Sherly Kurnia Dewi, Elizabeth Citra Wening Prasanti, Michele Anastasia*

INTRODUCTION Bioethics generally can be defined as ethic discipline which is used to discuss problems in biology science. Nowadays, it has been necessary to analysis ethical issues and moral conflicts by using bioethics to make right decision (Unesco 2007). Why can bioethics be used to answer those ethical issues and moral conflicts with the right decision? It's because, bioethics have a complete packet including Sense and Sensibility to analyzing those ethical issues and moral conflicts (Devos 2008). Sense is all logical knowledge but Sensibility is all awareness including awareness of God. All part of Sense and Sensibility had shown the complexity of bioethics. The complexity implicated to difficulty rate to taught bioethics in early age, although its important to give experiences and practices from early age. The purpose of this paper is to make bioethics easy and enjoyable to learn. To reach the purpose its important to select all source of bioethics material and chose the appropriate material studies. All material studies need methods to teach them.

Methods We chose senior high school students to be subject learner of these modules because we believe that they are mature enough in formal operational based on Piaget developmental theory (Lin 2002). Beside that, In Indonesia bioethics hasnt been taught as separated subject in senior high school and its not all school give bioethics as a part of biology subject. To make bioethics easy and enjoyable to learn, we did the process to selecting material studies and methods to teach all of these materials. The methods of all material studies that selected are integrated in a module. Result & Discussion The first step that we should take to arrange this module is selecting materials. Finally the chosen materials are basic bioethics, environmental and biodiversity bioethics, baby design experiment issue, and euthanasia. The next step is choosing method to teach every material studies. So we taught Basic Bioethics by using explanation directly since it is the

All authors are students in Atma Jaya Indonesia Catholic University, Jalan Jenderal Sudirman 51 Jakarta 12930 Indonesia, Email: sherly.kurnia@mhs.atmajaya.ac.id.

foundation for the other materials. Environmental and biodiversity bioethics is taught use role play game Snake and Ladder. Baby design experiment issues are taught by making comparison of two case studies. One case is a true story and another is fiction. Euthanasia as common issues is taught with dramas. In this poster we only will be presented how to use Snake and Ladder Game to teach bioethics. The diagram bellow is shown the steps before play game (Figure 1). We can see the board of game and the rule of game in Figure 2 and 3. The benefits of the game are making bioethics as an enjoyable teaching material and showing students that moral conflicts usually happen when two different paradigms met

Figure 3 The Rules of game CONCLUSION AND SUGGESTION We hope this module appropriate to the senior high school students. The credibility of this module can be Figure 1 Steps before start Snake and Ladder game. proofed after it is given to the students. If they can understand, it means that this module can be used to teach them. The first application of this module is conducted on November or December 2008. Surely the test has to be done several times. REFERENCES Devos Y, Maeseele P, Reheul D, Van-Speybroeck L, DeWaele D. 2008. Ethics in The Societal Debate on Genetically Modified Organisms: A (Re)Quest for Sense and Sensibility. J Agric Environ Ethics 21:29 61. Lin S. 2002. Piaget's developmental stages. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved October 30, 2008, from http://coe.sdsu.edu/eet/Articles/piaget/start.htm [UNESCO]. 2007. Ehics Education Programme: Bioethics core curriculum proposal.

Figure 2 The games board