Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology Students Critical Thinking Skills and Collaboration Ability

Sudrajat, Ahmad Kamal; Susilo, Herawati; Indriwati, Sri Endah

doi:10.5220/0008409101450152

Cited by 4 publications

(3 citation statements)

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“…Through smartphones access to subject matter is not limited by noise and time, which allows students to study material in real time (Ilic, 2021;Sousa & Rocha, 2019). In line with the findings of previous studies, smartphones can also make a positive contribution to achieving 21st century competencies such as critical thinking skills (Djamas et al, 2018;Sudrajat et al, 2018). This critical thinking ability is important for students to master in order to face the challenges going forward, the role of digital technology is quite important in helping students to be able to achieve these competencies.…”

Section: Discussionsupporting

confidence: 56%

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

Kurniawan

Sariyatun²,

Widyastono³

2022

J. Educ. Technol.

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Today's findings must refer to the four attributes of 21st-century learning: specific reasoning and critical thinking, imagination, progress, joint effort, and correspondence. 21st-century learning requires discoveries that are open and versatile to today's changing mechanical events. Therefore, this research aims to analyze the types of technology used by teachers to support the sociology learning process. In this study, the method used is the descriptive qualitative method. Data collection techniques used were surveys and interviews referring to questionnaires and interview guidelines as research instruments. The research subjects consisted of 145 high school students. The data obtained will then be analyzed interactively with 4 stages. The research results show that 95% of students are identified as having a smartphone. It is also supported by regulations at school that allow the use of smartphones for learning activities. It is just that this opportunity has challenges where students still tend to use smartphones to play games (48% of student respond). Seeing these opportunities and challenges, smartphones are a type of technology that can be optimized for sociology learning activities independently and in groups. Thus students can divert the use of smartphones as a means of playing, becoming a tool to support learning facilitated by the teacher.

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Section: Discussionsupporting

confidence: 56%

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

Kurniawan

Sariyatun²,

Widyastono³

2022

J. Educ. Technol.

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“…PBL hanya memfokuskan siswa untuk memecahkan masalah tanpa mempelajari lebih dalam dari pengetahuan yang penting bagi perkembangan mereka. Terlalu fokus pada pemecahan masalah dapat mencegah siswa mengembangkan pemikiran kreatif mereka (Sudrajat et al, 2018), oleh karena itu, kombinasi dengan IBL merupakan salah satu solusi untuk aktivitas pembelajaran yang benarbenar akan mampu memberikan dampak terhadap peningkatan kemampuan berpikir kritis siswa. IBL merupakan lingkungan belajar yang melibatkan siswa dalam pembelajaran, merumuskan pertanyaan, menyelidiki, berpikir kritis, membangun pemahaman, makna, dan pengetahuan baru yang digunakan untuk menjawab pertanyaan atau menentukan solusi permasalahan (Rahmati et al, 2018;Duran & Dökme, 2016).…”

Section: Pendahuluanunclassified

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

Maulana

Budiarto²,

Qodr³

2022

FJIK

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<p class="ContentAbstrak">Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment, so as to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to improve students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students in Surakarta. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills.</p>

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“…Optimizing the use of technology owned by learning subjects supports the learning process both offline and online. The importance of actualizing conceptual understanding through PBL to create solutions to problems is an indication of the achievement of HOTS and skills in the 21st century which include critical thinking, problemsolving, communication, collaboration, and creativity or invention supported by digital literacy skills through ICT (Astuti et al, 2019;Fadel, 2009;Kembara et al, 2019;Sudrajat et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Development of PBL Integrated Bioenvironmentalscience App (BES App) for Environmental Learning

Sari¹,

Aprilliandari

2021

BES

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Background: Biology learning under the Covid-19 pandemic aimed to enhance educators' pedagogical competence by improving thinking abilities and producing results. One of the innovations intended to facilitate environmental learning is the BioEnviroScience App (BES App) for learning environmental science materials, specifically in the sub-environmental changes that occurred in the Province of the Bangka Belitung Islands. This media is integrated with Problem Based Learning (PBL) characteristics to guide the learning, allowing students to obtain learning experiences and make learning meaningful. Methods: This development design uses D&DR, which consists of six stages: 1) identifying the problem, 2) describing the objectives, 3) designing and developing the artifact, 4) testing the artifact, 5) evaluating testing results, and 6) communicating the testing findings. The feasibility test of the produced medium comprises a material, biological, and media specialists and is supported by peer review. A questionnaire was used to obtain data, which was examined quantitatively. Results: The material aspect of the feasibility test received 91.08% in the excellent category, the learning aspect of biology received 85.03% in the excellent category, and the media aspect received 89.08% in the excellent category. Conclusion: BES App deserves to be implemented on a large scale in several high schools in Pangkalpinang City.

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Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology Students Critical Thinking Skills and Collaboration Ability

Cited by 4 publications

References 0 publications

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

The Development of PBL Integrated Bioenvironmentalscience App (BES App) for Environmental Learning

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