Exploration of the scientific papers and self‐assessment of students using the COVID‐19 case on biochemistry course

Abstract

The coronavirus disease 2019 (COVID‐19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self‐assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self‐assessment of students using the COVID‐19 pandemic case. It includes qualitative research with scientific paper and self‐assessment questionnaire analyses. The research sample was chemistry education study program students ( N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID‐19. Self‐assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self‐assessment is in line with the ability of students to compile good scientific papers.

Exploration of critical thinking and self‐regulated learning in online learning during the COVID‐19 pandemic

“…This study used case‐based learning, which was positively received by the students because they felt that biochemistry was close to their lives. 15 The students were able to make suggestions for things that could be integrated with the laboratory work and carried out at home using materials they had to hand. In the context of the current pandemic, the provision of virtual lab simulations is an option in the implementation of laboratory work.…”

“…[48][49][50][51] We employed a method aimed at stimulating students' interest in participating in online biochemistry learning through the use of facts and cases that occur in the surrounding environment. 15 The university also supported the implementation of online learning by providing programs that make it easier for lecturers and students to access it. The low score for students' critical thinking is possible because of the students' low level of interaction in the learning process.…”

“…The use of examples linked to the surrounding conditions can increase student interest. 15 5. The lecturer set structured assignments that students had to complete and upload to the "task bag."…”

“… 11 , 12 , 13 Case‐based learning, especially COVID‐19 cases, can also increase student interest. 14 , 15 Exploratory experiments can overcome the difficulties of conducting online laboratory work. 6 , 16 Such work can also be undertaken using virtual laboratories and online simulations.…”

“…The use of problem‐solving methods, discussions and a combination of the two has been shown to increase student activity 11–13 . Case‐based learning, especially COVID‐19 cases, can also increase student interest 14,15 . Exploratory experiments can overcome the difficulties of conducting online laboratory work 6,16 .…”