Challenges Towards The Implementation of ICT in Biology Learning: A Review Study

The implementation of ICT in biology learning is not optimal because there are challenges that influence it. The purpose of this study is to determine the challenges of ICT implementation in biology learning. This research is research that uses a meta-analysis method. Sampling in this study uses a purposive sampling technique. Data collection is done by downloading written documents in Science Direct, Eric, Research Gate, Google Scholar, and NDLTD (Networked Digital Library on Thesis and Dissertations). The results showed there were several challenges towards the implementation of ICT in biology learning. The most common challenges found in the research results is the lack of ICT infrastructure with a percentage of 12.73%. The conclusions of this study are intended to be a reference to reduce the challenges that have been found so that the implementation of ICT in biology learning can be maximized in the future.


Introduction
ICT provides various facilities in education. One of them is the ease of students getting information so that they can easily develop their potential. Students can also easily communicate with teachers through online discussion forums or communicate with other students. Besides, students and teachers can easily exchange information such as articles, papers, subject matter, and so on. The existence of ICT also makes it easy for teachers to explain concepts that are difficult to explain without the right media. ICT can improve the quality of education because multimedia content helps to illustrate and explain difficult concepts in ways that were previously not accessible through traditional teaching sources and methods [14].
The use of ICT in learning is following the demands of the 21st century in education. Innovative learning can make students demonstrate skills according to the 21st century, students become creative and critical of learning activities in the classroom. The implementation of ICT in learning provides various benefits for both teachers and students. The benefits of using ICT in the learning process, teachers who use computers in teaching can increase their level of confidence in teaching [6]. The use of computer-assisted instruction can improve the performance and attitudes of students towards science knowledge [20]. Besides, learning by using technology can provide a lot of experience and be satisfying for students [13]. Students can get access to various kinds of supporting material information that has been delivered at school with the presence of ICT, students can create online discussion forums, students can use ICT equipment available in schools to support learning activities. Teachers also get a variety of benefits from the presence of ICT in designing learning activities, looking for reference sources, conducting learning activities by utilizing available ICT equipment in the classroom. There are various kinds of ICT equipment that can be used in learning activities in the classroom. ICTs used in the teaching and learning process include laptops, computers, LCD projectors, internet, digital libraries (e-libraries), digital books (e-books), digital learning (e-learning), electronic school books (BSE) which are accessed with computers, digital cameras, television, radio, OHP, e-mail [2]. ICT in learning should be able to improve the performance of teachers. Besides, the implementation of ICT in learning should be able to increase students who are creative, innovative, and critical. The integration of ICT in the learning process should enable teachers to (1) become facilitators, collaborators, mentors, trainers, directors, and study partners; and (2) can provide choices and great responsibility for students to experience learning events [18]. The implementation of ICT in learning activities has become one of the demands of education in the 21st century. Therefore, teachers and students must follow the development of this era and implement ICT in learning activities in the classroom.
The use of ICT today is not used maximally for learning activities but only for playing games, watching movies, social media, etc. Whereas in the 21st century, ICT implementation in learning should have been implemented maximally to improve the quality of education. The implementation of ICT in learning is one of the demands of technological development, but there are problems met in its implementation in education. Besides, the use of ICT in learning in vocational schools encounters several obstacles, so that it falls into the low category [16]. ICT implementation in learning is still relatively low because it can be influenced by several challenges. There are many studies on ICT, which includes challenges in biology learning. The challenges discussed in each study result are various. Supposedly, the implementation of ICT in biology learning can be carried out well if the challenges are reduced. In this research, a meta-analysis of research results will be conducted related to the challenges towards the implementation of ICT in biology learning, so that conclusions can be drawn of the highest challenges that are affected. The conclusions of this study are expected to be useful for the implementation of ICT in biology learning which will be carried out in the future. So that the implementation of ICT in biology learning can be optimal and maximal.
The research questions in this literature study are: (1) at what level of education are the studies conducted?; (2) where is the study conducted?; (3) what are the challenges towards the implementation of ICT in biology learning?.

