Pengembangan Modul Genetika Berbasis Praktikum Proyek Memanfaatkan Drosophila melanogaster Pada Topik Regulasi Ekspresi Gen Eukariot

  • Shefa Dwijayanti Ramadani Universitas Islam Madura

Abstract

Ideal learning should encourage students to be actively involved, both physically and mentally during the learning process. Unfortunately, Genetics lectures at higher education were still widely implemented conventionally through theoretical studies without involving practical activities. This condition was at least caused by two factors: (1) practical activity wasn’t designed in the curriculum, so it had never been done and (2) there weren’t enough learning resources available to encourage the students to carry out practical activity independently. The development of learning module that utilize Drosophila melanogaster was expected to enhance student’s activity and concept understanding on the topic of regulation of gene expression in eukaryotes. ADDIE was  used as instructional module design, while the instrument used include observation sheets, student assessment sheets, and module validation sheets by Genetic experts and learning resource development experts. The results showed that the percentage of assessment based on small group trial was 90.8%; while validation results by Genetic and learning resource development expert were 92.2% and 92.5%, respectively. This means that the learning module was valid with very good qualification. Thus, the regulation of gene expression module can be used by students to obtain concept understanding more easily, as well as facilitating the students to empower skills and scientific values.

Keywords: Project Practicum, Drosophila Melanogaster, Development of Module, Regulation of Gene Expression

Abstrak

Pembelajaran ideal adalah pembelajaran yang mampu mendorong siswa untuk terlibat secara aktif, baik secara mental maupun fisik selama proses pembelajaran. Sayangnya, perkuliahan Genetika di Perguruan Tinggi masih banyak dilaksanakan secara konvensional melalui kajian teoritis tanpa melibatkan aktivitas praktikum. Kondisi ini setidaknya disebabkan oleh dua faktor yaitu: (1) aktivitas praktikum memang tidak dirancang dalam kurikulum, sehingga belum pernah dilakukan dan (2) belum tersedia sumber belajar yang cukup untuk mendorong mahasiswa melaksanakan kegiatan praktikum secara mandiri. Pengembangan modul pembelajaran yang memanfaatkan Drosophila melanogaster diharapkan dapat mendorong aktivitas maupun pemahaman konsep mahasiswa pada topik regulasi ekspresi gen pada eukariot. ADDIE digunakan sebagai desain modul pembelajaran, sementara instrumen yang digunakan meliputi lembar observasi, lembar penilaian/respons mahasiswa, dan lembar validasi modul oleh ahli Genetika dan ahli pengembangan bahan ajar. Hasil penelitian menunjukkan bahwa persentase penilaian berdasarkan uji coba kelompok kecil sebesar 90,8%;  sementara hasil validasi oleh ahli materi dan ahli pengembangan bahan ajar masing-masing sebesar 92,2% dan 92,5%.  Hal ini berarti bahwa modul dinilai layak dengan kualifikasi sangat baik. Dengan demikian, modul regulasi ekspresi gen dapat digunakan oleh mahasiswa untuk memperoleh pemahaman konsep secara lebih mudah sekaligus memfasilitasi mahasiswa untuk memberdayakan keterampilan dan sifat-sifat ilmiah.

Downloads

Download data is not yet available.

