Integration PBL with RMS: Improving problem solving skills on environmental education

Abstract

The environmental education course currently does not integrate problem-solving problem skills. The purpose of this study was analyzing the results of applying integration on problem-based learning with the RMS (reading, mind mapping, and sharing) learning model. The research method was a quasi-experimental with pre-test-post-test control group design. The study was conducted on 56 students who took an environmental education course in Natural Science Education Universitas Tidar. Data analysis used an Anacova test with a pretest as its covariate. The study results stated that 1) developed learning model integrates PBL with RMS learning model consisting of identifying problems, finding relevant information about problems through reading activities, analyzing problem: group discussion through mind mapping, providing solutions, and sharing results of mind mapping. 2) The integration of PBL with the RMS learning model indicated by an average score of post-test in the integration of PBL with the RMS learning model class of 68.46, and the traditional class of 48.92. 3) the learning process that occurs in the integration of PBL with the RMS learning model class shows that learning is run well, which is indicated by students' average evaluation score of the lecturer learning process. The integration of PBL and RMS model can be utilized by teachers and lecturers in Biology learning to have thinking skills and solve daily problems.

Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning

“…Many people have been familiar with and used this model during a learning process, including biology learning. PBL is a pedagogical approach that allows students to learn while actively engaging with contextual and meaningful problems, and form self-directed learning habits (Yew & Goh, 2016;Gündüz et al, 2016).Problems presented in PBL must be authentic, quite complex but in accordance with students 'prior knowledge, and present students' real life, connecting learning activities and real word (Li & Chen, 2018;Simone, 2014).The learning process of PBL focuses on understanding the problem and providing alternative solutions to the problems that occur (Muhlisin et al, 2020).…”

Effect of problem-based learning model on biodiversity problem-solving skills

“…The PBL model and conventional learning model have strengths for biodiversity content learning (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). The PBL model provides a portion for the development of complex problem-solving skills.…”

“…Teachers in the PBL model act as a facilitator who is responsible in planning activities and supporting the learning process. Express that in problem-based learning, teachers are facilitators and help students in remembering theoretical knowledge that is relevant to problems encountered and lead students to identify their misunderstanding (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). Teachers must follow the learning activity according to the PBL syntax to achieve an effective learning process.…”

“…Students could use facts and problems provided in the characteristics of biodiversity content to optimize their scientific process and works (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). In the biodiversity concepts, students could study various organisms and their relationship with the environment.…”

The Development of creative thinking and problem-solving skill instrument of plant growth in high school

“…In Biology learning activities, creative thinking skills are needed to synthesize ideas, generate new ideas, and determine the effectiveness of existing ideas (Sumarni & Kadarwati, 2020;Zubaidah et al, 2017). In Biology, students are faced with phenomena in everyday life so that students' problem-solving skills are also very necessary (Muhlisin et al, 2020). Learners who are trained with creative thinking skills will be able to be flexible and see opportunities and face challenges in a world that continues to grow rapidly (Ritter & Mostert, 2017).…”