Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning

Abstract

It was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. Therefore, this study aims to investigate the effects of project-based learning (PjBL), Predict-Observe-Explain (POE), and Predict-Observe-Explain based Project (POEP) on student collaboration skills in Biology education. The pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from Tarakan, Indonesia. This research was conducted from August to December 2020, while observation sheets was used to assess the student collaborations skills. The instrument used is the student collaboration skill observation sheet refers to Greenstein, 2012. The collaboration skills observation sheet has a score of 1-4 from each aspect. The aspects used are working productively, showing respect, compromise, and responsibility. Data collection in this study was carried out using WhatsApp, and Google Classroom as learning platform. The results of the analysis of covariance (ANCOVA) showed that PjBL, POE, and POEP affected their collaboration skills (p < 0.005). The LSD test result showed that PjBL, POEP, POE, and conventional learning models were significantly different in improving the skills. The POEP class had the highest posttest score, hence it can be used to improve student collaboration skills. This research contributes to providing a learning experience that empowers students' online collaboration skills.

Biology learning tasks variation during COVID-19 pandemic and its effect on students’ self-efficacy

“…In addition, the lower self-efficacy in learning mode 2 occurs because the teacher only gives independent assignments to students. This also happened in a study conducted by Sakti and Sulung (2020), where students became objects who only received orders from their teachers who gave independent assignments without additional material, resulting in them losing their enthusiasm (Ilma et al, 2022;Pawicara & Conilie, 2020). Therefore, learning mode 3 has a higher average self-efficacy score than learning mode 2, even though the learning task on the student worksheet given by the teacher in mode 2 has more varied weights than the learning task in mode 3.…”

“…The self-efficacy of students in online learning is low because they are more expected to understand the material independently without being accompanied by a teacher directly (Anitasari et al, 2021;Salsabila et al, 2020). In fact, more assignments are given to them (Ilma et al, 2022). According to Nadolski et al (2005), students who are given too many and too complex tasks will find it difficult to master complex skills.…”

The effectiveness of problem-based learning in improving creative thinking skills, collaborative skills and environmental literacy of Muhammadiyah secondary school students

“…Collaborative skills consist of working productively, showing respect, compromise, and responsibility (Greenstein, 2012). This aspect has been used in the Indonesian context by Ilma et al (2022), as in Table 2.…”

Improving the creative thinking and collaborative skills of prospective biology teachers using the EMKONTAN learning model in environmental science courses

“…candidate, namely t (Husamah et al, 2018). Remap Jigsaw learning (Indriwati et al, 2019), ASICC model learning (Santoso et al, 2021), inquiry and project-based learning (Hairida et al, 2021), and Predict-Observe-Explain-based Project (POEP) learning (Ilma et al, 2022a) have been applied to develop aspects of collaboration skills. However, it is still rare that learning models oriented towards the development of creative thinking and collaboration skills, especially in environmental science courses, are implemented for biology teacher candidates.…”