Development of case-based learning model on biochemistry online learning

Yunita Arian Sani Anwar,Syarifa Wahidah Al Idrus,Eka Junaidi,Mutiã¢Â¬Â¢Ah Mutiã¢Â¬Â¢Ah,Rahmawati Rahmawati

doi:10.29303/jpm.v17i1.2992

Abstract

The COVID-19 pandemic has changed the face-to-face learning process to online learning. It requires learning innovations that can make students more independent in exploring concepts. Case-based learning can be an alternative in the online learning process. This study aims to develop a case-based learning model in online biochemistry learning. This study uses six stages to modify the stages of development research. The results showed that the learning model developed consisted of five phases which became the syntax of the learning model developed, namely (1) Planning; (2) Orientation; (3) Organization; (4) Implementation; and (5) an evaluation developed following the results of the needs analysis. The developed syntax is described in model implementation guidelines and is equipped with learning tools. The validator's assessment shows that the model and device instructions have an index value of the expert agreement with a valid category. The test results on students showed that all the stages described in the guidelines could be implemented properly. Students gave a positive response to the implementation of case-based learning. Thus, case-based learning can be recommended for further learning.

Highlights

Reducing outside-home activities is currently the best option in suppressing the spread of the Covid19 Pandemic
Instructions for working on assignments and materials are made more systematic and uploaded in their entirety to the LMS, making it easier for students to access. 93% of students need the development of a case-based learning model to improve the quality of online learning in Biochemistry
Based on the literature and preliminary studies, a case-based learning model syntax was developed with 5 phases: planning, orientation, organization, implementation, and evaluation

Summary

Introduction

Reducing outside-home activities is currently the best option in suppressing the spread of the Covid Pandemic. The consequences of this choice make significant changes to the learning activities. The formal face-to-face learning process has changed to learning at home. This situation makes students and lecturers have to be able to adapt certainly. The closure of the campus means that the current learning process is fully implemented online. Innovation in the learning process still needs to be done, especially in increasing their intrinsic motivation, so online learning remains attractive during the pandemic [5,6]

Objectives

Methods

Results

Conclusion