The Effect of Bioinformatics Module on Molecular Genetics Concepts on Senior High School Students’ Computational Thinking Skills

Abstract

This study aimed to investigate senior high school students’ computational thinking skills after implementing the Bioinformatics Module on molecular genetics concepts. The instructional approach used in the module is Computational Inquiry-based Teaching (CIbT). This study used a quasi-experiment method with a pretest-posttest control group design. The subjects in this study consist of 24 students in the control group and 38 students in the experimental group from a senior high school in Indonesia. The instrument used in this study is six items of computational thinking test. This module had four themes; Genetics Disease, Cancer, Forensic Science, and Evolution, conducted in 8 sessions. Each session lasted 90 minutes. The Bioinformatics Module consists of programming and databases, including unplugged computational activities and unplugged activities including coding using Python, searching in Uniprot, and using BLAST in NCBI. The CIbT has five steps: orientation, conceptualization, investigation, conclusion, and discussion. The Mann-Whitney test results showed that the p-value from N-Gain data is < 0.01. So, Bioinformatics Module on molecular genetics concepts using CIbT can improve computational thinking skills of senior high school students. For further implementation, biology teachers must prepare to use the Bioinformatics Module, including biology teachers’ understanding of molecular genetics and bioinformatics practices to enrich the learning experience in the Bioinformatics Module.