THE IMPACT OF LIMITED LABORATORY STAFF ON BIOLOGY PRACTICUM ACTIVITIES

This study aims to determine the influence of learning models and practicum activities on students' conceptual understanding, as well as to examine the interaction between learning models and practicum activities on students' conceptual understanding. The research was conducted using a quantitative descriptive method with a 3x2 factorial experimental design, and the data were analyzed using two-way ANOVA to identify differences in variance between two treatment groups. Based on the analysis results, it can be concluded that there is an effect of learning models on students' conceptual understanding. However, there is no effect of conducting practicum activities either at the beginning or at the end of the learning process on students' conceptual understanding. Additionally, there is no interaction between learning models and practicum activities, as practicum activities are considered part of the learning model. The discrepancy between the results and theoretical expectations is influenced by several factors, including students' initial understanding and skills in conducting practicum activities. Furthermore, inaccurate time estimation in executing each step of the learning syntax also contributed to these findings.

Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students’ perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetic compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.

This study aims to determine the effect of brain based learning models assisted by crossword puzzles on the understanding of concepts and critical thinking skills in science. This research is a quasi-experimental study (quasi-experimental), with a non-equivalent post-test only control group design. The population of this study was the entire class V of SDN Cluster VIII Buleleng District in the academic year 2019/2020 consisting of 5 classes in five elementary schools with 129 students. Samples were taken with a random sampling technique of 2 classes. Data on understanding concepts and critical thinking skills in science is collected using the test method in the form of an essay test. Data were analyzed with the MANOVA test using SPSS 17 for Windows. The results showed that 1) there was a positive influence on the brain based learning model with the help of crossword puzzles on the understanding of the science concept (F count of 276,585; sig = 0,000 <0.05); 2) there is a positive influence of the brain based learning learning model assisted by the crossword puzzle media on critical thinking skills in science (F count is 238,963; sig = 0,000 <0.05); 3) there is a positive influence on brain based learning models assisted by the crossword puzzle media on the understanding of concepts and critical thinking skills in science (F count of 231.064; sig = 0.0001 <0.05). T he brain based learning model with the help of crossword media can be applied to science learning in elementary schools as an effort to increase students' understanding of concepts and critical thinking skills maximally in science lessons.

This study aims to determine the effect of brain based learning models assisted by crossword puzzles on the understanding of concepts and critical thinking skills in science. This research is a quasi-experimental study (quasi-experimental), with a non-equivalent post-test only control group design. The population of this study was the entire class V of SDN Cluster VIII Buleleng District in the academic year 2019/2020 consisting of 5 classes in five elementary schools with 129 students. Samples were taken with a random sampling technique of 2 classes. Data on understanding concepts and critical thinking skills in science is collected using the test method in the form of an essay test. Data were analyzed with the MANOVA test using SPSS 17 for Windows. The results showed that 1) there was a positive influence on the brain based learning model with the help of crossword puzzles on the understanding of the science concept (F count of 276,585; sig = 0,000 <0.05); 2) there is a positive influence of the brain based learning learning model assisted by the crossword puzzle media on critical thinking skills in science (F count is 238,963; sig = 0,000 <0.05); 3) there is a positive influence on brain based learning models assisted by the crossword puzzle media on the understanding of concepts and critical thinking skills in science (F count of 231.064; sig = 0.0001 <0.05). T he brain based learning model with the help of crossword media can be applied to science learning in elementary schools as an effort to increase students' understanding of concepts and critical thinking skills maximally in science lessons.

