Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.
Thinking ability is one of the skills that must be had by all people in facing the demands of the 21st century, namely critical thinking skills. This skill can be achieved by delivering the material more clear and objective. Thus, the purpose of this study is to know the effect of implementing blended PjBL integrated 21st century skills on students’ critical thinking skills. The sample of this study amounted to 39 students in the fifth semester of Biology Education at IAIN Palangka Raya with a non-equivalent control group design. The accumulation data of critical thinking skills was obtained by giving 20 items in the critical thinking domain in the form of pretest and posttest questions. The implementation of blended PjBL integrated 21st century skills is quite effective in the high-level class experimental class group, with the acquisition of N-gain = 56.75. This is reinforced by the results of hypothesis testing with the value of Sig. (2-tailed) = 0.000 0.05. It can be concluded that the implementation of blended PjBL integrated 21st century skills has a significant effect on students' critical thinking skills. The findings of this study is an alternative integrative model innovation between blended PjBL and 21st century skills-based on student skill level
The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students' ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering (RQA), ADI (Argument-Driven Inquiry), RQA integrated with ADI, and conventional learning strategies. This research is survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students' argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.This is an open access article under the CC-BY-SA license.
Critical thingking skills are high level thingking habits that will give rise to intelligent characters so that they can face various problems. Learning that is often directed at memorization and remembering results in students’ critical thingking skills being difficult to develop. This research aims to improve students’ critical thingking skills after the implementation the project based learning model integrated practicum. The type of research used is quasi experimental using a non-equivalent control group design. Data collection techniques obtained from test questions and observation sheets. The data analysis techniques used are the statistical of the t test and the N-gain test. The results showed that the implementation of the project based learning integrated practicum model was effective in the high level class group in the experimental class with an N-gain score (%) of 70,35. This is supported by the results of the paired sample t test with a significant value 0. The effect of the implementation of the project based learning integrated practicum model on students critical thingking skills based on the independent t test, namely in the experimental class got a result of 74,5 and in the control class got a result of 61,84. It can be concluded that the implementation of the project based learning integrated practicum model affects students’ critical thingking skills. Finding that became main target in this research was learning model which integrated with pratical work activity that able to improve critical thingking skill
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