Development of an Evolution Teaching Module to Remediate Misconceptions on Evolution Theory Among 12th Grade Senior High School Students

Khasanah Pangestuti(1), Shefa Dwijayanti Ramadani(2), Ika Sukmawati(3),




(1) Universitas Tidar, Indonesia
(2) Universitas Tidar, Indonesia
(3) Universitas Tidar, Indonesia

Abstract

Evolution has long been one of the most debated concepts in biology due to its abstract nature and philosophical implications. Despite its central role in understanding biodiversity and life processes, students often struggle with misconceptions about evolutionary theory. This study aims to develop an instructional module on evolution to remediate misconceptions on evolutionary theory among 12th-grade students at an Islamic senior high school. The research employed a Research and Development (R&D) approach using the 3D model (Define, Design, and Develop). Instruments included a three-tier diagnostic test to identify misconceptions and validation sheets from content and design experts as well as biology teachers. The validation results categorized the module as highly feasible, with average expert scores above 90%. The module was then implemented in the classroom, showing an increase in students’ conceptual understanding from 35.99% to 93.2% and a decrease in misconceptions from 25.64% to 0.9%. Features such as contextual visuals, integration of reflective inquiry, and clear conceptual progression contributed to the module’s effectiveness. This instructional module may serve as an alternative learning resource in biology education, especially for contexts where conceptual challenges around evolution persist.

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