The study aimed to improve the concept map score through the application of instructional techniques questions in stage of deciding the study group way of collecting data and data analysis in project based learning. The research subjects consisted of 34 high school students. The study is a Class Action Research with three cycles, including: planning to develop lesson plan and its completeness, implementation of actions, observations, and reflections. Data collection is done by observation, assessment to calculate the concept map score, interviews, and documentation. Data validation uses triangulation techniques: verification of suitability of concept map scores and documentation based on expert concept maps and interviews. Data analiyzed used qualitative descriptive conducted by data reduction, data presentation and conclusion drawing based on complete data concept map. The results of the study showed that the instructional technique of the questions in the deciding the study group the way of collecting data and data analysis stage on project based learning increased the students’ concept map score of students.
Teacher questions are one of the crucial components in developing students’ concept maps in project-based learning (PjBL). The study aims to measure the quality of students’ concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student’s concept map score is calculated based on the achievement of the experts’ Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students’ thinking. The expanded teacher’s questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students’ thinking.
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