Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science and Education, 26(10), 1223–1259. https://doi.org/10.1007/s11191-017-9950-y
Gonzalez, T., De la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PLoS ONE, 15(10 October), 1–23. https://doi.org/10.1371/journal.pone.0239490
Grace, E. N. (2021). The problems of teaching and learning genetics in secondary schools in Enugu South Local Government Area of Enugu State. British International Journal of Education And Social Sciences, 8(4), 13–19. https://www.cirdjournal.com/index.php/bijess/article/download/230/224
Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86–95. https://doi.org/10.21831/jpe.v8i1.32165
Hart, C. M. D., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance. AERA Open, 5(1), 233285841983285. https://doi.org/10.1177/2332858419832852
Hermawan, W., Abidin, Z., & Junaedi, E. (2018). Peran gender dan kesadaran metakognitif siswa SMA di Kabupaten Kuningan terhadap hasil belajar biologi. Quagga, 10(2), 11–18. https://doi.org/10.25134/quagga.v10i2.904
Hidayat, T., & Kasmiruddin. (2020). Miskonsepsi materi genetika tentang ekspresi gen. BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains Volume, 3(1), 59–65. https://doi.org/10.31539/bioedusains.v3i1.1262
Hott, A. M., Huether, C. A., McInerney, J. D., Christianson, C., Fowler, R., Bender, H., Jenkins, J., Wysocki, A., Markle, G., & Karp, R. (2002). Genetics content in introductory biology courses for non-science majors: Theory and practice. BioScience, 52(11), 1024–1035. https://doi.org/10.1641/0006-3568(2002)052[1024:GCIIBC]2.0.CO;2
Kurthen, H. (2014). What influences college classroom interaction? International Journal of Assessment and Evaluation, 20(4), 13–34. https://doi.org/10.18848/2327-7920/CGP/v20i04/58943
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the Obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232. https://doi.org/10.3390/educsci10090232
Lowes, S., Lin, P., & Kinghorn, B. R. C. (2016). Gender differences in online high school courses. Online Learning Journal, 20(4), 100–117. https://doi.org/10.24059/olj.v20i4.1049
Lukitasari, F., Nurlaela, L., Ismawati, R., & Rijanto, T. (2020). Comparison of learning outcomes between discovery learning with inquiry learning reviewed of student learning independence at vocational high school. International Journal for Educational and Vocational Studies, 2(10), 837–842. https://doi.org/10.29103/ijevs.v2i10.3305
Machová, M., & Ehler, E. (2021). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 1–14. https://doi.org/10.1080/00219266.2021.1933136
O’Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement. American Educational Research Journal, 44(1), 161–196. https://doi.org/10.3102/0002831206298171
Oertelt-Prigione, S., & Mariman, E. (2020). The impact of sex differences on genomic research. The International Journal of Biochemistry & Cell Biology, 124(May), 105774. https://doi.org/10.1016/j.biocel.2020.105774
Paul, A. O. (2018). Dealing with biology students’ fear of genetics: computer assisted instruction (CAI) to the rescue. Educational Research, 9(4), 105–117. https://doi.org/10.14303/er.2018.224
Rannastu-Avalos, M., & Siiman, L. A. (2020). Challenges for distance learning and online collaboration in the time of COVID-19: Interviews with science teachers. In A. Nolte, C. Alvarez, R. Hishiyama, I. A. Chounta, M. Rodríguez-Triana, & T. Inoue (Eds.), Collaboration Technologies and Social Computing (pp. 128–142). Springer. https://doi.org/10.1007/978-3-030-58157-2_9
Rodiah, S., & Sopandi, W. (2021). The effect of online learning on learning interest and digital literacy of students in terms of gender (gender-based comparative causal study of students’ learning interest and digital literacy in distance learning due to the covid-19 primary school pande. International Conference on Elementary Education, 3(1), 233–237. http://proceedings.upi.edu/index.php/icee/article/view/1468
Sulistiyawati, S., & Andriani, C. (2017). Kemampuan berpikir kritis dan hasil belajar biologi berdasarkan perbedaan gender siswa. Wacana Akademika, 1(2), 127–142. https://jurnal.ustjogja.ac.id/index.php/wacanaakademika/article/view/1289
Swandayani, Y. M., Cayami, F. K., Winarni, T. I., & Utari, A. (2021). Familiarity and genetic literacy among medical students in Indonesia. BMC Medical Education, 21(1), 524. https://doi.org/10.1186/s12909-021-02946-8
Verma, G., Campbell, T., Melville, W., & Park, B. Y. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483–490. https://doi.org/10.1080/1046560X.2020.1771514
Vlckova, J., Kubiatko, M., & Usak, M. (2016). Czech high school students’ misconceptions about basic genetic concepts: Preliminary results. Journal of Baltic Science Education, 15(6), 738–745. http://oaji.net/articles/2016/987-1482503099.pdf
Vleuten, M. van der, Jaspers, E., Maas, I., & Lippe, T. van der. (2016). Boys’ and girls’ educational choices in secondary education. The role of gender ideology. Educational Studies, 42(2), 181–200. https://doi.org/10.1080/03055698.2016.1160821
Yanti, E. D., Wigati, I., & Habisukan, U. H. (2019). Perbedaan kemampuan berpikir kritis laki-laki dan perempuan pada materi sistem peredaran darah mata pelajaran biologi kelas XI MIPA MAN Banyuasin III. Bioilmi: Jurnal Pendidikan, 5(1), 66–71. https://doi.org/10.19109/bioilmi.v5i1.3541
Yoenanto, N. H., & Jati, G. W. (2013). Kecerdasan emosional siswa sekolah menengah pertama ditinjau dari faktor demografi. Jurnal Psikologi Pendidikan Dan Perkembangan, 2(02), 113. http://journal.unair.ac.id/JPPP@kecerdasan-emosional-siswa-sekolah-menengah-pertama-ditinjau-dari-faktor-demografi-article-7071-media-53-category-10.html
Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 14. https://doi.org/10.1186/s41239-021-00252-3
Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat belajar siswa pada masa COVID 19. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(3), 232–243. https://doi.org/10.31004/edukatif.v2i3.142
Zaidi, Z. F. (2010). Gender differences in human brain: A review. The Open Anatomy Journal, 2, 37–55. https://doi.org/10.2174/1877609401002010037
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2022-10-27
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Yanuar, A. . D., Wahyuni, S., Fatmawati, D., Husamah, H., Waluyo, L., & Fauzi, A. (2022). Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic. Biosfer: Jurnal Pendidikan Biologi, 15(2), 292–301. https://doi.org/10.21009/biosferjpb.26226
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