Problem-based learning: Generates higher-order thinking skills of tenth graders in ecosystem concept

Ramdiah, Siti; Abidinsyah, H.; Mayasari, Ria

doi:10.22219/jpbi.v4i1.5490

Cited by 17 publications

(19 citation statements)

References 12 publications

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“…PBL is often assessed in its potential in various previous studies. However, various studies more often examine the effect of PBL on students' thinking skills (Anugraheni, 2018;Asyari, Muhdhar, Susilo, & Ibrahim, 2016;El-Shaer & Gaber, 2014;Ramdiah, Abidinsyah, & Mayasari, 2018), metacognition (Gholami et al, 2016;Kuvac & Koc, 2019), literacy (Febriasari & Supriatna, 2017;Shultz & Li, 2016;Suwono, Pratiwi, Susanto, & Susilo, 2017), learning outcomes (Nursa'ban, Masykuri, & Yamtinah, 2019;Yew & Goh, 2016), learning motivation (Argaw, Haile, Ayalew, & Kuma, 2017;Koçakoǧlu, Türkmen, & Solak, 2010;Thakur & Dutt, 2017), or attitudes (Demirel, 2016;Kuvac & Koc, 2018;Veli, 2014) . In fact, UEC is also a competency that needs to be optimally empowered, especially the increasingly critical environmental conditions at this time.…”

Section: Introductionmentioning

confidence: 99%

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

Suhirman

Yusuf

2019

JPBI

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Environmental conservation understanding is one of the crucial factors which determines student attitudes and behavior towards the environment. This study aimed to investigate the effects of problem-based learning and naturalist intelligence on the students' understanding of environmental conservation. This experimental research was conducted at Madrasah Aliyah Negeri (MAN) 1 Praya which employed factorial design. The first factor was the levels of naturalist intelligence (high and low) and the second factor was learning forms (problem-based and expository learning). Two groups were randomly selected from X-MIPA graders of MAN 1 Praya. The data were collected through tests which then were analyzed using ANOVA at 0.05 significance level. The results of the study indicated that problem-based learning affected the students' understanding of environmental conservation, while naturalist intelligence did not affect it. Furthermore, there were no interaction between these two factors.

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Section: Introductionmentioning

confidence: 99%

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

Suhirman

Yusuf

2019

JPBI

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“…Students can be considered to have understood the problem if they were able to reveal the data that is known and the data requested related to the problem at hand. the ability to uncover data and provide data involves the higher-order thinking skills (Herranen & Aksela, 2019;Hu, Chiu, & Chiou, 2019;Ichsan et al, 2019;Jacques, Cian, Herro, & Quigley, 2019;Ramdiah, Abidinsyah, Royani, & Husamah, 2019;Ramdiah, Abidinsyah, & Mayasari, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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Problem-solving in mathematics is one of the skills that have to be mastered by elementary school teacher candidates. This study aimed to analyze the difficulties of prospective elementary school teachers at the Universitas Muhammadiyah Malang (UMM) in item problem solving for mathematics. This research was a descriptive exploratory with a qualitative approach. The subjects were elementary school teacher education students at the UMM, who attended the Elementary School Mathematics Learning course II, totaling of 38 students. The instrument used was a mathematical problem based on HOTS, while the interview and observation referred to problemsolving strategies based on Polya's steps (ability to understand problems, ability to plan problems, ability to act based on a plan, and ability to re-check answers). Data analysis was performed by analyzing the written answer sheets of the subjects while coding and grouping the subject's learning styles. The data from the interview and observation were analyzed with content analysis. The results showed that students still experienced difficulties in all Polya's steps. The ability of problem-solving based on Polya's steps include understanding the problem, planning, and writing strategies, as well as carrying out activities according to plan. The results of the study stated that only 5.3% of students were in a good category. Students also have had difficulty in re-checking answers, because only 8% of students did the work correctly. It can be concluded that the ability of problem-solving in Mathematics based on Polya's steps was still relatively weak.

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“…Research and development that seeks to develop learning tools oriented to local wisdom is increasingly conducted (Anwari et al, 2016;Uge et al, 2019;Zukmadini, Jumiarni, & Kasrina, 2018). On the other hand, research on HOTS also often examines the effect of various forms of learning on student HOTS improvement (Abrami et al, 2014;Asyari, Muhdhar, Susilo, & Ibrahim, 2016;Ramdiah, Abidinsyah, & Mayasari, 2018), designing HOTS assessments (Kurniawan & Lestari, 2019), or profiling HOTS level (Abdullah, Albeta, & Ardiansyah, 2018). From this description, it can be seen that research examining teacher responses to LbL and the frequency of using HOTS assessments is still difficult to find.…”

Section: Introductionmentioning

confidence: 99%

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

Abidinsyah¹,

Ramdiah²,

Royani³

2019

JPBI

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The use of local wisdom as learning sources and the empowerment of students' Higher-Order Thinking Skills (HOTS) are the two components that must be carried out in the 21st-century biology learning. The purpose of this study was to explore the information about the application of local wisdom-based learning and HOTS-based assessment in Banjarmasin. This survey research involved 41 high school biology teachers in Banjarmasin who joined in Biology Teacher Working Group activities as research samples. The research instruments were questionnaires that were validated by experts. The data were analyzed using descriptive statistics in term of percentage. The findings showed that the teacher gave a positive response to the content of local wisdom to be a source of biology learning. In addition, they believed that through the learning, the students caring attitudes towards the potential and local wisdom of South Kalimantan were developed. Nonetheless, the empowerment of HOTS was not optimal as it was less frequent for the teachers to design HOTS-based learning in their class.

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Problem-based learning: Generates higher-order thinking skills of tenth graders in ecosystem concept

Cited by 17 publications

References 12 publications

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

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