This study aims to (1) Analyze the application used for making animated test questions. (2) Analyzing the use of animated test questions based on education level. (3) Analyzing the use of animated format test questions based on physics learning materials. (4) Analyzing the use of animated test questions on students' understanding of physics concepts. This study uses a systematic review method using 16 national and international journal articles from 2010-2022. The results of this study showed that: (1) The application used to make test questions in animation format is very large, but Macromedia Flash is more often used. (2) Animation test questions are widely applied or used at the Senior High School level. (3) For material in physics learning, animated test questions are more often applied to the concept of light refraction. (4) Animation test questions can help students to improve their understanding of concepts. The study results show that the animated format test questions affect students' conceptual understanding. However, in reality, when carrying out the test, the format of the questions presented is still in the form of a paper, and a test is in the form of an arguments. Teachers do not know how the influence of the use of animated test questions on students' understanding of concepts, as well as what applications can be used in making animated test questions

Objective: This study aims to determine the guided inquiry learning model's effectiveness in improving students' scientific literacy skills. Method: This is an experimental research with a one-group pretest-posttest design without using a control class. Results: The research results show that applying the guided inquiry learning model significantly increases students' scientific literacy. Data were analyzed using descriptive methods. Evaluation of the learning plan shows a good feasibility level in its implementation. Student learning outcomes have increased significantly, including understanding of science concepts and scientific skills. Most students progress positively in reading, understanding, and analyzing scientific information. These findings are strengthened by direct observations of students' active participation and involvement during learning. Thus, using the guided inquiry learning model positively contributes to increasing students' scientific literacy. Novelty: The novelty of this research lies in its new contribution to increasing scientific literacy by applying the guided inquiry learning model. The positive response from students to this learning model emphasizes its relevance in advancing scientific literacy. These findings show that the practical use of the guided inquiry model can improve students' understanding of concepts and scientific skills. Integrating this learning model into the learning context adds essential value to science education. The research results confirm that the effective use of the guided inquiry model can increase students' scientific literacy, making a significant contribution to preparing them to face future scientific challenges.

This study aims to analyze the effect of implementing the Project-Based Learning with a Research-Based Approach (PjBL-RBA) model in chemistry practicum on improving students’ conceptual understanding and scientific process skills. The research employed a quantitative approach with a one-group pretest–posttest design. The sample consisted of 26 undergraduate students from the Chemistry Education Study Program, Faculty of Teacher Training and Education, Mulawarman University, Indonesia, selected purposively to represent learners actively engaged in laboratory-based courses. Data collection instruments included a conceptual understanding test, an observation sheet for scientific process skills, and documentation of practicum activities. The data were analyzed using a paired sample t-test to determine statistical significance and N-Gain scores to measure the level of improvement. The results showed a significant enhancement in both variables with a p-value &lt; 0.05. The average N-Gain scores of 0.53 for conceptual understanding and 0.38 for scientific process skills indicate a moderate level of improvement. The novelty of this study lies in the integration of Project-Based Learning with a Research-Based Approach in chemistry laboratory practice, which has rarely been explored simultaneously in previous literature. Therefore, the implementation of the PjBL-RBA model is proven effective and recommended as an innovative instructional strategy to strengthen students’ conceptual and scientific learning outcomes in higher education chemistry practicum.

As a result of Covid-19, the learning system has changed towards online learning. Practicum activities encountered obstacles and had to be replaced by virtual experiments. This study aims to see the role of virtual experiments during online learning in basic electronics courses and to describe students' conceptual understanding. The subject in this study amounted to 56 students. The research data collection instrument used a conceptual understanding test. Data were analyzed by descriptive statistics This virtual experiment using the LiveWire application. The results showed that virtual experiments carried out during online learning were able to help students' practicum activities and most students had a high category understanding of concepts after learning. This shows that virtual experiments with LiveWire can be used as an alternative to assist practicum activities when doing online learning.

