Integration of MASH Pathophysiological Mechanisms into the Semester Learning Plan (RPS) for Animal/Human Physiology Courses
Authors
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Arga Triyandana
Universitas Nahdlatul Ulama Pasuruan, Indonesia
https://orcid.org/0009-0000-9352-3350
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Umezurike J. Ezugwu
Nigeria Maritime University Okerenkoko, Nigeria
https://orcid.org/0000-0003-4082-5368
Keywords:
MASH, Pathophysiology, Semester Learning Plan, Physiology Education, Molecular IntegrationAbstract
The rapid advancement of molecular biology in understanding Metabolic Dysfunction-Associated Steatohepatitis (MASH) necessitates an update in higher education curricula to bridge the gap between current research and classroom learning. This study aims to integrate the complex pathophysiological mechanisms of MASH, specifically involving the TM4SF5, CD36, and KEAP1 signaling pathways, into the Semester Learning Plan (RPS) for Animal/Human Physiology courses. Employing a Research and Development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, this research focuses on the design and development phases to create a comprehensive instructional framework. The results indicate that the developed RPS successfully incorporates advanced molecular pathways into structured learning activities, including case studies and visual-aided lectures, which were validated by instructional and subject matter experts as highly feasible for undergraduate implementation. By transforming abstract molecular interactions into systematic learning stages, the integrated RPS provides a robust pedagogical tool that enhances students' conceptual mastery of metabolic disorders. This study concludes that embedding contemporary biotechnological research into formal instructional designs significantly improves the relevance of physiological education, preparing students for future clinical and industrial applications
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