Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Using a Virtual Learning Environment for Problem Based Learning (P.B.L) SAFAD ISMAIL
PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
This paper gift concerning PBL Guide that promote technological support to associate degree array of actions into the principles and characteristics originated from learning theories concerning PBL.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Using a Virtual Learning Environment for Problem Based Learning (P.B.L) SAFAD ISMAIL
PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
This paper gift concerning PBL Guide that promote technological support to associate degree array of actions into the principles and characteristics originated from learning theories concerning PBL.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
This study aims to determine the views of students majoring in mathematics education and natural science faculty of teacher training and education science at Universitas Jambi to use electronic’s module in physics practicum which is based on science process skills. The study involved 117 students majoring in mathematics education and science which consists of 59 students of physical education and 58 students of mathematics education. This research is descriptive quantitative research in order to obtain information mean (M), median (Me), mode (Mo), percentage, the range of the maximum value and the minimum value. Data was collected by using questionnaires and interviews. Based on the research results from students’ perceptions of physical education in good category at 64.4% while the student's perception of mathematics education in good category amounting to 55.2%.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
Purpose of this research is to determine the students' point of view about web based intelligent tutoring system's (WBITS) availability, effects on the success and contribution to learning about work, energy and conservation of energy topics. The system will be evaluated on student's angle of view. Intelligence tutoring system that used on the research is used only online by 21 Elementary School Math Teacher candidate for 4 weeks on Physics I course. Public opinion poll that developed by the researchers have used as a data gathering tool. Data gathered in this research has analyzed by descriptive statistical method. Participant students have underlined that web based intelligent tutoring systems are effective on physics courses. Mathematics teacher candidates have expressed their opinion that it is helpful to use the WBITS because it is not depending on time and place, it has capability to serve lots of events and problem solving possibility and it is helping to increase the education performance.
This study was a step toward the creation of an e-module to creat flips bookbased
exposition
texts
for
junior
high
schools.
The
purpose
of
this
study
was
to
offer an examination of students' demands when creating exposition
papers. A survey was used for the investigation. The data for this inquiry
was gathered through a questionnaire. In this study, a Likert scale was
utilized to examine students' attitudes, opinions, and perceptions of the built
electronic module. This research made use of a checklist-style questionnaire
with a range of assessments of 1 to 5. The questionnaire was distributed to
students from four junior high schools. This sampling technique was based
on the sampling quota established by the researcher. The data analysis
technique involved converting the category value into an assessment score
and examining the result. According to the findings, 61.5% of students had
difficulties in interpreting the material of exposition text, and the rest of
80.1% desired that the exposition text writing content be presented using
entertaining, interactive, and innovative learning methods. This showed the
need for the preparation of electronic modules for writing flip book-based
exposition texts.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
The study aims to develop a valid, practical and effective Biology student’s book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student’s book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student’s book of biotechnology is valid, pratical, and effectively used in learning process.
Self Learning Activities in the Teaching of Senior High School SHS Discipline...ijtsrd
This study used a quantitative method of descriptive research to assess the performance of the 56 grade 11 students in the identified Most Essential Learning Competencies MELCs for Discipline and Ideas in the Social Sciences DISS at Agsungot Integrated School, Proper Agsungot Cebu City during the school year 2020 2021 as basis for the proposed self learning activities SLAs . The school is integrated, which caters from kindergarten to Senior High School, offering Humanities and Social Studies strand. The students performances, perceptions, and actual experiences were the content of the input and the starting point of this research. The researcher used weighted mean, frequency, Pearson product correlation, and P Value to ensure the studys validity, accuracy, and reliability. The key findings show that students performance in the three competencies for the first quarter exceeded the expectations in terms of results and exhibited mastery in most activities in the DISS. Also, students perception garnered a total of agreed responses with a mean of 2. 89. It signifies that the student exhibits agreement regarding the content, layout and design, and visual presentation on DISS self learning activities. Lastly, the respondents ratings according to their satisfaction experience revealed that most respondents had actual good experiences using the self learning module SLM . Gerald A. Lechadores "Self-Learning Activities in the Teaching of Senior High School (SHS) Discipline and Ideas in the Social Sciences" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52144.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/52144/selflearning-activities-in-the-teaching-of-senior-high-school-shs-discipline-and-ideas-in-the-social-sciences/gerald-a-lechadores
This research aims to produce a mathematics module on circle material based on the small group discussion model to improve learning outcomes. The fact is that there are 48% of students who get low mathematics learning outcomes. Another fact is that at the high school level, 62% of students in circle material scored below the minimum completeness criteria. Urgent development research was carried out to produce circular module products. The method in this research is research and development (R&D). The subjects and objects of the research were high schools and there were 32 students. Data collection techniques, material expert instruments, teachers, and student data were also obtained from the results of student pre-tests and post-tests. The data was analyzed by adding up all the assessment scores on the instruments adding up the test results and averaging the individual and classical scores. The results, and assessment of all module components by material experts, mathematics teachers, small group trials, and large group trials were 88.29%, 90.45%, 93.50%, and 92.10% in the very good category. The average score of students' post-test results is 87.50. Conclusion, this circle module can improve student learning outcomes significantly.
