The document describes a study conducted to develop a daily activity based learning (DABL) model for teaching animal anatomy and physiology during the COVID-19 pandemic. The DABL model connects daily student activities to course material to improve understanding and critical thinking. Based on pre- and post-testing of students, the DABL model was found to increase critical thinking skills compared to traditional learning methods. The study aims to complete a second cycle of testing to further validate the effectiveness of the DABL approach for hybrid learning.

1. DAILY ACTIVITY BASED
MODEL ON NEW NORMAL ERA
DIGITAL LEARNING
By :
Riska Septia Wahyuningtyas, M.Pd
Biology Education Program
Faculty of Teacher Training and Education
Christian University of Indonesia

2. INTRODUCTION
Learning process at the
Christian University of
Indonesia is constrained
due to the COVID 19
pandemic
Animal anatomy and
physiology class
During the COVID-19
pandemic, lecturers and
students are prohibited
from conducting face-to-
face learning on campus
In the new normal era,
hybrid learning is
required
Lecturers must look for a
learning model that can
make students more
active
Learning process at the
same time doing
practical work
independently.

3. Looking for a model that fits
all
The suitable model is a
model based on a
contextual teaching and
learning (CTL) approach
We design a learning model
based on daily activities that
refer to the CTL criteria
Daily activity based learning
(DABL)
By applying the daily activity
based learning model that has
constructivism, inquiry,
questioning, modeling, learning
community , reflection and
authentic assessment
it is expected to increase the
posttest score at the end of the
lesson

4. METHODS
• This research is a classroom action
research using the Kemmis &
McTaggart model
• The Kemmis & McTaggart model which
is held in 2 cycles consisting of
planning, implementation, observation,
and reflection.
• The subjects of this research are
Biology Education students who take
courses in animal anatomy and
physiology

5. QUALITATIVE ANALYSIS
This analysis was carried out on all data obtained from documents and observations,
which were carried out in 3 components, namely: According to Milles and Huberman
in Sugiyono, (2007: 247):
a. Data reduction, defined as the process of selecting the focus of attention or
simplification, and abstraction of all types of information written in full in field
notes.
b. Data presentation is an effort to reduce a set of information that has been
compiled from the results of data reduction, which is then presented in a
systematic and easy-to-understand report.
c. Drawing conclusions, drawing conclusions is the final stage of data analysis carried
out by looking at the results of data reduction and still referring to the formulation
of the problem and the objectives to be achieved. The compiled data are
connected and compared with one another so that conclusions can be easily
drawn as answers to existing problems.

6. QUANTITATIVE DATA ANALYSIS
• Analysis of quantitative data using the T-test of interrelated data (Paired Sample T-
Test) to distinguish two different averages before and after treatment.
• Test the mean for the two groups where the data between the groups are related.
The characteristics of a data are interconnected if the position of the data between
the two groups is not independent and is bound to each other.

7. THE PRETEST AND POSTTEST QUESTIONS INSTRUMENTS IN EACH CYCLE
ARE ARRANGED BASED ON INDICATORS OF CRITICAL THINKING ABILITY
ACCORDING TO ENNIS
Stages of Critical Thinking Skills Indicator
Elementary Clarification a. Focusing or formulating a question
b. Analyze arguments
c. Clarifying by asking and answering questions
The Basis for the Decision a. Considering the truth of the source
b. Conduct observations and assess reports of
Inference a. Make deductions and consider the results.
b. Make an induction and consider the result.
c. Create and define value judgments.
Advances Clarification a. Define and consider it
b. Identify assumptions
Supposition and Integration a. Considering the reasons
b. Combining information or integrating it in decision making

8. RESULTS AND DISCUSSION
• The daily activity based learning (DABL) model is a development of CTL, so this
model in its implementation in learning also uses 1 syntax from Contectual Teaching
and Learning (CTL)
Constructivism Inquiry Questioning Modeling
Learning
community
Reflection
Authentic
assessment

9. • Daily activity based learning (DABL) model is a model in which every learning activity is
always connected with activities that are usually done by students in their daily life to
understand learning material in animal anatomy and physiology.
• Daily activities used in learning in this material are cooking favorite foods, singing
favorite songs, dissecting commonly eaten animals, observing the behavior of animals
being kept, posting videos on tiktok, posting videos on Instagram, posting videos on
youtube.
• The Covid period makes all learning activities use the Teams application and the Zoom
application to conduct a series of learning with DABL. In the new normal era, hybrid
learning is required.
• Hybrid means learning will be mixed between online and face-to-face learning
• By using daily activities in understanding a material it is believed that it can improve
students' understanding. In addition to increasing student understanding, critical thinking
skills are also expected to increase. Building a knowledge that is done by yourself will be
more impactful to students compared to getting a material by being lectured by a
lecturer

10. • Table1. The results of the pretest and posttest in cycle 1 scores
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
pretest 19 40.00 77.00 62.7632 10.28803
Valid N (listwise) 19
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
posttest1 19 51.00 87.00 74.2105 10.22839
Valid N (listwise) 19

11. • Table2. The results of the Paired Sample T Test
• If Sig. (2-tailed): Probability value/p value Paired T test: Result 0.00. Meaning: There
is a difference between before and after treatment with Daily Activity Based
Learning (DABL).
• Cause: p value > 0.05 (95% confidence)
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair 1 pretest - posttest1 -11.44737 4.84451 1.11141 -13.78235 -9.11239 -
10.300
18 .000

12. MAKE OBSERVATIONS OF VERTEBRATE
ANIMAL ANATOMY BY USING ANIMALS
AROUND STUDENTS

13. MAKE ANIMAL DEVELOPMENT
VIDEOS POSTED ON YOUTUBE

14. DISSECT THE ANIMAL THAT WILL BE
MADE INTO RABBIT SATAY

15. MAKE A RECIPE BY LOOKING AT THE ORGANS IN
THE RESPIRATORY SYSTEM AND DIGESTIVE
SYSTEM OF ANIMALS

16. SING A FOLK SONG BY CHANGING THE LYRICS
INTO ALL THE BONES THAT ARE PART OF THE
ANIMAL MOVEMENT SYSTEM

17. • The shortcoming of this research is that this research has not yet obtained the
final result, namely posttest in the second cycle. This research is still running until
now so that the data presented is not fully complete. It is hoped that by the end
of July the data will be complete so that the articles that will be published at this
international conference can be presented in full.

18. CONCLUSION
• Classroom action research conducted with implementing daily activity based learning
model (DABL) aims to improve students' critical thinking skills in animal anatomy and
physiology courses. From the research results show that there are improvement of critical
thinking skills as seen from the results of the first cycle pretest and posttest.
• This matter proves that the DABL model is able to improve students' critical thinking
skills.
• This increase is supported by 7 syntaxes that are implemented in learning, namely
constructivism, inquiry, questioning, modeling, learning community syntax, authentic
reflection and assessment. Learning that always connects daily activities with learning
materials will be very meaningful to students, so that the material will not be easily
forgotten and become more understood.