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In addressing socio-scientific issues, students must be connected to science ideas and societal concerns. Hence, students should learn biochemistry meaningfully. This study aimed to examine students' learning in a virtual classroom of biochemistry. Eighty undergraduate students participated voluntarily in this survey. Data collected using an essay test and a rubric of addressing socio-scientific were analysed descriptively to classify students' learning in a virtual biochemistry classroom. This study resulted that most students performed rote learning and surface learning, even no learning. In addition, most students were difficult to connect to biochemistry ideas, such as macromolecule symbols and biochemical reactions. The findings implicated that prior knowledge of biochemistry and intensive scaffolding is needed to connect students to science ideas to explain socio-scientific issues. [ABSTRACT FROM AUTHOR]

REMAD COCOPER (REading, (Mind or Concept) Prepping, Discussing, Collaborating, COoperative-learning, Presenting, Elaborating, and Reflecting) is a learning strategy developed to develop the capabilities of prospective student educators. Development of REMAD COCOPER learning strategies using the ADDIE development model. The Limited trial is conducted in the odd semester of the 2016/2017 school year and extensive trial conducted in 2017/2018 for S2 Biology Education students. The purpose of this paper is to report the results of the Focus Group Discussion conducted to improve the REMAD COCOPER learning strategy. Qualitative descriptive method is used to describe the results of the implementation of Focus Group Discussion. Focus Group Discussion was held on 1 and 2 October 2018 attended by 2 Biology Education Master Students, 5 Biology Education Doctoral Students, and 12 lecturers in Biology, Physics, and Chemistry Education at Malang State University. The results of the Focus Group Discussion is the REMAD COCOPER learning strategy supports to developing the capabilities of pre-service biology teacher students, developing competencies for acting in the 21st century, developing learning based on Life-Based Learning, can be implemented by lectures for preservice biology teacher students, and support social system processes, including (1) cooperation, (2) equality, and (3) intellectual freedom. [ABSTRACT FROM AUTHOR]