Purpose – The purpose of this paper is to improve the critical thinking of biology students of STKIP Hamzanwadi Selong on an environment course through the implementation of Problem-Based Learning (PBL) and Group Investigation (GI) through Lesson Study. Design/methodology/approach – This study employed a descriptive qualitative method. The subjects of the study were 73 freshmen biology students academic year 2013/2014 who were divided into two classes. The Lesson Study was conducted in 16 cycles, comprising Plan, Do, and See stages. The instrument of the study used to measure the students’ critical thinking was an essay test which covered several criteria of critical thinking adapted from SOLO Taxonomy. Findings – The implementation of PBL and GI encouraged the students to think critically through planning, arguing, stating questions and problems, and analysing and providing solutions to the surrounding environmental problems. Originality/value – This study depicted Lesson Study activity on an environment course which focused on the students’ critical thinking activity through the integration of PBL and GI. The learning was conducted through Lesson Study and was based on the environment. The crucial value of the Lesson Study was the lecturers showed more attention to the students since they wanted to know the students’ learning style and what made them learn.
The present study was an attempt to investigate the effect of Problem-Based Learning (PBL), Predict, Observe, Explain (POE), and the combination of both (PBLPOE) on students' critical thinking skills and scientific attitudes in Biology. A pretest-posttest nonequivalent control group design was employed in this study and 132 tenth-grade students from Bengkulu, Indonesia was involved. This study was carried out from February to June 2018. An essay test was administered to assess the participants' critical thinking skills, and a checklist and an interview guideline were used to observe the students' scientific attitudes. The results of the ANCOVA analysis showed that PBL, POE, and PBLPOE had an effect on the students' critical thinking skills and scientific attitudes in Biology with p-value<0.005. The results of the LSD test indicated that PBLPOE was not significantly different from PBL, but differed considerably from POE and conventional in improving students' critical thinking. Also, LSD test on the students' scientific attitudes showed that PBLPOE differed significantly from PBL, POE, and conventional in enhancing students' scientific attitudes. The highest post-test score was observed in the PBLPOE classroom. Therefore, PBLPOE can be used to improve students' performance in Biology.
This study aimed to investigate the potential effects of problem-based learning (PBL), predict observe explain (POE), and PBLPOE on students' problem-solving skills and self-efficacy in Biology. This research is based on various facts that problem-solving skills and selfefficacy of Indonesian students in biology subjects are still low.Research Methods: This quasi-experiment employed a pretest-posttest non-equivalent control group design. One hundred and thirty-two (132) tenth graders (aged 15 to 17) from Bengkulu, Indonesia, participated in this study. The participants were homogenous concerning academic abilities. Data were collected using an essay test and observation sheets.
Tobelo Dalam (Togutil) ethnic group has been using local plants for years; one of them is Canarium. The ethnic are nomads and live in conservation forests. Data on ethnobotanical knowledge was collected through interview technique with "work in the wood" method. There were three types of informant: main informants, key informants, and recommended informants. Main informants were chosen through purposive sampling technique while key informants and recommended informants were chosen through snowball sampling technique. The informants in this study were grouped based on their age: 14 children (5-11 years), 18 teenagers (12-25 years), 13 adults (26-45 years), nine elder (46-65 years) and three old age (≥ 65 years). The result of fidelity level analysis (FL%) indicated that all age groups had FL value of 100% in utilizing walnut as local food. Regarding the use of skin exocarp the result was as follow: children (FL: 28.57%), teenagers (FL: 77.77%), adults (FL: 69.23%), and elder and old age (FL: 100%). Whereas, the use of Shell endocarp among the age groups was as follow: children (FL: 14.28%), teenagers (FL: 66.66%), adults (FL: 46.15%), elder (FL: 33.33%), and old age (FL: 100%). Canarium bark had value of FL% in children (FL: 35.71%), teenagers (FL: 61.11%), adults (FL: 92.3%), elder (FL: 33.33%), and old age (FL: 100%). The use of resin by the groups was children (FL: 50%), teenagers (FL: 83.33%), adults (FL: 92.3%), elder and old age (FL: 100%). The use of Canarium root among the groups was children (FL: 14.28%), teenagers (FL: 61.11%), adults (FL: 92.3%), elder (FL: 33.33%), and old age (FL: 100%). The use of plant's trunk was as follow: children (FL: 50%), teenagers (FL: 77.77%), adults, elder, and old age (FL: 100%).The research indicated that walnut had high utility value. All parts of the plant (root, wood, bark, and resin) were exploited for economic, health and cultural interest.
This study aimed to investigate the correlation between critical thinking skills and academic achievement in Biology through the implementation of problem-based learning-predict observe explain (PBLPOE) learning model. The study was conducted from February to June 2018 in the even academic year of 2017/2018. A correlational design was employed in this study. The participants consisted of tenth graders from Public Senior High School (SMAN) Number 5 in Bengkulu, Indonesia. The students’ critical thinking skills and academic achievement were measured using essay tests. The result of the regression analysis showed that there was a significant correlation between students’ critical thinking skills and academic achievement in biology, where Y=7.383 + 0.500x. The regression equation suggests that students’ academic achievement may improve as the students’ critical thinking increases. Therefore, it is advisable for the educator to promote critical thinking skills in the classroom in order to improve students’ academic achievement by, for example, implementing PBLPOE learning model.
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