Online Collaborative Learning Based Module for Araling Panlipunan 10ijtsrd
The self learning module SLM is one of the learning resource materials that aims to guide students under these modalities – Digital Modular and Online Learning. This study used a mixed method of experimental and descriptive research to assess the status of Online Collaborative Learning Based Module in Araling Panlipunan 10 among Grade 10 students through the pre test of the control group exposed to Online Individual Learning Based Module and experimental group exposed to the Online Collaborative Learning Based Module in the third quarter topics in the Most Essential Learning Competencies MELCs and the students’ learning experiences as to the use of the module based on the characteristics such as Social Interaction, Teamwork, and Individual Accountability. This study was conducted in Gun ob High School during the School Year 2019 2020. The improvement of the self learning module with online collaborative learning activities was crafted to address the students challenges in the new normal education. This study revealed that the students have better academic performance or scores in Araling Panlipunan 10 when they work their tasks by groups with the use of Online Collaborative Learning Based Module rather than doing it individually. The findings and conclusion indicate that it is recommended to use this modified self learning module especially for those students enrolled in Online Learning and Digital Modular Learning Modality. Stiffany Ruth B. Montejo "Online Collaborative Learning-Based Module for Araling Panlipunan 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52014.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/52014/online-collaborative-learningbased-module-for-araling-panlipunan-10/stiffany-ruth-b-montejo
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
This paper aimed at exploring the results of participant self monitoring using
a checklist instrument in distance learning with flipped classroom setting.
The participants were 11 lecturers of Bioprocess Engineering Study Program
at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist
instrument was for the lecturers to monitor their students’ understanding
about the lessons given each week. The data generated from the instrument
was analysed descriptively. The results found that pre-class, in-class and outclass
are
important
parts of learning in flipped classroom setting. The data
showed that 56% of students achieved good understading of the knowledge
taught by their lecturers. The same idea as in-class, attendance checking and
interaction between students and lecturers had a key factor in the learning
process. It was found that students’ understanding increased by 20% (very
good), 62% (good) and 18% (moderate) through questions and answers,
discussions, and tests at the end of class. Those were the modes of
interactions that had been done in class. In line with an
out-class checklist, giving assignments and feedback could improve students
understanding into the level of very good (61%), good (27%) and
sufficient (10%). with using a checklist tool, participants in this study selfmonitored
their progress in a flipped classroom while taking distance
learning courses online to improve the quality of their class.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
More Related Content
Similar to Developing complexity science-problem based learning model to enhance conceptual mastery
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
This study aims to determine the views of students majoring in mathematics education and natural science faculty of teacher training and education science at Universitas Jambi to use electronic’s module in physics practicum which is based on science process skills. The study involved 117 students majoring in mathematics education and science which consists of 59 students of physical education and 58 students of mathematics education. This research is descriptive quantitative research in order to obtain information mean (M), median (Me), mode (Mo), percentage, the range of the maximum value and the minimum value. Data was collected by using questionnaires and interviews. Based on the research results from students’ perceptions of physical education in good category at 64.4% while the student's perception of mathematics education in good category amounting to 55.2%.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
Purpose of this research is to determine the students' point of view about web based intelligent tutoring system's (WBITS) availability, effects on the success and contribution to learning about work, energy and conservation of energy topics. The system will be evaluated on student's angle of view. Intelligence tutoring system that used on the research is used only online by 21 Elementary School Math Teacher candidate for 4 weeks on Physics I course. Public opinion poll that developed by the researchers have used as a data gathering tool. Data gathered in this research has analyzed by descriptive statistical method. Participant students have underlined that web based intelligent tutoring systems are effective on physics courses. Mathematics teacher candidates have expressed their opinion that it is helpful to use the WBITS because it is not depending on time and place, it has capability to serve lots of events and problem solving possibility and it is helping to increase the education performance.