Purpose of the study: This study aims to analyze the development of biology teacher performance assessments to assess students who are in practicum activities at SMA Negeri Batanghari Regency.&#x0D; Methodology: This research is included in the quantitative descriptive research. The subjects in this study were biology teachers in class X and XI IPA at SMA Negeri 1 and 2 Batanghari Regency. The analysis carried out by the researcher included: performance task indicators, performance rubrics, and assessment methods. The research data was obtained from the results of observation sheets, self-assessment questionnaires and peer assessment questionnaires, as well as documentation.&#x0D; Main Findings: Based on research on the analysis of the development of biology teacher performance assessments to assess students in practicum activities at SMA Negeri Batanghari Regency, the overall percentage results obtained were in a good category for SMA Negeri 1 (69.5%) and in a bad category for SMA Negeri 2 (48.4 %). Based on the overall results, it can be concluded that the biology teachers at SMA Negeri 1 and 2 have made performance assessments in practicum activities, but the performance assessments that have been made are incomplete. This is because the biology teacher still has not made clear performance assignments for each practicum activity to be carried out. In addition, the teacher in making rubrics did not include clear scoring.&#x0D; Novelty/Originality of this study: It is expected that Biology teachers need to understand the importance of performance assessment in practicum activities by participating in training or seminars in order to achieve competence and goals in accordance with the educational curriculum.

Quality laboratory services are a requisite to guide rational case management of malaria. Using a pre-tested, standardized assessment tool, we assessed laboratory diagnostic capacity in 69 primary, secondary and tertiary health facilities as well as specialized laboratories in five administrative zones in Oromia Regional State, Ethiopia, during February and March 2009. There was marked variability in laboratory diagnostic capacity among the facilities assessed. Of 69 facilities surveyed, 53 provided both comprehensive malaria laboratory diagnosis and outpatient treatment services, five provided malaria microscopy services (referring elsewhere for treatment), and 11 primary care health posts provided rapid diagnostic testing and outpatient malaria treatment. The facilities' median catchment population was 39, 562 and 3581 people for secondary/tertiary and primary health facilities, respectively. Depending on facility type, facilities provided services 24 hrs a day, had inpatient capacity, and access to water and electricity. Facilities were staffed by general practitioners, health officers, nurses or health extension workers. Of the 58 facilities providing laboratory services, 24% of the 159 laboratory staff had received malaria microscopy training in the year prior to this survey, and 72% of the facilities had at least one functional electric binocular microscope. Facilities had variable levels of equipment, materials and biosafety procedures necessary for laboratory diagnosis of malaria. The mean monthly number of malaria blood films processed at secondary/tertiary facilities was 225, with a mean monthly 56 confirmed parasitologically. In primary facilities, the mean monthly number of clinical malaria cases seen was 75, of which 57 were tested by rapid diagnostic test (RDTs). None of the surveyed laboratory facilities had formal quality assurance/quality control protocols for either microscopy or RDTs. This is the first published report on malaria diagnostic capacity in Ethiopia. While our assessment indicated that malaria laboratory diagnosis was available in most facilities surveyed, we observed significant gaps in laboratory services which could significantly impact quality and accessibility of malaria diagnosis, including laboratory infrastructure, equipment, laboratory supplies and human resources.

In the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic, healthcare workers are at high risk to be infected with this new coronavirus, particularly when they handle not only patients, but also their body fluids. In Romania, even though the protective measures to be used by medical staff in emergency departments, clinical departments, radiology departments, clinical laboratories and morgues services are well known, there is little information about the protection of medical staff in the laboratories of cytopathology and histopathology. In this article, we will discuss the transmission routes of the new coronavirus, the surfaces it could contaminate in a hospital, as well as the modalities of its inactivation. We will present some guidelines for preparing the pathology departments to face the pandemic situation like the present one. Also, we will point out some possible recommendations/suggestions for protective measures to be taken by laboratory staff during the cytological and histopathological procedures when they manipulate body fluids or surgical samples of patients with suspected or confirmed coronavirus disease 2019 (COVID-19). Laboratory personnel should be aware that any body fluid or surgical specimen that arrives in the laboratory may contain SARS-CoV-2 and, as such, they should act after new working procedures. We recommend restraint from performing extemporaneous examination (smear and frozen section) and cytopathological examination in laboratories that do not have adequate condition for handling and processing Hazard Group 3 (HG3) pathogens, as SARS-CoV-2. Also, laboratory personnel should pay attention to instruments, technical equipment, or environmental surfaces as these also can be contaminated with the new coronavirus.

