Development of web-based general biology content on the GEN-BIO platform

The development of valid online learning media is currently very necessary in supporting the biology learning process. A high percentage of students had misconceptions about general biology material in biology education (75%), a high percentage of student responded that are difficult to get valid general biology material on the internet (40.2%), and a high percentage of student responded so that lecturers make valid general biology material (94,1%), and the high percentage of student responses so that general biology material can be in the form of a web app (70.6%). The research objective is to produce a web app-based general biology content form on the GEN-BIO platform that meets the valid criteria. The method used in this research is R&D with the Thiagarajan development model consisting of define, design, and develop. While the disseminate will be carried out in the next research using a quasi-experimental method. The research instrument used was a needs analysis sheet in the form of a G-form given to 100 respondents, a Semester Lecture Plan (SLP) analysis sheet, a material expert validation sheet given to one lecturer, a media expert validation sheet given to one expert, a practitioner validation sheet given to give to one lecturer, and the readability test sheet given to 43 students. All instruments used in this study have been declared valid by the evaluator. Research data is a score of validity in the form of quantitative data and complementary information in the form of qualitative data. The data analysis technique used is descriptive quantitative. The results showed that it has been produced general biology content based on the web app on the GEN-BIO platform has been declared valid from material elements (98.06%), media elements (94.47%), practitioners (95.33%) and student readability (34.02% strongly agree, 57.93% agree). The research concludes that the general biology content based on the web app on the GEN-BIO platform is suitable for offline and online learning in general biology courses in Higher Education, especially in the Department of Biology Education and the Department of Biology.


INTRODUCTION
practicum activities which are provided separately by the lecturer. Thus, here students are only seen to memorize material concepts and are not empowered to be able to solve problems found in society. The evaluation questions provided can only be done manually and the results of the evaluation questions still have to be checked by the lecturer sometime in the future and then the lecturer announces the value to students so that it is less practical and efficient.
One of the innovative solutions to solve the problems above is to develop general biology content based on a web app on the GEN-BIO platform. The general biological content to be developed contains ten biological materials, including basic concepts and methodology of biology, biosystematics, cell biology, plant anatomy and physiology, animal anatomy and physiology, growth and development, microbiology, genetics and evolution, ecology, and biotechnology. The general biological content must have valid criteria that are tested by material experts, media experts, and practitioners so that the content can be accounted for. This general biological content will be integrated with information and communication technology in the form of a web app and packaged in the form of the GEN-BIO platform so that it has easy access for users. Users can access this general biological content through a web browser and the android operating system on their mobile phone. The general biology content based on the web app on the GEN-BIO platform contains materials (text, images, videos), minilabs and video tutorials, student worksheets based on project-based learning (PjBL) and video tutorials on pjbl activities, and competency tests based on HOTs that the results can be seen directly by the user. Project-based learning (PjBL) activities on the GEN-BIO platform support all students to work on certain projects related to problems in the community that are relevant to the subject matter. They will learn to find problems that they will find solutions to through project activities. They will learn to design, schedule, implement projects, monitor projects, test project results in front of other friends, and evaluate and reflect on project products so that they can be implemented in the community. HOTs-based competency test is very suitable for intellectual development of students in higher education. Students will be directed to work on competency tests with higher-order thinking through analyzing, evaluating, and creating. Thus, general biology content based on the web app on the GEN-BIO platform is one of the learning media that can combine information content, internet technology, digital devices, and edutainment that will make the learning process take place dynamically and be able to empower 21 st -century skills such as thinking skills. critical and problemsolving, creative, collaborative, and communicative (Almara'beh et al., 2016;Hidayati & Irmawati, 2019).
The focus of this research is the development of general biology content based on a web app on the GEN-BIO platform with the Thiagarajan development model through three stages, namely define, design, and develop. While the disseminate will be carried out in the next research using a quasiexperimental method. The general biology content developed is ten biological materials as described above with text, images, videos, minilabs and video tutorials, student worksheets based on project-based learning (PjBL) and video tutorials on PjBL activities, and competency tests based on HOTs. The general biology content is integrated into the web app through a digitization process and packaged in the GEN-BIO platform. The general biology content based on the web app on the GEN-BIO platform already has a Copyright with a certificate number EC00202179704 and a trademark application process with a JID2021093794 number. Meanwhile, this research is clearly different from previous research, where previous research focused on the development of interactive multimedia that contains only a few biological materials such as cell biology, human anatomy, and physiology, and microbiology with student activity sheets based on STEM (Science, Technology, Engineering, and Mathematics) and interactive multimedia is not integrated in the web app (Hidayati & Irmawati, 2019;Prayitno & Hidayati, 2020). Furthermore, there is research that develops interactive multimedia based on a website. Where the research only focuses on one biological material, namely the human respiratory system, and website-based interactive multimedia that only contains developer profiles, biological materials, evaluations, animations, games, and glossaries and does not contain minilabs, worksheets based on project-based learning, and HOTs-based competency test questions (Sadikin et al., 2020). In addition, the difference between this research and previous research is that the development model used in this study uses the Thiagarajan development model, while previous studies have used the Borg and Gall and ADDIE development models. Thus, the purpose of this research is to produce a web app-based general biology content form on the GEN-BIO platform that meets the valid criteria and is suitable for use in learning in Biology Education in Higher Education.

