The Effect of Project-Based Learning and Problem-Based Learning in the Order of Contextual Learning in Microbiology Lectures on the High Order Thinking Skills of Biology Students in FMIPA UNIMED

H, Husna; Hasruddin,; Gultom, Tumiur

doi:10.2991/aisteel-19.2019.40

Cited by 6 publications

(5 citation statements)

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“…This is also due to the involvement of physical learning. The same thing was also conveyed by [24] that to increase the effectiveness of learning behavior for both teachers and students, is to use a project-based learning model. So many advantages of using a project-based learning model, there are also some disadvantages of this learning [25] stated that one of the shortcomings of projectbased learning is the lack of uniformity in the teacher's vision so that project-based learning cannot be implemented exactly the same in every class, the impact is that the evaluation results are also still too biased.…”

Section: Project-based Learningmentioning

confidence: 94%

Excursion Study Course Based on Student Location as a Practicum Model During the Pandemic Project Based Learning Model

Handziko¹,

Suratsih²

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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In the covid 19 pandemic era, lectures and practicums cannot be carried out on campus, including the Biology Excursion Study/Biology Field Study course. The learning achievement of this course is that students can design, implement, report, develop learning products and evaluate learning independently through the Project Based Learning model. To achieve this goal, it is necessary to make several adjustments in various aspects, including determining the object of biology, data collection methods, observation locations, data collection and processing techniques, product preparation techniques, and results dissemination techniques. Learning is delivered by lecture of concepts and examples of excursion studies that have been carried out, from proposal preparation to reporting and product preparation. Furthermore, students identify objects and problems to be studied in the environment where they live, followed by the formation of committees and preparation of proposals. All biological objects available around student can be used as learning objects including Ornamental Plants, Medicinal Plants, Macro Fungi, Insects, etc. The problems studied are adapted to the theme of biological problems, and agreed by the students to be adapted to the conditions of residence and available equipment, including the diversity of organisms, classification, structure, function, ecology, etc. The observation methods are adapted to the object of observation. Data were collected by students, then collected and analyzed communally. The research results and discussion are compiled in the form of a book and validated by experts in their fields. Books as research products are registered ISBN in the national library.

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Section: Project-based Learningmentioning

confidence: 94%

Excursion Study Course Based on Student Location as a Practicum Model During the Pandemic Project Based Learning Model

Handziko¹,

Suratsih²

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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“…This finding was also in line with Abidin's (2021) findings that students' literacy and mathematical reasoning abilities were better when learning using project-based learning. Research conducted by Husna et al (2019) and Inayah et al (2021) stated that the implementation of PBL succeeded in improving students' high-level thinking abilities and that the PjBL model had a significant influence on these abilities compared to PBL. In PjBL learning, students were active in designing learning objectives to produce real products or projects, while PBL students were involved in solving problems in learning concepts that sometimes used only abstract concepts.…”

Section: Differences In Science Learning Abilities Between Students T...mentioning

confidence: 99%

The influence of project-based learning and problem-based learning models on science learning ability from the perspectives of learning interest

Husna,

Sudiyanto,

Rintayati

2024

Multidiscip. Sci. J.

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This research aimed to: (1) determine differences in science learning abilities between students taught using the project-based learning and problem-based learning models; (2) determine differences in science learning abilities between students who had high learning interest and those who had low learning interest; and (3) determine the interaction between learning models and learning interest on science learning abilities. This research was quantitative research with a quasi experimental type carried out in two sub districts: Pasarkliwon Sub district and Banjarsari Sub district. The research samples were sixth-grade students at Carangan State Elementary School in Pasar Kliwon Sub district as the experimental group and Purworejo State Elementary School, Banjarsari Sub district as the control group. Data collection techniques used test and non test techniques (questionnaires). The data analysis technique used Two Way Analysis of Variance using a significance level of α = 0.05. The results of the research showed that there were differences in students' understanding abilities with a significance level of 0.00<0.05 in project-based learning model learning and problem-based learning. There was a difference in the ability to understand solar system material with a significance level of 0.00<0.05 between students who had a high interest in learning and students who had a low interest in learning. There was an interaction between the learning model and learning interest indicated by (α) 0.003<0.05. Therefore, it can be concluded that the application of learning models and students' learning interests influenced students' ability to understand solar system materials.

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“…PjBL implemented through investigation significantly affects students' creative thinking [34]. PjBL also develops scientific processing and scientific literacy with substantial advancement compared to conventional learning [35] while considerably improving the biology department students' higher-order thinking skills [36]. Besides, PjBL combined with Mind Mapping applied during the science learning process positively impacts students' creative thinking development and learning outcomes [37].…”

Section: "Conclusion Varies From One Scientific Study To Another Beca...mentioning

confidence: 99%

Enhancing students’ nature of science understanding through project-based learning and mind mapping

Sukaesih

Zubaidah

Mahanal

et al. 2022

IJERE

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This study aimed to investigate students' understanding of the nature of science (NOS) in project-based learning combined with mind mapping (PjBL-MM), students' NOS understanding across gender, and PjBL-MM and gender interaction's effect on students' NOS understanding of conservation education. It employed a pretest-post-test non-equivalent group design. The research population consisted of first-year students at the Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Central Java, Indonesia. Thus, the study consisted of 98 students (40 males and 58 females) selected randomly from three different classes. The students' NOS understanding was assessed using the views of NOS type B questionnaire. The learning models' effectiveness was tested using ANCOVA. The results showed a significant difference in students' NOS understanding, PjBL-MM group reported the highest NOS score among all treatment groups in the Conservation education course. There is a significant difference NOS understanding between male and female students. Females outperformed males in NOS understanding. However, PjBL-MM and gender interaction did not affect students' NOS understanding. This study is expected to encourage the implementation of PjBL-MM to improve the students' NOS understanding. The educators are also expected to empower NOS understanding through students' active participation in science by implementing project-based learning combined with mind mapping techniques.

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The Effect of Project-Based Learning and Problem-Based Learning in the Order of Contextual Learning in Microbiology Lectures on the High Order Thinking Skills of Biology Students in FMIPA UNIMED

Cited by 6 publications

References 0 publications

Excursion Study Course Based on Student Location as a Practicum Model During the Pandemic Project Based Learning Model

Excursion Study Course Based on Student Location as a Practicum Model During the Pandemic Project Based Learning Model

The influence of project-based learning and problem-based learning models on science learning ability from the perspectives of learning interest

Enhancing students’ nature of science understanding through project-based learning and mind mapping

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