Integration of MESH (Media Literacy, Ethics, Sociology, History) in Biology Learning: Analysis of Understanding and the Urgency of Implementation among Biology Education Students Leonard Raden Hutasoit, Danang Budi Setyawan, Dyah Aniza Kismiati, Indri Annisa, Ahmad Yani
Universitas Terbuka
Abstract
This study analyzes students^ understanding and the urgency of integrating MESH (Media Literacy, Ethics, Sociology, History) in biology learning among students of the Biology Education Study Program at Universitas Terbuka. This quantitative research employed a cross-sectional survey design involving 123 students, using a MESH instrument consisting of 20 statement items. Data analysis included descriptive statistics, validity and reliability tests, correlation analysis, difference tests, and multivariate analysis (PCA and cluster analysis). The results indicate that the MESH instrument has very high reliability (α- = 0.924). The mean score of MESH understanding falls into the high category (M = 3.686- SD = 0.593), with the Sociology dimension showing the highest score (M = 3.862) and History the lowest (M = 3.553). All MESH dimensions are significantly positively correlated (p < 0.001), indicating strong conceptual interrelationships. There is a significant difference in MESH understanding based on gender (p = 0.028), with male students showing higher scores. Cluster analysis identified three groups of respondents with different levels of understanding: high (29.27%), moderate (43.90%), and low (26.83%). This study concludes that integrating MESH in biology learning is highly relevant and urgent to enhance the comprehensive competencies of prospective biology educators in the digital era. Practical implications include the development of differentiated MESH-based learning models, strengthening the History dimension, and implementing gender-sensitive instructional strategies.
Keywords: MESH, media literacy, ethics, sociology, history, biology education
Topic: Media literacy Ethics Sociology History (MESH) Learning