RESEARCH METHODS
The type of this research is research and development, with the Thiagarajan development model, namely the define, design, and develop stages. This study only uses three stages of the Thiagarajan development model because the focus of this research is only to determine the level of validity of the material elements, media, practitioners, and readability of the general biological content developed. The research subjects involved were two lecturers, one practitioner of the learning media industry, and 43 students of Biology Education in Higher Education.
The research instruments used in this study were a needs analysis sheet in the form of a G-form given to 100 respondents, a Semester Lecture Plan (SLP) analysis sheet, a material expert validation sheet given to one lecturer, a media expert validation sheet given to one expert from industrial partners, practitioner validation sheets given to one lecturer, and readability test sheets given to 43 Biology Education students. All of the above research instruments were declared valid by two expert lecturers who became evaluators. The research procedure for the development of general biology content for web apps on the GEN-BIO platform can be described in Figure 1. Data collection techniques were carried out by distributing questionnaires in the form of G-forms, needs analysis sheets, material expert validation sheets, media expert validation sheets, practitioner validation sheets, and readability test sheets to Biology Education students, material expert lecturers, media expert lecturers, practitioner lecturers, and lecturers as evaluators of research instruments. Analysis of the research data was carried out with quantitative descriptive on expert validation scores, readability test scores, and additional information. Furthermore, the results of the data analysis will be matched with a table of criteria for the validity of the learning media adapted from Hidayati & Irmawati (2019). The table of criteria for the validity of learning media can be seen in Table 1.