This study was a step toward the creation of an e-module to creat flips bookbased
exposition
texts
for
junior
high
schools.
The
purpose
of
this
study
was
to
offer an examination of students' demands when creating exposition
papers. A survey was used for the investigation. The data for this inquiry
was gathered through a questionnaire. In this study, a Likert scale was
utilized to examine students' attitudes, opinions, and perceptions of the built
electronic module. This research made use of a checklist-style questionnaire
with a range of assessments of 1 to 5. The questionnaire was distributed to
students from four junior high schools. This sampling technique was based
on the sampling quota established by the researcher. The data analysis
technique involved converting the category value into an assessment score
and examining the result. According to the findings, 61.5% of students had
difficulties in interpreting the material of exposition text, and the rest of
80.1% desired that the exposition text writing content be presented using
entertaining, interactive, and innovative learning methods. This showed the
need for the preparation of electronic modules for writing flip book-based
exposition texts.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
The study aims to develop a valid, practical and effective Biology student’s book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student’s book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student’s book of biotechnology is valid, pratical, and effectively used in learning process.
Self Learning Activities in the Teaching of Senior High School SHS Discipline...ijtsrd
This study used a quantitative method of descriptive research to assess the performance of the 56 grade 11 students in the identified Most Essential Learning Competencies MELCs for Discipline and Ideas in the Social Sciences DISS at Agsungot Integrated School, Proper Agsungot Cebu City during the school year 2020 2021 as basis for the proposed self learning activities SLAs . The school is integrated, which caters from kindergarten to Senior High School, offering Humanities and Social Studies strand. The students performances, perceptions, and actual experiences were the content of the input and the starting point of this research. The researcher used weighted mean, frequency, Pearson product correlation, and P Value to ensure the studys validity, accuracy, and reliability. The key findings show that students performance in the three competencies for the first quarter exceeded the expectations in terms of results and exhibited mastery in most activities in the DISS. Also, students perception garnered a total of agreed responses with a mean of 2. 89. It signifies that the student exhibits agreement regarding the content, layout and design, and visual presentation on DISS self learning activities. Lastly, the respondents ratings according to their satisfaction experience revealed that most respondents had actual good experiences using the self learning module SLM . Gerald A. Lechadores "Self-Learning Activities in the Teaching of Senior High School (SHS) Discipline and Ideas in the Social Sciences" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52144.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/52144/selflearning-activities-in-the-teaching-of-senior-high-school-shs-discipline-and-ideas-in-the-social-sciences/gerald-a-lechadores
This research aims to produce a mathematics module on circle material based on the small group discussion model to improve learning outcomes. The fact is that there are 48% of students who get low mathematics learning outcomes. Another fact is that at the high school level, 62% of students in circle material scored below the minimum completeness criteria. Urgent development research was carried out to produce circular module products. The method in this research is research and development (R&D). The subjects and objects of the research were high schools and there were 32 students. Data collection techniques, material expert instruments, teachers, and student data were also obtained from the results of student pre-tests and post-tests. The data was analyzed by adding up all the assessment scores on the instruments adding up the test results and averaging the individual and classical scores. The results, and assessment of all module components by material experts, mathematics teachers, small group trials, and large group trials were 88.29%, 90.45%, 93.50%, and 92.10% in the very good category. The average score of students' post-test results is 87.50. Conclusion, this circle module can improve student learning outcomes significantly.
