Blended Learning Berbasis Project Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Matakuliah Morfologi Tumbuhan Prodi   Biologi Fakultas Sains Dan Teknologi

Adriadi, Ade; Asra, Revis; Ihsan, Mahya; Rayani, Nanda

doi:10.31849/bl.v9i2.11502

Cited by 3 publications

(2 citation statements)

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“…Implementing the blended project based learning model is crucial for achieving 21 st century learning objectives (Putra et al, 2021). Generation Z must develop critical thinking skills: logic, reasoning, analysis, creativity, problem solving, and decision making (Adriadi et al, 2022). These skills are crucial as they involve cognitive processes in goal setting, gathering solutions, and decision making (Eliyasni et al, 2019).…”

Section: Blended Project Based Learning Modelmentioning

confidence: 99%

Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

Diastuti,

Diani,

Saregar

et al. 2024

J. Philol. Educ. Sci.

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The 21st century has revolutionized education with technology, but challenges such as teachers’ resistance, students’ comprehension issues, effective implementation, and teacher training persist. This study employs a qualitative content analysis to document and analyze data from 18 research studies on blended project-based learning models. It aims to identify the stages, research methods, subject areas, and educational levels that most frequently implement this model. Data was col-lected from Google Scholar, Scopus, and ERIC databases over the past five years (2019-2023). Findings reveal that 7 out of 18 journals discuss blended project-based learning models with sim-ilar syntax. Key findings include: (i) the combination of face-to-face and online learning enhances effectiveness; (ii) quasi-experimental methods are prevalent, particularly in biology and higher education; and (iii) blended project-based learning effectively improves 21st century skills, in-cluding critical thinking (mean effect size 1.65), creativity (mean effect size 1.19), and prob-lem-solving (mean effect size 1.44), resulting in an overall mean effect size of 1.42.

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Section: Blended Project Based Learning Modelmentioning

confidence: 99%

Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

Diastuti,

Diani,

Saregar

et al. 2024

J. Philol. Educ. Sci.

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“…Blended learning memiliki dua macam setting belajar yaitu (1) syncronous yang terdiri atas dua tipe yaitu live syncronous (sinkron langsung/luring) dan virtual syncronous (sinkron maya/ daring). ( 2) Asyncronous yang terdiri atas dua tipe yaitu Self Paced Asyncronous (Asinkron mandiri ) dan Collaborative syncronous (Asinkron kolaboratif) [14], [15] Penelitian tentang sistem pembelajaran Blended learning yang mendukung hasil penelitian ini menyatakan bahwa blended learning atau biasa disebut dengan hybrid learning berpengaruh positif terhadap proses perkuliahan pada tingkat perguruan tinggi dan efektif diterapkan. Pengaruhnya secara serentak dapat meningkatkan hasil belajar mahasiswa, motivasi, keterampilan kognitif, keterampilan berkomunikasi, mandiri, disiplin dan representasif matematis [16].…”

Section: Universitasunclassified

Pengaruh Pembelajaran Blended Learning melalui Virtual Syncronous dan Live Syncronous pada Mahasiswa

Ulfa

Halijah

Azis

et al. 2023

jpti

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Penelitian ini bertujuan untuk mengetahui pengaruh virtual syncronous (maya/daring) dan pengaruh live syncronous (tatap muka langsung/luring) dalam sistem pembelajaran blended learning pada mata kuliah Strategi Belajar Mengajar Biologi pada mahasiswa Biologi 21 Universitas Muhammadiyah Bulukumba. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah 29 orang mahasiswa kelas Bio 21. Instrumen dalam penelitian ini adalah pedoman pertanyaan wawancara. Teknik pengumpulan yang digunakan yaitu teknik observasi, wawancara dan dokumentasi. Teknik analisis data dalam penelitian ini adalah analisis Miles and Huberman dan teknik keabsahan data dalam penelitian ini adalah standar kredibilitas, standar transferabilitas, standar depandibilitas dan standar konfirmabilitas. Hasil penelitian menunjukkan bahwa pembelajaran daring pada sistem blended learning secara virtual syncronous (sinkron maya/daring) dan live syncronous (sinkron langsung/luring) pada mata kuliah strategi belajar mengajar Biologi tidak berpengaruh baik pada jaringan dan cuaca. Pengaruh sistem pembelajaran blended learning secara live syncronous (sinkron langsung/luring) pada mata kuliah strategi belajar mengajar Biologi membuat mahasiswa menjadi aktif, inovatif dan kreatif berpengaruh baik pada tingkat daya serap mahasiswa baik secara kognitif, afektif maupun psikomotorik, kemandirian dalam belajar, terciptanya interaksi sosial, problem solving yang baik, tanggung jawab dan kolaborasi tim yang solid menjadikan pembelajaran ini menjadi konseptual, faktual dan bermakna.

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The Use of Project Based Learning in Microteaching Courses to Instill Students' Creative Thinking Ability

Sukiman

Priyatni

Suwignyo

2023

JP2

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The low creativity of students in the microteaching lecture process is indicated by the fact that many students still need help preparing lesson plans, teaching materials, and student worksheets. In addition, students arrange learning administration based on what is on the internet without any modifications. To overcome these problems, it is necessary to apply the right learning model to increase student creativity. This research aims to develop students' ability to create creative learning administration by utilizing project-based learning models in microteaching courses. This research is a type of qualitative research using a descriptive approach. The research subjects were 30 people, 28 women, and 2 men. Methods of data collection using observation and tests. The instruments used were observation sheets and tests. Data analysis was done with the reduction stages, data presentation, verification, and conclusion. From the results of the data analysis, it was found that the level of student creativity was already at the collaboration level. Students jointly divide tasks in preparing learning administration. It can be seen from the observations that each group makes a list of tasks that must be done. Judging from the work results, students have been able to arrange learning administration creatively. The creativity level of the project results is still at 75%. Several parts still need to be improved, such as learning objectives, materials, and forms of assessment that are outside of basic competencies. However, using project-based learning can instill creativity in students in producing products. Of course, further research is still needed to produce a good project.

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Blended Learning Berbasis Project Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Matakuliah Morfologi Tumbuhan Prodi Biologi Fakultas Sains Dan Teknologi

Cited by 3 publications

References 0 publications

Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

Blended Project-Based Learning Model on 21st Century Skills: A Qualitative Content Analysis

Pengaruh Pembelajaran Blended Learning melalui Virtual Syncronous dan Live Syncronous pada Mahasiswa

The Use of Project Based Learning in Microteaching Courses to Instill Students' Creative Thinking Ability

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