Rethinking Traditional Science Teaching Through Infusing Ict Learning Embedded by a ‘Learning-as-Design’ Approach

Plessis, André du

doi:10.33225/jbse/15.14.04

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…To learn human heredity for optimal results, learning sources should not only be from books and educators, it can also be from online media so that students get innovative and fun learning. Conventional learning when combined with the use of Information and Communication Technology (ICT) will increase the achievement of learning objectives (Plessis, 2015).…”

Section: Introductionmentioning

confidence: 99%

Blended collaboration problem-based learning to improve critical thinking ability and complete learning of students on human heredity materials

Suparini¹

2022

J. Biol. Instr.

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Based on the analysis at SMAN 36 in Biology learning, some students do have not optimal critical thinking skills and have not achieved minimum completeness. This can be seen in the lack of willingness to ask questions, involvement in opinion, and formulating problems does not reflect questions that use higher-order thinking. The study aims to determine the improvement of critical thinking skills and learning completeness of students in class XII MIPA 4 SMAN 36 Jakarta in human heredity. The method used is classroom action research which consists of two cycles through BCPBL. Learning is carried out with presentation discussions to explain the cases of each group which are prepared asynchronously. Data collecting by tests, observation of learning activities, and student response questionnaires. The research data were analyzed using a comparative description followed by reflection. The comparative description is done by comparing the initial condition data, cycles I and II, both for learning activities and learning outcomes. The results of this study indicate that BCPBL can improve critical thinking skills and complete learning from cycle I to cycle II. The results of the daily assessment in the first cycle showed that 28 students (77.78%) completed. The second cycle showed that 31 students (86.11%) completed it. Through BCPBL learning activities, students have an active learning experience, have interest, and respond as expected.

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Section: Introductionmentioning

confidence: 99%

Blended collaboration problem-based learning to improve critical thinking ability and complete learning of students on human heredity materials

Suparini¹

2022

J. Biol. Instr.

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The Pre-Service Biology Teacher Readiness in Blended Collaborative Problem Based Learning (BCPBL)

Widoretno¹,

Corebima²,

Susilo³

et al. 2019

INT J INSTRUCTION

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This research aims at investigating the readiness level of pre-service biology teacher to follow Blended Collaborative Problem Based Learning (BCPBL) model class. This research also aims at investigating the differences in the readiness level of pre-service biology teachers in the BCPBL class due to the semesters differences. The participants were randomly selected from the students in semester 2, 4, 6, and 8 of Biology Education Study Program in Indonesia. From the total population of 750 students, 27 students, 24 students, 29 students, and 21 students were selected from the 2nd, 4th, 6th, and 8th semester students respectively. The instrument used in this research was the questionnaire modified from the one developed by Xiong et al. (2015). The reliability of the questionnaire had been tested and obtained a reliability index of 0.893. The data obtained were analyzed descriptively and followed by using one-way analysis of variance (ANOVA). Based on the results of this research it is concluded that in general pre-service biology teacher have a high level of readiness to follow the BCPBL class. Semester differences do not cause significant differences in the level of students' readiness to follow BCPBL model.

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Rethinking Traditional Science Teaching Through Infusing Ict Learning Embedded by a ‘Learning-as-Design’ Approach

Cited by 2 publications

References 10 publications

Blended collaboration problem-based learning to improve critical thinking ability and complete learning of students on human heredity materials

Blended collaboration problem-based learning to improve critical thinking ability and complete learning of students on human heredity materials

The Pre-Service Biology Teacher Readiness in Blended Collaborative Problem Based Learning (BCPBL)

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