Methods
This research is research that uses a meta-analysis method. The population in this study is all books, articles, thesis, or dissertations, as well as research reports related to challenges towards the implementation of ICT in biology learning. In this study use a sampling technique in the form of purposive sampling. The requirements for the sample in this study include the following: (1) under the theme of the meta-analysis study, which is the challenges towards the implementation of ICT in biology learning; (2) includes written documents in the form of books, articles, thesis or dissertations, and research reports;

Result and Discussion
In this study, a meta-analysis of 10 research results related to the challenges towards the implementation of ICT in biology learning. The results of the study are set out in the following table:  Table 1 shows the educational levels of the analyzed studies related to the challenges towards the implementation of ICT in biology learning. Research related to the challenges towards the implementation of ICT in biology learning is mostly done at secondary school education with a percentage of 40%.  Table 2 shows the country where the research was conducted. Based on table 2, 10 studies came from 6 different countries. Romania shows the most results with a percentage of 30% of the total number of studies. There are 22 challenges in the implementation of ICT in biology learning. The challenges of lack of ICT infrastructure have the highest percentage with a percentage of 12.73%. The lack of available ICT infrastructure is mentioned in 7 studies as challenges towards the implementation of ICT in biology learning.  The top six challenges include the lack of ICT infrastructure, lack of skills to integrate ICT in learning, lack of ICT-related training, low motivation related to ICT, weak policies/programs related to ICT, and lack of time to learn ICT.
The results show that research related to the challenges towards the implementation of ICT in biology learning is carried out at various educational levels. The intended education levels include a primary school, secondary school, and university. It is known that most research is carried out at the secondary school education level. Based on this study, it is known that research is carried out in various countries. Countries that conduct research related to this study are mostly done in Romania.
The research findings show that the implementation of ICT in biology learning cannot be maximized due to the challenges in implementing ICT in biology learning. The lack of available ICT infrastructure is the highest obstacle to the implementation of ICT in biology learning. The ICT infrastructure including computers, projectors, LCDs, and others. Inadequate access is the biggest challenge for the use of ICT in learning activities delivered by teachers, such as lack of computers and lack of adequate materials. ICT infrastructure is a major challenge in the implementation of ICT in biology learning [5]. Completeness of infrastructure such as computers, supporting software, and other ICT equipment is very important to be fulfilled first in the implementation of ICT in biology learning. If schools have a shortage of computers or other ICT equipment, it is not surprising that the implementation of ICT in learning has not been carried out optimally. The successful implementation of ICT in biology learning cannot be separated from the availability of complete infrastructure so that teachers can use it to the fullest. Another challenge is the computer that tends to be placed in a laboratory but not in the classroom. This becomes a challenge because teachers do not have facilities in the form of computers in the classroom in learning activities, whereas in the implementation of ICT in biology learning, exist computers in the classroom is very important. Other constraints related to ICT infrastructure such as broadband access are not yet available. Broadband access is meant internet access, where the lack of internet access itself from the findings of the research results also shows that it is one of the challenges towards the implementation of ICT in biology learning. The implementation of ICT in learning cannot be separated from the available internet access, because in this modern era the existence of internet networks provides various kinds of advantages. The internet network can be used by teachers to find various sources of reference to develop plans for learning activities in the classroom based on ICT. Besides, teachers and students can use the internet at school to find sources of information related to the subject matter being studied. Lesson material that is difficult to understand, will be easier to understand with the internet by looking for simulations or videos related to the material so that students will understand it more easily. If the school does not have access to the internet network, it will hamper performance teachers because teachers have difficulty finding existing referral sources. Besides, students also cannot use these facilities to develop their potential creatively, innovatively, and critically.
This study also found that one challenge towards the implementation of ICT in biology learning is that there is no specific budget for ICT and the high cost of ICT equipment. Factors related to budget funding are very closely related to the available infrastructure. If the funds budgeted for ICT are insufficient or even there is no specific budget for ICT, then the availability of ICT-related infrastructure has also not been fulfilled. Both of these are equally important in the implementation of ICT in biology learning so that schools are expected to be able to find sufficient funds for these ICT needs. Barriers rooted in policy and funding need a strategic vision that is well understood, adequate funding, and preparing an implementation plan before many changes are expected [1]. The vision in question is a vision or strategy related to the implementation of ICT in biology learning. This study also found a factor related to vision that is the absent vision or strategic plans related to ICT in some research results. Schools should have a vision related to the implementation of ICT in biology learning because in the current era it is very important the role of ICT itself in education. If the school does not have a vision or strategic plan related to ICT, there is a possibility that the school will be left behind by other schools both from the teacher and students. The results also show that there is another challenge that is related to the existence of this vision, namely weak policies or programs related to ICT. If the school does not have a vision, automatically programs or policies taken related to ICT are also limited. Weak policies or programs will have an effect on teachers, so teachers do not try to develop their abilities or skills related to ICT, so schools will experience a lag with other schools related to the implementation of ICT in biology learning.
