Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument

Fauzi, Ahmad; Saefi, Muhammad; Kristiana, Evi; Adi, Widi Cahya; Lestariani, Nurlita

doi:10.29333/ejmste/11264

Cited by 5 publications

(4 citation statements)

References 75 publications

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“…The test instrument of Cebesoy and Tekkaya [26] also contains the core concepts of genetics referred to by Hott [42]. Then, Fauzi et al [41] attempted to develop a 13-item questionnaire. The questionnaire contains the core concepts of genetics, also referred to by Hott [42].…”

Section: Knowledge Dimension In Genetic Literacymentioning

confidence: 99%

“…For example, during the COVID-19 pandemic, a lot of gene information makes an individual need to ward off hoax news on social media [57]. Thus, individuals need situational skill features to evaluate the veracity of claims on genetic issues and make informed decisions [41]. The literature also indicates that the evaluation of genetic information has not been included in previous systematic reviews.…”

Section: Conceptual Model Of Genetics Literacymentioning

confidence: 99%

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Definition and conceptual model of genetics literacy: a systematic literature review

Maghfiroh

Zubaidah

Mahanal

et al. 2023

IJPHS

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Genetic literacy is essential for promoting health and well-being in modern society. Although its importance is increasingly recognised, the definition and crucial dimension to construct a conceptual model are unclear, limiting the possibilities for measurement and comparison intervention. The study aims to review definitions and the conceptual models of genetics literacy and develop a new comprehensive definition and conceptual model based on the discovered dimensions that are relevant in the post-genomic era. We performed a systematic literature review using the Crossref, PubMed, and Scopus databases with Publish or Perish software. An automated content analysis was conducted to identify and develop conceptual model genetics literacy using NVivo 12 software. The review resulted in 10 definitions and 12 conceptual models. Automated content analysis showed that genetic literacy is defined as the ability of an individual to comprehend, use, correlate, assess, and propose genetic information to make arguments, reason, and decide on genetic issues in maintaining or improving the quality of personal and social well-being. Genetic literacy was conceptualised as a set of knowledge, a set of skills or interconnected. The conceptual model of genetics literacy covers two dimensions. i) Knowledge dimension: conceptual (nature of genetic material, transmission, genetic expression, genetic regulation, genetic determinism, genetic technology); sociocultural; epistemic. ii) Skills dimension: argumentation, informal reasoning, and decision-making skills. This definition and conceptual model can serve as a basis for developing interventions and measurements to support regulating, preventing, as well as promoting health and well-being.

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Section: Knowledge Dimension In Genetic Literacymentioning

confidence: 99%

Section: Conceptual Model Of Genetics Literacymentioning

confidence: 99%

Definition and conceptual model of genetics literacy: a systematic literature review

Maghfiroh

Zubaidah

Mahanal

et al. 2023

IJPHS

View full text Add to dashboard Cite

show abstract

“…Measurement of genetic literacy needs to be done regularly considering the importance of this competency in the current era. In addition, an analysis of the factors that affect this literacy needs to be done because the information is still limited (Fauzi et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic

Yanuar

Wahyuni

Fatmawati

et al. 2022

Biosfer

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The Covid-19 pandemic has resulted in the face-to-face teaching and learning process being shifted to distance learning which has the potential to affect student literacy levels. This quantitative study aims to determine the effect of gender and grade level on the genetic literacy of high school students in Malang. This survey research used a statement instrument as many as 17 items involving 97 students. Data collection was carried out from November to December 2021. The sampling technique used was cluster random sampling. The research data was tested using a Two-Way ANOVA analysis. The results showed that gender did not have a significant effect on genetic literacy, while class level has significant effect. Furthermore, gender and class level did not have a significant interaction. Further research that examines the effect of other variables on genetic literacy needs to be done.

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“…Some of the misconception topics that have been studied include: Cell Biology (Suwono et al, 2021), Human Circulatory System (Zhao et al, 2021, Human Anatomy and Physiology (Andariana et al, 2020), Virus-Bacteria (Zulfia et al, 2019), Protists (Yunanda et al, 2019), Photosynthesis (Haslam & Treagust, 1987), Evolution (Yates & Marek, 2014), Biochemistry (Wahyono & Susetyorini, 2021) and Environmental Science (Karpudewan et al, 2015). The latest research on the profile of COVID-19 in the field of education is health literacy and genetic literacy (Fauzi et al, 2021;Saefi et al, 2020b). However, in the current context, there is no misconception research on the topic of Viruses and COVID-19 with high school students' respondents using a three-tier diagnostic test based on an online survey application (online-three-tier diagnostic test).…”

Section: Introductionmentioning

confidence: 99%

Online three-tier diagnostic test to identify misconception about virus and COVID-19

Fikri

Suwono

Susilo

2022

JPBI

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During the COVID-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. This study aimed to validate the online three-tier diagnostic instrument test for Virus and COVID-19 as well as analyze the level of misconceptions experienced by students. The Treagust model is used as a reference for the instrument development process. Three public high schools providing 187 second grade students who had previously studied Virus content were involved as research respondents, The data analysis techniques used were descriptive statistics. Construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. The results of data analysis also inform that each item was valid and the instrument was reliable. The average percentage of students who experience misconceptions was 39.96%. The average percentage of students who understand the topic correctly was 32.10%. The percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. The diagnostic test as overall, was successful in detecting students’ misconceptions. To overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials.

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Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument

Cited by 5 publications

References 75 publications

Definition and conceptual model of genetics literacy: a systematic literature review

Definition and conceptual model of genetics literacy: a systematic literature review

Gender-based and grade-level mapping of student genetic literacy in the midst of the covid-19 pandemic

Online three-tier diagnostic test to identify misconception about virus and COVID-19

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