Learning Difficulties in Biochemistry: Student Perspectives and Emerging Trends
DOI:
https://doi.org/10.15575/jtk.v10i2.46883Kata Kunci:
bibliometrics, biochemistry learning difficulties, blended learning, flipped classroom, surveysAbstrak
Penelitian ini bertujuan untuk menganalisis kesulitan belajar mahasiswa dalam memahami materi dan proses pembelajaran biokimia melalui survei dan menganalisis bibliometrik model dan metode pembelajaran biokimia untuk memberikan alternatif solusi pada kesulitan dalam pembelajaran biokimia. Penelitian ini menggunakan desain deskriptif dengan metode survei dan analisis bibliometrik. Survei dilakukan terhadap 82 mahasiswa semester empat Prodi Kimia FMIPA UNY yaitu Kelas B (48 mahasiswa) dan Kelas E (38 mahasiswa). Instrumen menggunakan angket terbuka. Data dianalisis secara kualitatif deskriptif. Sementara itu, analisis bibliometrik dilakukan terhadap artikel-artikel ilmiah yang membahas kesulitan belajar biokimia menggunakan perangkat lunak VOSviewer untuk mengidentifikasi dan memberikan solusi inovatif pada kesulitan belajar biokimia. Hasil penelitian menunjukkan bahwa mahasiswa mengalami kesulitan utama pada pemahaman jalur metabolisme dan struktur molekul, serta membutuhkan media visualisasi untuk mendukung pembelajaran biokimia. Analisis bibliometrik terkait model dan metode pembelajaran biokimia mengungkapkan bahwa model flipped classroom dan metode blended learning dapat menjadi solusi inovatif dan efektif dalam mengatasi kesulitan belajar biokimia. Penelitian ini memberikan kontribusi terhadap alternatif model dan metode pembelajaran biokimia yang relevan dengan kebutuhan mahasiswa serta sejalan dengan tren literatur ilmiah terkini.
Referensi
Abdelazim, A. M., Gaber, D. A., Adam, K. M., El-Ashkar, A. M., & Abdelmalak, H. W. (2023). Use of mobile learning applications as an innovative method for the teaching of biochemistry. Biochemistry and Molecular Biology Education, 51(6), 627–634. https://doi.org/10.1002/bmb.21774
Abdinejad, M., Talaie, B., & Qorbani, H. S. (2021). Student perceptions using augmented reality and 3D visualization technologies in chemistry education. Journal of Science Education and Technology, 30(1), 87–96. https://doi.org/10.1007/s10956-020-09880-2
Ajmal, S. F., & Hafeez, M. (2021). Critical review on flipped classroom model versus traditional lecture method. International Journal of Education and Practice, 9(1), 128–140. https://doi.org/10.18488/journal.61.2021.91.128.140
Al Mamun, M. A., & Lawrie, G. (2024). Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments. Journal of Computers in Education, 11, 791–821. https://doi.org/10.1007/s40692-023-00279-7
Arianingrum, R., Aznam, N., Atun, S., Senam, S., Irwan, A. R., Juhara, N. Q., & Devani, L. K. (2023). Antiangiogenesis activity of Indonesian local black garlic (Allium sativum ‘Solo’): Experiments and bibliometric analysis. Indonesian Journal of Science and Technology, 8(3), 487–498. https://doi.org/10.17509/ijost.v8i3.63334
Ayob, H. H., Daleure, G., Solovieva, N., Minhas, W., & White, T. (2023). The effectiveness of blended learning teaching and learning strategies in higher education. Journal of Applied Research in Higher Education, 15(3), 650–662. https://doi.org/10.1108/JARHE-09-2020-0288
Barbosa, M. L. D. O., & Galembeck, E. (2022). Mapping research on biochemistry education: A bibliometric analysis. Biochemistry and Molecular Biology Education, 50(2), 201–215. https://doi.org/10.1002/bmb.21607
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Casino, F., Kanakaris, V., Dasaklis, T. K., Moschuris, S., Stachtiaris, S., Pagoni, M., & Rachaniotis, N. P. (2021). Blockchain-based food supply chain traceability: A case study in the dairy sector. International Journal of Production Research, 59(19), 5758–5770. https://doi.org/10.1080/00207543.2020.1789238
Demirci, T., & Oktay, M. (2021). The effectiveness of concept teaching using concept maps on academic achievement and elimination of misconceptions: Protein synthesis case. Science Education International, 32(4), 390–399. https://doi.org/10.33828/sei.v32.i4.15
de Franca, V. C. P. L. A., & Campos, W. F. (2021). Interactive metabolism: A simple and robust active learning tool that improves biochemistry knowledge. Advances in Physiology Education, 45(2), 353–364. https://doi.org/10.1152/advan.00042.2020
De Carvalho Ferreira, G. M., Faria, M. H., Cirilo, M. H. D., de Oliveira, A. P., de Oliveira Carvalho, C. R., & de Souza, P. S. L. (2023). Enzigame: An educational game about enzymes and metabolism. Proceedings of the IEEE Frontiers in Education Conference (pp. 1–6). IEEE.