Online Collaborative Learning Based Module for Araling Panlipunan 10ijtsrd
The self learning module SLM is one of the learning resource materials that aims to guide students under these modalities – Digital Modular and Online Learning. This study used a mixed method of experimental and descriptive research to assess the status of Online Collaborative Learning Based Module in Araling Panlipunan 10 among Grade 10 students through the pre test of the control group exposed to Online Individual Learning Based Module and experimental group exposed to the Online Collaborative Learning Based Module in the third quarter topics in the Most Essential Learning Competencies MELCs and the students’ learning experiences as to the use of the module based on the characteristics such as Social Interaction, Teamwork, and Individual Accountability. This study was conducted in Gun ob High School during the School Year 2019 2020. The improvement of the self learning module with online collaborative learning activities was crafted to address the students challenges in the new normal education. This study revealed that the students have better academic performance or scores in Araling Panlipunan 10 when they work their tasks by groups with the use of Online Collaborative Learning Based Module rather than doing it individually. The findings and conclusion indicate that it is recommended to use this modified self learning module especially for those students enrolled in Online Learning and Digital Modular Learning Modality. Stiffany Ruth B. Montejo "Online Collaborative Learning-Based Module for Araling Panlipunan 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52014.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/52014/online-collaborative-learningbased-module-for-araling-panlipunan-10/stiffany-ruth-b-montejo
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
This paper aimed at exploring the results of participant self monitoring using
a checklist instrument in distance learning with flipped classroom setting.
The participants were 11 lecturers of Bioprocess Engineering Study Program
at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist
instrument was for the lecturers to monitor their students’ understanding
about the lessons given each week. The data generated from the instrument
was analysed descriptively. The results found that pre-class, in-class and outclass
are
important
parts of learning in flipped classroom setting. The data
showed that 56% of students achieved good understading of the knowledge
taught by their lecturers. The same idea as in-class, attendance checking and
interaction between students and lecturers had a key factor in the learning
process. It was found that students’ understanding increased by 20% (very
good), 62% (good) and 18% (moderate) through questions and answers,
discussions, and tests at the end of class. Those were the modes of
interactions that had been done in class. In line with an
out-class checklist, giving assignments and feedback could improve students
understanding into the level of very good (61%), good (27%) and
sufficient (10%). with using a checklist tool, participants in this study selfmonitored
their progress in a flipped classroom while taking distance
learning courses online to improve the quality of their class.
Similar to Developing complexity science-problem based learning model to enhance conceptual mastery (20)
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p > 0.05) and the data between the pandemic and the new normal (t = -1.426, p > 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p < 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage
of solving mathematical problems.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
Because women in Indonesian society gain more experience in the family, one of which is education instilled through family gender culture, women's
career aspirations are believed to have their own characteristics. In today's
society, the current condition of female students' career expectations is apprehensive. Most of the female students do not have any professional
characteristics, such as career aspirations. This research involving 109 female students from various cultural contexts will divide their findings into
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comparative analysis. The test results show F = 75.011 for career expectations on self-efficacy and F = 145.467 for outcome expectation (OE).
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Indonesian universities are implementing various strategies to improve the quality and quantity of scientific publications. Sriwijaya University has restructured its research and community service grant services by implementing e-services through the new generation management information system of the institute of research and community service (SIM LPPM NG). Numerous studies have been performed to determine the factors that influence lecturer performance, particularly in scientific journals. The purpose of this research is to utilize a model to investigate the impact of system quality, information quality, and service quality on user satisfaction and performance. For partial least squares structural equation modelling (PLS-SEM), 280 respondents comprised the dataset. The results demonstrated that system quality, information quality, and service quality influence user satisfaction. Individual performance is influenced by the level of user satisfaction. According to the findings of this study, the DeLone and McLean information system success model can be used to evaluate obligatory e-services that are integrated.
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Developing complexity science-problem based learning model to enhance conceptual mastery
1. Journal of Education and Learning (EduLearn)
Vol. 16, No. 1, February 2022, pp. 65~75
ISSN: 2089-9823 DOI: 10.11591/edulearn.v16i1.20408 65
Journal homepage: http://edulearn.intelektual.org
Developing complexity science-problem based learning model to
enhance conceptual mastery
Finga Fitri Amanda1
, Sutiman Bambang Sumitro2
, Sri Rahayu Lestari1
, Ibrohim Ibrohim1
1
Department of Biology, Faculty of Mathematics and Science, State University of Malang, Malang, Indonesia
2
Department of Biology, Faculty of Mathematics and Natural Science, Brawijaya University, Malang, Indonesia
Article Info ABSTRACT
Article history:
Received Oct 29, 2021
Revised Dec 24, 2021
Accepted Jan 19, 2022
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity Science-
Problem Based Learning (CS-PBL) model assisted by the Sistem Informasi
Pengelola Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CS-
PBL model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
Keywords:
Complexity science
Conceptual mastery
COVID-19
Problem based learning
This is an open access article under the CC BY-SA license.