The challenges mentioned in the related research results show that the lack of skills to integrate ICT in learning becomes a factor that has a high influence. Teachers experience difficulties in implementing ICT in biology learning, one of which is due to the teacher's lack of confidence in their skills, abilities, and knowledge related to ICT. Some teachers who are unsure of their skills in using ICT feel uneasy about using ICT in front of a class of students who are likely to understand more than the teacher [3]. Teachers who lack knowledge and skills become a serious obstacle in the use of ICT in primary and secondary schools [12].
Lack of knowledge, abilities, and skills of teachers related to ICT can affect teacher desires related to changes in learning activities using the latest technology. This condition can result in teachers not want a change in learning activities, especially about the use of ICT in learning, due to the lack of knowledge, abilities, and skills of teachers related to ICT. The teacher considers that the teaching method applied before is right without having to use technology in it. Therefore, teachers do not want a change in learning is one of the challenges towards the implementation of ICT in biology learning. Teachers who are not enthusiastic can be due to low teacher motivation so that knowledge, abilities, and skills related to ICT are also low, which can cause teachers not to want a change in learning. The low motivation related to ICT is one of the challenges found from the results of research that has been studied. Motivation related to ICT is closely related to the skills, abilities, and knowledge of teachers about the implementation of ICT in biology learning. Teachers who have low motivation or are not enthusiastic about ICT, the teacher is not interested in developing his potential related to the implementation of ICT in biology learning. Therefore, the low motivation of the teacher will make the knowledge, abilities, and skills of teachers about the implementation of ICT in biology learning The lack of skills, knowledge, and abilities of teachers related to ICT can also be influenced by the lack of training organized for teachers. Training can improve the knowledge, abilities, and skills of teachers related to ICT so that teachers can have more confidence in themselves in implementing ICT in biology learning. The lack of ICT training is one of the challenges of the implementation of ICT in biology learning. The main problem in the implementation of ICT in science is the small number of training programs for science teachers [11]. Besides, some training is needed by teachers to develop skills, knowledge, and attitudes towards the effective use of computers to support learning by students [10]. The limited teacher training related to the use of ICT in Turkish schools is an obstacle [17].
Another challenge that can be found in the lack of time in learning ICT. Based on the results of the research analyzed it can be seen that the teacher considers that the time to learn ICT is very limited. The teacher lacks time in preparing plans for teaching activities using ICT. The challenges most often conveyed by teachers are the lack of time they have to arrange technology-based lessons, explore various internet pages, or to look for various aspects of the software in education [15]. The two most important obstacles are the lack of computers in the classroom and the lack of time to study the use of ICT in classroom learning, all of which are related to policy and support domains [4]. Both of these barriers are in accordance with the findings of the study which found that both factors included the challenges toward the implementation of ICT in biology learning. Technical support is one challenging the implementation of ICT in biology learning. That is because technical support is a supporting factor so that the implementation of ICT in biology learning can run as it should. The integration of ICT in science learning requires a technician and if there is no technical support available it will be an obstacle [7].
Another challenge from research results is poor administrative support. School administration is one of the supporting factors for integrating technology into the classroom but is not considered a major barrier in technology integration [1]. This is in accordance with the findings of related research findings which show that there are only 1.82% of studies that state that administrative support is an obstacle to the implementation of ICT in biology learning. Therefore, it can be seen that administrative support is a challenge but is not the main challenge. Based on a meta-analysis, there are the top six challenges that are found in many related research results. The top six challenges towards the implementation of ICT in biology learning include the lack of ICT infrastructure, lack of skills to integrate ICT in learning, lack of ICT-related training, low motivation related to ICT, weak policies/programs related to ICT, and lack of time to learn ICT.

Conclusion
The results of this study show that most research related to the challenges towards the implementation of ICT in biology learning is carried out at the secondary school education level. Countries that conduct research related to the challenges towards the implementation of ICT in biology learning that is mostly carried out in Romania. Based on the result of this study, it can be concluded that the implementation of ICT in biology learning is influenced by several challenges. Among these challenges, a factor regarding the lack of infrastructure was mentioned at 12.73% in the study results compared to other inhibiting factors. This study is expected to be a reference to reduce the challenges that have been found so that the implementation of ICT in biology learning can be maximized in the future.