Dewi, R. K. (2021). Innovation of biochemistry learning in welcoming the super smart society 5.0 era. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(2), 197–208. https://doi.org/10.21154/insecta.v2i2.3507
Dogan, Y., Batdi, V., & Yasar, M. D. (2023). Effectiveness of flipped classroom practices in teaching science: A mixed research synthesis. Research in Science & Technological Education, 41(1), 393–421. https://doi.org/10.1080/02635143.2021.1909553
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Eichler, J. F. (2022). Future of the flipped classroom in chemistry education. Journal of Chemical Education, 99(3), 1503–1508. https://doi.org/10.1021/acs.jchemed.1c01115
Erman, E., Widodo, A., Sopandi, W., & Rohman, I. (2022). Using scaffolding sets to help students address socio-scientific issues in biochemistry classes. International Journal of Instruction, 15(4), 871–888. https://doi.org/10.29333/iji.2022.15447a
Fitri, N. A., Hidayanti, E., Hadisaputra, S., & Han, S. L. (2023). Development and evaluation of laboratory work modules to enhance molecular visualization. Journal of Chemical Studies, 8(1), 30–41. https://doi.org/10.15575/jtk.v8i1.25647
Gronlien, H. K., Christoffersen, T. E., Ringstad, O., Andreassen, M., & Lugo, R. G. (2021). A blended learning teaching strategy strengthens student performance. Nurse Education in Practice, 52, 103046. https://doi.org/10.1016/j.nepr.2021.103046
Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education. LUMAT, 9(1), 149–173. https://doi.org/10.31129/LUMAT.9.1.1392
Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge.
Jan van Eck, N., & Waltman, L. (2023). Manual for VOSviewer version 1.6.20. Leiden University.
Jefferies, L. R., & Jefferies, S. S. (2022). Biochemistry and art in science education. In N. J. Pelaez, S. M. Gardner, & T. R. Anderson (Eds.), Trends in teaching experimentation in the life sciences: Putting research into practice to drive institutional change (pp. 509–522). Springer.
Juwita, R., Kadarohman, A., Abdullah, N., & Munawaroh, H. S. H. (2023). Student learning difficulties in biochemistry courses. Journal of Chemical Engineering, 8(2), 123–132. https://doi.org/10.15575/jtk.v8i2.26611
Kurniawati, Z. L., & Jailani. (2020). Student learning difficulties in biochemistry courses. Bioedusiana, 5(2), 59–69. https://doi.org/10.37058/bioed.v5i2.1995
Long, S., Andreopoulos, S., Patterson, S., Jenkinson, J., & Ng, D. P. (2021). Metabolism in motion: Engaging biochemistry students with animation. Journal of Chemical Education, 98(5), 1795–1800. https://doi.org/10.1021/acs.jchemed.0c01498
Mnguni, L. (2024). Biochemistry students’ visuospatial reasoning difficulties. International Journal of Innovation in Science and Mathematics Education, 32(3), 10–22. https://doi.org/10.30722/IJISME.32.03.002
Salame, I. I., Abid, M., & Simms, S. (2022). Challenges in learning metabolic pathways. International Journal of Instruction, 15(4), 277–292. https://doi.org/10.29333/iji.2022.15416a
Talbert, R., & Bergmann, J. (2023). Flipped learning: A guide for higher education faculty. Routledge.
Wikandari, R., Putro, A. W., Suroto, D. A., Purwandari, F. A., & Setyaningsih, W. (2021). Combining flipped learning and animation in biochemistry. Journal of Chemical Education, 98(7), 2236–2242. https://doi.org/10.1021/acs.jchemed.0c01477
Xie, Q., & Waltman, L. (2025). A comparison of Citation-based clustering and topic modeling for science mapping. Scientometrics, 1-26. https://doi.org/10.1007/s11192-025-05324-z
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Citation Check
Lisensi
Hak Cipta (c) 2025 Siti Imroatus Sa'adah, Annisa Mamluaturrahmatika, Aisyatur Radhwa Marpaung, Retno Arianingrum, Sri Atun, Fajar Naqsyahbandi
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