Corresponding Author:
Sri Rahayu Lestari
Department of Biology, Faculty of Mathematics and Science, State University of Malang
Semarang Street, 5 Malang, East Java, Indonesia
Email: srirahayulestari@um.ac.id
1. INTRODUCTION
The era of technology and information nowadays brings changes in learning. The use of electronic-
based teaching materials is a demand to support students' technological literacy skills [1], [2]. Critical
thinking, communication, collaboration, connectivity, creativity, and culture, known as 6Cs, are essential
skills required for problem-solving [3], [4]. Students learn to master biology concepts by solving problems
around them through problem-solving skills [5], [6]. Conceptual mastery is linked to someone's cognitive
process. Levels of the cognitive process according to the revised version of Bloom's taxonomy are
remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6)
[7].
Before the pandemic, Problem-Based Learning (PBL) was implemented in the Human and Animal
Physiology class. The implementation of PBL was ineffective in utilizing a variety of disciplines to solve
problems. It affected the students' conceptual mastery. Students' good conceptual mastery in biology will
help solve complex problems in their surroundings as it becomes an essential foundation for a network of
2. ISSN: 2089-9823
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66
ideas that lead someone's thinking [8], [9]. Solutions students offered by implementing PBL used mono
discipline [10], [11], and this was not in line with the main characteristic of PBL that utilizes various
disciplines [12].
At the beginning of 2020, the COVID-19 pandemic was stated as a health emergency that the
government around the world, including Indonesia, set the restriction of gathering activities, such as learning
activity in schools and universities [13], [14]. Activity restrictions at schools and universities had face-to-face
learning [15], replaced with distance learning [16], [17]. Distance learning during pandemic utilized various
virtual meeting applications such as ZOOM, Google Classroom, Moodle, dan Blackboard [18], [19]. The
learning process using virtual meeting applications without intensive accompaniment caused issues; one of
those was difficulty understanding the content material [20], [21]. Students' difficulty in understanding
concepts was caused by the lack of face-to-face interaction between students and lecturers and fellow
students [22], [23] and the lack of lecturers' experience in implementing distance learning [24]. The arising
obstacles indicated that students would not participate effectively in distance learning during the pandemic.
Observation of learning process was conducted in biology department faculty of mathematics and
science at State University of Malang, Indonesia. The biology department implemented the learning process
through a virtual meeting application for 15 minutes/credit during the pandemic. Short and limited duration
made the learning activity and students' reinforcement suboptimal. The effect of the limited virtual learning
process was that students' conceptual mastery became suboptimal, indicated by the score of conceptual
mastery of 42.4, which was in the poor category. Hence, a learning model that could help students enhance
conceptual mastery to solve problems in their environment is required. One of the learning models that could
facilitate conceptual mastery enhancement is Complexity Science-Problem Based Learning, abbreviated as
CS-PBL. CS-PBL learning model developed with the basic principle of complexity science approach and
problem-based learning.
Complexity Science (CS) is an approach that helps someone in the process of thinking to understand
and solve complex natural problems [25]. The CS approach has a basic principle in studying problems
interdisciplinary [26], [27]. The CS approach and PBL share the basic principle of using the occurring
problem in students' environment and then studying it comprehensively [28], [29]. The problem given to
students helps them enhance the cognitive process in the aspect of analyzing, evaluating, and creating as part
of higher-order thinking skills [30]. The integration of the CS approach into PBL can improve students'
conceptual mastery and apply various disciplines in problem-solving.
The CS-PBL model utilized the mind map technique in the learning process. Mind map as a tool for
thinking can be applied in all cognitive processes, particularly memory, creativity, and analysis [31]. Mind
mapping activity gets students focused when organizing information and allows them to review obtained
information. The mind map also helps students understand basic ideas and connect them with other ideas,
which leads them to comprehend a concept thoroughly [32], [33].
