Genetic Engineering Misconceptions in High School Biology Textbooks
DOI:
https://doi.org/10.33751/jsep.v10i1.15Keywords:
biology textbook, genetic engineering, misconceptionAbstract
Background: In 12th-grade high school biology classes, genetic engineering is a complex subject that is prone to misconceptions. The molecular processes involved, along with the lack of practical experiments, are the primary factors contributing to this. Meanwhile, textbooks are the primary teaching materials used by teachers to instruct students on genetic engineering in class. This study aimed to analyze the existence of misconceptions about genetic engineering in 12th-grade high school biology textbooks in Yogyakarta, particularly in Sleman Regency.
Methods: This study was a qualitative content analysis. The research subjects consisted of 12th-grade high school biology textbooks. The textbooks were selected using purposive sampling, which involved choosing the 2 books most widely used by teachers in schools, based on the results of interviews. Data collection was conducted through content analysis using a misconception analysis sheet as an instrument. Data validity was tested through source triangulation. Data analysis techniques included unitizing, sampling, recording, reducing, inferring, and narrating.
Results: In Textbook A, 5 misconceptions were found, consisting of 3 misidentifications, 1 overgeneralization, and 1 oversimplification. In Textbook B, there were 3 misconceptions, namely 1 overgeneralization and 2 oversimplifications.
Conclusion: There were misconceptions in the textbooks, both regarding the principles of genetic engineering and their applications.
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