Students, parents, and teachers in Indonesia get the tremendous effects of the coronavirus (Covid-19 Pandemic) when schools are closed and the rules of Large-Scale Social Restrictions (LSSR) were set to overcome the global pandemic. While the government is doing its best to handle the outbreak of the epidemic, teachers respond and strive to provide qualified education for their students during these difficult times. Sciences should be learned through minds-on and hands-on, hence teachers must be able to create virtual classroom conditions that help students maintain learning momentum while they cannot interact each other physically. This study aimed to identify the difficulties experienced by science teachers during online learning and describe the efforts of science teachers to conduct online learning during the Covid-19 pandemic. The research data were obtained through a survey using a semi-structured online questionnaire. The respondents were 82 junior high school teachers and 104 biology high school teachers in Indonesia. Data analysis used a quantitative descriptive approach. The results showed that the majority of science teachers (77.5%) got difficulty in managing online learning. This difficulty was identified in three main factors namely technology, students, and teachers. Internet access was a technological factor that causes the greatest difficulty (42.4%) in online learning. Other difficulties came from the students by 21.5%, including low motivation, time management skills that were not optimal, and the lack of communication devices such as smartphones. The third factor, namely teachers, contributed 36.1% of difficulties, especially related to the explanation of concepts and the use of online learning applications. Based on these difficulties, 77.4% of teachers made an effort to carry out online learning optimally by presenting the material and providing slide presentation, discussion, as well as learning evaluation. A small percentage of teachers (22.6%) used online classes only for task assignments and learning evaluation. The efforts of science teachers to manage online learning have not optimized students’ varied learning experiences because science can’t be learned by reading and discussion only, but also by hands-on activities.

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Indonesia reduces the spreading of COVID-19 infection by physical distancing. There is no argue that this policy affects all aspects, including education. Online learning has replaced the ordinary procedure of learning, whether we are ready or not. Organizing an online learning becomes an evitable challenge, especially for biology as a subject that has a lot of practicum. This research aimed to describe biology online learning in Indonesia during pandemic as well as describe the efforts of biology teachers to conduct an online learning. 109 biology teachers of senior high school from several regions of Indonesia were involved as respondents. Online questionnaires were conducted to collect teacher's responses using Google Forms then descriptive-quantitatively analyzed. The results indicated that biology teachers have a great intention to conduct online learning regardless of age and prior experience. Almost half of them (42%) never managed an online learning before the pande mic. However, almost all biology teachers (95%) managed their classes by online. Looking for free applications and study independently became the main alternative to improve their skill to manage an online learning, while some of them learned from friends. Google Classroom was the most favorite application they choose (56%) as it is served for free by Google; meanwhile, some of them (23%) using WhatsApp Group, the familiar social media. Biology teacher's willingness to learn should be appreciated. Starting from lack of experience, almost half of them (49%) stated that there was no problem in organizing online classes. There were only 24% of application mastery constraints left; meanwhile others were related to student's control, mastery of subject and longer preparation time. Various learning activities were successfully managed by online classes starting from presenting materials to evaluation. Some of biology teachers (30%) also managed practical work by online classes, whether using a virtual laboratory or simple practicum guidance to do at home. Teacher's enthusiasm responses dominated the results of the questionnaire filling for both teachers with prior experience or teachers without prior experience. It can be concluded that the efforts of biology teachers were able to realize online learning during the Covid-19 pandemic.

A new coronavirus, SARS-CoV-2, is responsible for the current pandemic causing severe respiratory disease. It has been known that the receptor for SARS-CoV-2 entry into the host cell is the angiotensin-converting enzyme 2 (ACE2). This receptor is expressed in a wide array of organs, for example, the kidneys and gastrointestinal tract, but rarely present in the circulation. The soluble form of ACE2 proposed as a potential therapy for SARS-CoV-2 infection. This research aimed to explore angiotensin-converting enzyme 2 (ACE2) from marine biota as the source of ACE2, which is potential for the therapy of SARS-CoV-2 infection. This explorative study was conducted by retrieving the angiotensin-converting enzyme 2 (ACE2) from the database of protein (UniProt). The samples of the study were ACE2 of marine vertebrate, namely Delphinapterus leucas and ACE2 of marine invertebrate, namely Protunus trituberculatus. 3-D structures of ACE2 proteins unavailable in the protein database were modeled in Swiss Model. Molecular docking was conducted by using ClusPro.2.2. The data were analyzed descriptively. The molecular docking results revealed that the binding energy of spike glycoprotein of SARS-CoV-2 and human ACE2 was -988.5 kcal/mol. The binding energy of spike glycoprotein of SARS-CoV-2 and Delphinapterus leucas (Beluga whale) ACE2 was -946.4 kcal/mol. Meanwhile, the binding energy of spike glycoprotein of SARS-CoV-2 and Protunus trituberculatus (swimming crabs) ACE2 was -778.4 kcal/mol. The binding energy of spike glycoprotein of SARS-CoV-2 and Delphinapterus leucas (Beluga whale) ACE2 was closed to the binding energy of spike glycoprotein of SARS-CoV-2 and human ACE2. Hence, ACE2 of Delphinapterus leucas has the potential to be used as a therapeutic candidate from marine biota to suppress the SARS-CoV-2 transmission.