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A Story-Based Virtual Laboratory Practicum in an Undergraduate Genetics Course to Improve Concept Understanding and Visual Literacy

Biosaintifika: Journal of Biology & Biology Education · Vol. 17 No. 2 (2025) · hlm. 281–291

DOI
10.15294/biosaintifika.v17i2.23901
ISSN
2338-7610, 2085-191X
Terbit
2025-08-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Genetic concepts, particularly DNA technology, often lead to misconceptions among students. Integrating a virtual laboratory (VL) into coursework presents an innovative approach to enhancing concept understanding and visual literacy through interactive, story-based simulations that bridge theory and practice. This study aimed to analyze the students' concept understanding and visual literacy improvement by applying a VL to teach DNA Test Simulation (Paternity Test) using a contextual narrative method. The research was conducted in the Science Education undergraduate program with a purposive total sampling of students enrolled in Genetics (First Semester 2024/2025), utilizing an open-source web-based VL platform. Pretest and posttest assessments measured students' concept understanding and visual literacy before and after VL integration. The findings reveal a significant improvement, with concept understanding rising from an average pretest score of 42.6 to posttest 69.9 (N-Gain 0.46) and visual literacy increasing from 53.8 to 71.8 (N-Gain 0.37). Furthermore, 97% of students were satisfied with the VL-based learning method. This research contributes to knowledge and science development by demonstrating that VL can improve concept learning and visual literacy in genetics education. It offers an accessible and scalable solution for teaching complex DNA technology concepts, reducing reliance on costly wet laboratory experiments while maintaining scientific rigor. Beyond academia, the study supports broader educational equity, making advanced molecular biology concepts more available to diverse learners and fostering scientific literacy in society.

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  • State University of Semarang
  • Sebelas Maret University
  • Diponegoro University
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Arif WidiyatmokoState University of Semarang4
Rizki Nor AmeliaAfiliasi tidak diketahui4
Lutfia Nur HadiyantiState University of Semarang3
Ni Luh TirtasariAfiliasi tidak diketahui3
Aya SofiaAfiliasi tidak diketahui3
Surtini HadiAfiliasi tidak diketahui3
Melissa Salma DarmawanState University of Semarang2
Andhina Putri HeriyantiDiponegoro University2
Novi Ratna DewiState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Dewi MustikaningtyasAfiliasi tidak diketahui2
Andin Vita AmaliaAfiliasi tidak diketahui2
Amnan HarisAfiliasi tidak diketahui2
Sajidan SajidanSebelas Maret University1
Ashadi AshadiSebelas Maret University1
P. ParminState University of Semarang1
S. SutiknoState University of Semarang1
Septiko AjiAfiliasi tidak diketahui1
Alfiana Nur Rosita MayantiAfiliasi tidak diketahui1
Luky HidayatAfiliasi tidak diketahui1
Bambang SubaliAfiliasi tidak diketahui1
Dyah Rini IndriyantiAfiliasi tidak diketahui1
Septiko AjiState University of Semarang1
Tiara Dwi WulandariState University of Semarang1
Siti NursulistariAfiliasi tidak diketahui1
Alfiana Nur Rosita MayantiAfiliasi tidak diketahui1
Kania Okta WijanaputriAfiliasi tidak diketahui1
Nana Kariada Tri MartutiState University of Semarang1
Nurdian SusilowatiAfiliasi tidak diketahui1
Danang Dwi SaputroAfiliasi tidak diketahui1
Sunyoto SunyotoAfiliasi tidak diketahui1
Dewi LarasatiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/biosaintifika/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">A Story-Based Virtual Laboratory Practicum in an Undergraduate Genetics Course to Improve Concept Understanding and Visual Literacy</dc:title>
	<dc:creator xml:lang="en">Fibriana, Fidia</dc:creator>
	<dc:creator xml:lang="en">Abidin, Zaenal</dc:creator>
	<dc:creator xml:lang="en">Naufal, M Ahganiya</dc:creator>
	<dc:creator xml:lang="en">Febriyanto, Hendra</dc:creator>
	<dc:creator xml:lang="en">Alma’ruf, Fattah</dc:creator>
	<dc:creator xml:lang="en">Nurazizah, Kaylha Salsabilla </dc:creator>
	<dc:creator xml:lang="en">Ningrum, Nuraini Septia</dc:creator>
	<dc:creator xml:lang="en">Upaichit, Apichat</dc:creator>
	<dc:subject xml:lang="en">virtual laboratory</dc:subject>
	<dc:subject xml:lang="en">story-based practicum</dc:subject>
	<dc:subject xml:lang="en">concept understanding</dc:subject>
	<dc:subject xml:lang="en">visual literacy</dc:subject>
	<dc:subject xml:lang="en">undergraduate students</dc:subject>
	<dc:description xml:lang="en">Genetic concepts, particularly DNA technology, often lead to misconceptions among students. Integrating a virtual laboratory (VL) into coursework presents an innovative approach to enhancing concept understanding and visual literacy through interactive, story-based simulations that bridge theory and practice. This study aimed to analyze the students' concept understanding and visual literacy improvement by applying a VL to teach DNA Test Simulation (Paternity Test) using a contextual narrative method. The research was conducted in the Science Education undergraduate program with a purposive total sampling of students enrolled in Genetics (First Semester 2024/2025), utilizing an open-source web-based VL platform. Pretest and posttest assessments measured students' concept understanding and visual literacy before and after VL integration. The findings reveal a significant improvement, with concept understanding rising from an average pretest score of 42.6 to posttest 69.9 (N-Gain 0.46) and visual literacy increasing from 53.8 to 71.8 (N-Gain 0.37). Furthermore, 97% of students were satisfied with the VL-based learning method. This research contributes to knowledge and science development by demonstrating that VL can improve concept learning and visual literacy in genetics education. It offers an accessible and scalable solution for teaching complex DNA technology concepts, reducing reliance on costly wet laboratory experiments while maintaining scientific rigor. Beyond academia, the study supports broader educational equity, making advanced molecular biology concepts more available to diverse learners and fostering scientific literacy in society.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/biosaintifika/article/view/23901</dc:identifier>
	<dc:identifier>10.15294/biosaintifika.v17i2.23901</dc:identifier>
	<dc:source xml:lang="en">Biosaintifika: Journal of Biology &amp; Biology Education; Vol. 17 No. 2 (2025): August 2025; 281-291</dc:source>
	<dc:source>2338-7610</dc:source>
	<dc:source>2085-191X</dc:source>
	<dc:source>10.15294/biosaintifika.v17i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/biosaintifika/article/view/23901/5555</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Biosaintifika: Journal of Biology &amp; Biology Education</dc:rights>
</oai_dc:dc>