FINDING AND DISCUSSION
The findings from the define stage can be explained as follows.
(1) the level of the misconception of Biology Education students on general biology material is 75%. This happens because of many factors such as past learning experiences, information from books, information from educators, information from peers, information from the internet, and information obtained from other sources so these factors can cause students to have misconceptions about general biology concepts. As an example of the results of previous research, students' highest misconceptions can be seen in the concept of the definition of biology. They tend to be passive and accept directly the meaning of the word biology which comes from the word bios and logos. The mindset of students is limited by two words that make up biology. Students should take a broader view when defining biology. Biology is the science that studies life. Students have to think more broadly about life. In studying life, our minds and eyes must focus on objects that exist in life on earth that are not abstract. Things that are biotic and abiotic. Biotics are living things, while abiotic are not living things, but their role is always to support living things in navigating life. So, the proper definition of biology is one of the sciences that study life with biotic, abiotic objects and the interactions between them. (2) Complaints of students who have difficulty getting general biology material that is valid and can be accounted for are 40.2%. Students feel that general biology material is very large and complex and it is difficult to find valid and reliable general biology material on the internet. This happens because there are many sources of subject matter on the internet whose authenticity and validity cannot be distinguished by students. Students' habits are also without thinking and go directly to sources of subject matter on the internet to be cited in the work of their assignments even though their authenticity and validity cannot be done. (3) The desire of students to lecturers to make valid general biology material is 94.1%. (4) The desire of students to lecturers for general biology material to be developed in the form of a web app so that it is easily accessible for offline and online learning (100%). Valid learning resources need to be developed by lecturers to meet student learning needs so that they can help students understand the subject matter well. Lecturers are always trusted to develop valid learning resources because they have competence there. While on the internet anyone can write course material and share it with everyone, even though the writing is not necessarily valid. This is what motivates students so that their lecturers develop valid learning resources so that they have no difficulty in getting learning resources.
Furthermore, the results of the analysis of the Semester Lecture Plan show that Biology Education students must understand and master ten general biology materials in detail; (1) basic concepts and methodology of biology, (2) cell and molecular biology, (3) biosystematics, (4) anatomy and physiology of plants, (5) anatomy and physiology of animals, (6) growth and development of plants and animals, (7) microbiology, (8) genetics and evolution, (9) ecology, and (10) biotechnology.
In addition, the results of the analysis of the general biology learning resources used show that the existing general biology learning resources only contain material text, images, and evaluation questions as well as instructions for practicum activities which are provided separately by the lecturer. So, here students are only seen to memorize material concepts and are not empowered to be able to solve problems found in society. The evaluation questions provided can only be done manually and the results of the evaluation questions still have to be checked by the lecturer sometime in the future and then the lecturer announces the value to the students. The competency test questions given are in the form of multiple choice in each chapter with HOTS-based questions. The types of multiple-choice questions were chosen to facilitate the assessment of answers using technology. Furthermore, this type of HOT-based multiple-choice questions will encourage students to work on competency tests with higher-order thinking through analyzing, evaluating, and creating. In general, it can be said that general biology learning resources that have been used are still limited for offline learning activities and have not been integrated with information technology. When developing learning media, needs analysis, curriculum analysis, and analysis of student learning resources must first be carried out so that the learning media that will be developed are in accordance with the urgency of needs (Fitriani et al., 2018;Prayitno & Hidayati, 2020;Hidayati & Irmawati, 2020).
The results of the design stage can be explained as follows. Based on the findings from the previously defined stage, it can be concluded that (1) must develop ten valid general biological contents.
(2) Must develop ten valid general biology content and be integrated with information technology such as a web app so that it is easily accessible by students anywhere and anytime without being hindered by space and time and is able to support offline and online learning. (3) The ten general biology content that is integrated with information technology such as the web app must contain complete information on the learning process so that it needs to contain material (text, images, and videos), minilabs, and video tutorials, student worksheets based on project-based learning (PjBL) and video tutorials on PjBL activities, and HOTs-based competency tests whose results can be seen directly by students. Thus, the forms and types of learning media that are set to be developed are general biology content based on a web app on the GEN-BIO platform. The GEN-BIO platform is a program that can be accessed with a web browser and an android operating system called GEN-BIO. GEN-BIO is a brand name in the form of a logo proposed by the Directorate General of Intellectual Property of the Republic of Indonesia. Furthermore, general biology content based on the web app on the GEN-BIO platform can be accessed via the link https://tapedubiologi.com/. The display of general biology content based on the web app on the GEN-BIO platform can be seen in Figure 2. The user account dashboard for general biology content based on the web app on the GEN-BIO platform can be seen in Figure 3. The display of one of the ten general biology content based on the web app on the GEN-BIO platform can be seen in Figure 4.