References

Beckingham, K. M., Amstrong, J. D., Texada, M. J., Munjaal, R., & Baker, D. A. (2005). Drosophila melanogaster: the model organism of choise for the complex biology of multicellular organisms. Gravit Space Biol Bull, 18(12), 1–29.
Benner, A. D. (2011). Latino Adolescents’ Loneliness, Academic Performance, and theBuffering Nature of Friendships. J Youth Adolesc, 40(5), 556–567. https://doi.org/10.1007/s10964-010-9561-2
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Spinger Science Business Media.
Burke, M. K., & Rose, M. R. (2009). Burke MK dan Rose MR, 2009. Experimental Evolution with Drosophila. Am. J Physiol Regul Integr Physiol, 296(6), R1847–R1854.
Cerini, B., Murray, I., & Reiss, M. (2003). Student review of the science curriculum: Major findings. London: Planet science.
Cimer, A. (2011). What Makes Biology Learning Difficult and effective: Students View. Journal of Educational Research and Reviews, 7(3), 61–71.
Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15–22.
Depdiknas. (2008). Panduan Pengembangan Bahan Ajar. Jakarta: Depdiknas.
Donelson, N. C., & Sanyal, S. (2015). Use of Drosophila in the investigation of sleep disorders. Experimental Neurology, 27(4), 72–79.
Fauzi, A., & Ramadani, S. D. (2017). Learning the genetics concepts through project activities using Drosophila melanogaster: a qualitative descriptive study. Jurnal Pendidikan Biologi Indonesia, 3(3), 238–247.
Finley, F. N., Stewart, J., & Yarroch, W. L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66(4), 531–538.
Haambokoma, C. (2007). Nature and causes of learning difficulties in genetics at high school level in Zambia. Journal of International Development and Cooperation, 13(1), 1–9.
Hartwell, L. H., Hood, L., Goldberg, M. L., Reynolds, A. E., & Silver, L. M. (2011). Genetics: from Genes to Genome (Fourth). McGraw-Hill Higher Education.
Hernawan, A. H., Permasih, & Dewi, L. (2010). Pengembangan Bahan Ajar. Retrieved January 8, 2018, from http://file.upi.edu/Direktori/FIP/JUR._kurikulum_dan_tek._pendidikan/194601291981012-permasih/pengembangan_ bahan_ajar.pdf
Johnstone, A. H., & Mahmoud, N. (1980). Isolating topics of high perceived difficulty school biology. Journal of Biological Education, 14(2), 163–166.
Kibirige, I., & Hodi, T. (2013). Learners’ performance in Physical Sciences using laboratory investigations. International Journal of Educational Sciences, 5(4), 425–432.
Kibirige, I., Rebecca, M. M., & Mavhunga, F. (2014). Effect of Practical Work on Grade 10 Learners’ Performance in Science in Mankweng Circuit, South Africa. Mediterranean Journal of Social Sciences, 5(23), 1568.
Kristensen, T. N., Sørensen, P., Kruhøffer, M., Pedersen, K. S., & Loeschcke, V. (2005). Genome-wide analysis on inbreeding effects on gene expression. Drosophila Melanogaster.Genetics, 171(1), 157–167.
Lazarowitz, R., & Penso, S. (1992). High school students’ difficulties in learning biology concepts. Journal of Biology Education, 26(3), 215–224.
Mackay, T. F. (2014). Epistasis and quantitative traits: using model organisms to study gene–gene interactions. Nature Reviews Genetics, 15(1), 22.
Martindill, D., & Wilson, E. (2015). Rhetoric or reality? A case study into how, if at all, practical work supports learning in the classroom. International Journal for Lesson and Learning Studies, 4(1), 39–55.
Overgaard, J., Kristensen, T. N., Mitchell, K. A., & Hoffmann, A. A. (2011). Thermal tolerance in widespread and tropical Drosophila species: does phenotypic plasticity increase with latitude? The American Naturalist, 178(1), S80–S96.
Parisky, K. M., Rivera, J. L. A., Donelson, N. C., Kotecha, S., & Griffith, L. C. (2016). Reorganization of sleep by temperature in Drosophila requires light, the homeostat, and the circadian clock. Current Biology, 26(7), 882–892.
Prastowo, A. (2014). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: DIVA Press.
Ramadani, S. D., Corebima, A. D., & Zubaidah, S. (2016a). Pemanfaatan Drosophila melanogaster sebagai organisme model untuk mempelajari pengaruh faktor lingkungan terhadap ekspresi sifat makhluk hidup pada perkuliahan Genetika. Journal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(5), 806–813.
Ramadani, S. D., Corebima, A. D., & Zubaidah, S. (2016b). The Effect of Dark Condition on the Fecundity and Development Time of Drosophila melanogaster, Strains of Wild Type, White, and Ebony forSeveral Generations. Journal of Research in Agriculture and Animal Science, 4(2), 01–10.
Ramadani, S. D., Corebima, A. D., & Zubaidah, S. (2016c). Waktu perkembangan Drosophila melanogaster strain normal, white, dan ebony pada kondisi lingkungan gelap konstan. In Prosiding Seminar Nasional Biologi (pp. 978–602).
Redfield, R. J. (2012). “Why do we have to learn this stuff?”—a new genetics for 21st century students. PLoS Biology, 10(7), e1001356.
Rustaman, N., Dirdjosoemarto, S., Yudianto, S. A., Achmad, Y., Subekti, R., Rochintaniawati, D., & Nurjhani, M. (2005). Strategi belajar mengajar biologi. Malang: UM Press.
Setyosari, P., & Effendi, M. (1990). Pengajaran Modul. Malang: Depdikbud.
Tekkaya, C., Ozkan, O., & Sungur, S. (2001). Biology Concepts Perceived as Difficult by Turkish High School Students. Hacettepe Univ. J. Educ, 21(21), 145–150.

Article Metrics

Abstract view : 190 times
Published
2018-12-28
How to Cite
Ramadani, S. (2018). Pengembangan Modul Genetika Berbasis Praktikum Proyek Memanfaatkan Drosophila melanogaster Pada Topik Regulasi Ekspresi Gen Eukariot. Wacana Didaktika, 6(02), 140-154. https://doi.org/10.31102/wacanadidaktika.6.02.140-154