Finding Misconceptions about Virus and COVID-19 topics in Biology textbooks used by high school students as portrays of online learning during the outbreak Refsya Aulia Fikri (1a*), Hadi Suwono (1b), Herawati Susilo (1c)
1) Biology Department, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang No. 5, Sumbersari, Malang, East Java, 65145, Indonesia
Abstract
Students use teaching resources to learn content taught by the teacher. Easy to access teaching resources help students get them. The COVID-19 pandemic has transformed online learning. After textbooks are hard to get, there is no trustworthy digital version. Pandemic biology students are likely to have misconceptions. Misconceptions are caused by teaching materials with invalid content, the lack of digital versions of teaching resources, and teachers limited inventive teaching. This study aimed to identify conceptual flaws in online teaching materials on Viruses and COVID-19 at a public high school in Padang City, West Sumatra. 20 Biology teachers and 1,120 class X MIPA students surveyed used 4 textbooks and 1 teaching module for online learning. Based on 5 indicators of textbook misconceptions, most teaching materials misidentified scientific concepts, obsolete concepts, and overgeneralized concepts to viruses and COVID-19.