. User Account Dashboard of Web-Based Biological Content on the GEN-BIO Platform
A web app is a learning media design that prioritizes the participation of students to communicate by utilizing materials, digital media, information technology, and the internet so that the presence of this learning media is suitable for offline and online learning and can predictably increase student interest and achievement (Istifaroh, 2021); (Afrilia et al., 2021); (Januarisman & Ghufron, 2016); (Kaur et al., 2015). Websitebased media will provide easy access for students through information technology independently so that it will be easier for them to develop knowledge (Ferdiansyah et al., 2020); (Figna et al., 2020). Furthermore, website-based media can be accessed online by students anytime and anywhere when they carry out the learning process (Astuti et al., 2020). The results of the develop stage of this research can be explained as follows. (1) The results of material expert validation on web app-based general biology content on the GEN-BIO application can be seen in Table 2. (2) The results of media expert validation on web app-based general biology content on the GEN-BIO application can be seen in Table 3. (3) The results of practitioner validation on general biology content based on the web app on the GEN-BIO application can be seen in Table 4. The results of the readability test by students on general biology content based on the web app on the GEN-BIO application can be seen in Table 5.   Table 2 shows that ten general biology content based on web apps on the GEN-BIO platform are declared to be very valid from material elements with a value of 98.06%. This can be used as a recommendation that ten general biology content web-based apps on the GEN-BIO platform from material elements are suitable for general biology learning in Biology Education in Higher Education. In addition, the general biology content based on the web app on the GEN-BIO platform is declared complete with a score of 97%. The general biology content based on the web app on the GEN-BIO platform is declared complete and is declared accurate with a value of 95%. The general biology content based on the web app on the GEN-BIO platform is stated to be very well presented with a score of 100%. Input from material experts, namely research data from developers and research results from scientific journals can be added to general biology content based on the web app on the GEN-BIO platform so that students can be assigned to discuss existing research problems. The truth of the material concept is very important to be given to students so that they do not experience misconceptions and can achieve learning goals (Azizah et al., 2018;Hidayati & Irmawati, 2019). Errors in conveying material concepts made by lecturers to students will make students fail in learning and students will be unable to solve the problems they are facing through wrong concepts (Prayitno & Hidayati, 2020).  Table 3 shows that the general biology content based on the web app on the GEN-BIO platform is stated to be very valid from the media elements with a value of 94.47%. This can be used as a recommendation that the general biology content based on the web app on the GEN-BIO platform from media elements can be declared suitable for use in learning in Biology Education in Higher Education. Media expert commentary is the media element of the general biology content based on the web app on the GEN-BIO platform is good. Good information technology-based learning media are media that provide easy access and contain complete information to help students understand concepts and develop knowledge (Hartoyo & Abdul Gafur, 2019). Website-based learning media that are interesting and generate student interest in learning are media that contain material in the form of text, images, videos, minilabs, student worksheets, and competency tests (Fauzi & Maksum, 2020;Sadikin et al., 2020). In addition, website-based learning media must have a design that is easily accessible, easy to read, and attracts users (Figna et al., 2020).  Table 4 shows that the general biology content based on the web app on the GEN-BIO platform can be declared very valid from the practitioner's point of view with a value of 95.33%. This is very good to be recommended so that it can be used in learning in Biology Education in Higher Education.  Table 5 shows that 43 students strongly agree (34.02%) and agree (57.93%) with using web-based general biology content on the GEN-BIO platform for general biology learning in Biology Education. They really hope that web app-based general biology content on the GEN-BIO platform can be used for offline and online learning so that it can be used anytime and anywhere. The general biology content based on the web app on the GEN-BIO platform is in line with the statement of the results of previous studies that one of the website-based learning media must make it easy for students to obtain valid subject matter, provide flexibility in communicating with educators, provide motivation to develop knowledge, makes it easy to master the concept of subject matter, and makes it easy to improve the 21st-century skills of students (Figna et al., 2020;Fauzi & Maksum, 2020;Astuti et al., 2020;Haryani & Saputra, 2021;Istifaroh, 2021;Afrilia et al., 2021;Hidayati & Irmawati, 2019).

Table 2. Results of Material Expert Validation on Web App-Based General Biology Content on the GEN-BIO Application
Compared to the findings of previous studies, the findings of this study are unique, namely general biological content that is integrated into the web app and introduced to the GEN-BIO platform. The general biology content based on the web app is equipped with material delivery videos, equipped with minilabs and laboratory work tutorial videos, equipped with student worksheets based on project-based learning and video tutorials on project work stages, and competency tests based on HOTs. Project-based learning activities (PjBL) on the GEN-BIO platform support all students to work on certain projects related to problems in the community that are relevant to the subject matter and without restrictions by educators. They will learn to find problems that they will find solutions to through project activities independently. Through discussion and collaboration with educators, they will learn to design, schedule, implement projects, monitor projects, test project results in front of others, and evaluate and reflect on project products so that they can be implemented in the community. The HOTs-based competency test is very suitable for the intellectual development of students in higher education. Students will be directed to work on competency tests with higher-order thinking through analyzing, evaluating, and creating. Thus, after completing the competency test questions, students will gain higher-order thinking experience and are accustomed to doing higher-order thinking in learning.

CONCLUSION
Based on the research findings, the conclusion of this study is that general biology content based on the web app on the GEN-BIO platform is suitable for use in learning in Biology Education in Higher Education. This is reinforced by the validity of the material elements (98.06%), media elements (94.47%), practitioners (95.33%), and student readability (34.02% strongly agree, 57.93% agree). The ideal and intact learning media to meet the needs of offline and online learning that is independent or classical in today's Biology Education in Higher Education is general biology content based on a web app on the GEN-BIO platform because this media contains ten biological materials (text, images, etc.), and videos), minilabs and video tutorials, student worksheets based on project-based learning (PjBL) and video tutorials on PjBL activities, and competency tests based on HOTs. The recommendation of this research finding for lecturers and students of Biology Education at Indonesian Universities is that all of you can take advantage of web app-based general biology content on the GEN-BIO platform for learning because this media has been confirmed to be valid and accountable.