Practical work forms an integral part of teaching and learning as enshrined in the teaching physics syllabus designed for senior high schools in Ghana. This presupposes that the final grade of students is influenced by their performance in physics practical work. Hence, practical work in physics needs to be utilised to improve students’ performance. This study, therefore, sought to examine how practical work is integrated into the teaching and learning of physics at the senior high school level in the Volta Region of Ghana. In all, 16 physics teachers and 212 science students randomly sampled took part in the study. It was found that though teachers accept practical work as an essential ingredient for students’ understanding of concepts, they are not up-to-date on how practical work should be integrated into the teaching and learning of physics as prescribed by the syllabus for physics. Also, the teaching of practical work is done via group work, hands-on activity, interactive demonstrations, discussion and lecture. It is recommended that teachers should adopt integrating practical work into lessons instead of separating them from theory.

The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools in the Asante Akim North Municipality of the Ashanti Region. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers and students for the study in all, seventeen (17) Social Studies teachers and fifty (50) students were selected from six (6) Senior High Schools. The main instrument for data collection observation, interview and focus group discussion. The study revealed that not lessons presented were in line with the general objective of the subject (Social Studies). This affected the students understanding of concepts in the subject in helping them to right wrong their decision making. The study also indicates that teaching and learning Social Studies should not be one-man affair, with the teacher doing all the talking and the students doing all the listening. It is recommended that Ghana Education Service should organise workshops and in-service training for Social Studies teachers at the Senior High School level on how to present and evaluate social Studies lessons in order to realise the goals and objectives envisaged for national development. It is also recommended that teachers who have the exposure of the subject and are equally qualified to teach it at the Senior High Schools but are found teaching at the basic level, should be allowed by the Ghana Education Service to teach the subjects at the Senior High School level. The Government of Ghana should make it a laid down policy for the recruitment of qualified Social Studies teachers to teach at the Senior High School (SHS) level for effective assessment in the classroom.

Practicum activities can be carried out properly if laboratory facilities and infrastructure are available. The completeness of laboratory infrastructure can support achieving optimal activities. This study aim to determine completeness and maintenance of biology laboratory facilities and infrastructure in Yogyakarta. The type of research descriptive quantitative. This research was conducted at Senior High School in Yogyakarta, consisting 3 schools. Those schools were selected by random sampling. Respondents in this study included both head of the laboratory and laboratory assistant, data collection through observation and interview. The data were analyzed descriptively. The results show that School A 78% (very complete), School B 60% (complete) and School C 66% (complete). Maintenance of facilities and infrastructure in the laboratory of School A is well-maintained. In contrast, maintenance of laboratory biology facilities and infrastructure in School B and C are unkempt.

This study aims to analyze the effectiveness of integrating the inquiry-based learning model with a scientific literacy approach to enhance students’ conceptual understanding and scientific competencies in the excretory system topic, in alignment with the principles of the Merdeka Curriculum. The research was conducted at SMA Negeri 2 Praya, Central Lombok Regency, West Nusa Tenggara, using a quasi-experimental design with a pretest-posttest control group format. The sample consisted of two Grade XI science classes selected through purposive sampling: one as the experimental group, which received inquiry-based instruction integrated with scientific literacy, and the other as the control group, which received conventional instruction. Data collection instruments included multiple-choice tests to assess conceptual understanding and observation sheets to evaluate students’ scientific skills and active engagement during learning activities. Data analysis using the t-test revealed a statistically significant difference between the experimental and control groups in terms of both conceptual understanding (p &lt; 0.05) and scientific competency. The findings indicate that the implementation of an inquiry model aligned with the learning outcomes of the Merdeka Curriculum effectively fosters contextual, student-centered, and exploratory learning. This instructional strategy is recommended as an alternative approach in biology education that supports the development of the Profil Pelajar Pancasila and prepares students for future global challenges.