State University of Malang (UM), Malang, Indonesia, provides a learning system based on digital
media known as Sistem Informasi Pengelola Pembelajaran (SIPEJAR). As an online platform of UM, it is
expected to facilitate interaction between lecturers and students. SIPEJAR also facilitates students to access
semester plan (rencana pembelajarn semester/RPS) and lesson plan (satuan acara pembelajaran/SAP),
student worksheet (lembar kerja mahasiswa/LKM), and assignment management. SIPEJAR is part of the
Learning Management System (LMS), a web-based system used as learning media [34]. LMS provides an
online learning service for students and lecturers as a platform [35].
The research specifically aimed to develop a learning model based on a complexity science
approach through problem-based learning utilizing the mind map. The learning model is developed to
enhance students' conceptual mastery.
2. RESEARCH METHOD
The research adopted the Plomp and Nieveen [36] research and development model consisting of
three phases: preliminary research, prototyping, and assessment. The research was conducted in Human and
Animal Physiology class at Biology Department, Faculty of Mathematics and Science, State University of
Malang, Malang, Indonesia.
2.1. Preliminary research phase
Preliminary research aimed: i) Analyze the implementation of the learning process performed so far;
ii) Analyze obstacles during the learning process; iii) Gather information about the profile of students'
conceptual mastery; and iv) Analyze supporting learning instruments: semester plan (RPS), lesson plan
(SAP), student's worksheet (LKM), and assessment instrument. Need analysis was then followed by a
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67
literature study to acquire learning theories supporting the development of the CS-PBL learning model that
would be implemented in the learning process.
2.2. Prototyping phase
The objectives of the prototyping phase are to compile, develop, and evaluate the product. The
prototype I is a result of compiling and developing the product in the form of a book containing the CS-PBL
learning model, complemented with supporting learning instruments such as semester plan (RPS), lesson
plan (SAP), student worksheet (LKM), and assessment instrument. The prototype I was evaluated by
education experts, particularly learning strategy experts, human and animal physiology experts, and lecturers.
Levels and categories of validity of the developed product were adopted from Supartini et al. [37]. The
evaluation was then followed by a limited trial for three meetings to identify occurring obstacles during the
limited implementation of the CS-PBL model. Prototype II was a revised product after underwent expert
validation and limited trial. The product will then be implemented on a more extensive scale in the
assessment phase.
2.3. Assessment phase
The assessment phase aimed to test the practicality and effectiveness of the developed product. Data
of practicality was obtained from the consistency of syntax implementation and students' questionnaire
response after attending the learning process conducted with the CS-PBL model. The effectiveness data
obtained from the pretest and posttest scores of conceptual mastery was then analyzed using the normalized
gain formula to determine the N-gain score [38]. The CS-PBL model was implemented in the subject of
Human and Animal Physiology for 16 meetings. All instruments (RPS, SAP, LKM, and assessment
instrument) were uploaded on SIPEJAR. The implementation of the CS-PBL model applying pretest-posttest
nonequivalent control group design with three treatments. Treatment groups consisted of experiment group
(CS-PBL), control positive group (PBL), and control negative group (conventional). Pretest was performed in
the first meeting to test students' initial skills.
3. RESULTS AND DISCUSSION
3.1. Preliminary research phase
Through the observation, it was discovered that the learning process had applied the PBL model.
The problems given to students were focused on the laboratory practicum activities and were still close-
ended. Based on its characteristics, the PBL problem should be open-ended and not have a single answer
[39], [40]. Open-ended would train students' logic when creating the best solutions and hold them
accountable [41]. One of the weaknesses of laboratory activity includes the lack of connection between
students' experience in the laboratory and real-life problems [42], [43] that would lead to incomprehensive
solutions focused on one single discipline. The 21st
century problem-solving in biology stimulates students to
think at a higher level. One of its purposes is to discover alternative solutions that students are required to
comprehend and master a particular concept thoroughly by involving a variety of disciplines, such as social,
cultural, and humanities, to solve a complex problem [44]. Based on the findings during observation, a proper
learning model that trains students to think to master a concept comprehensively by involving various
disciplines is urgently required. An approach that could be applied is complexity science. The integration of
the CS approach through the PBL model is expected to improve students' conceptual mastery.
3.2. Prototyping phase
Prototype I of the CS-PBL model is completed with learning instruments (RPS, SAP, dan LKM)
and assessment instruments. Learning model syntaxes of CS-PBL can be seen in Table 1.
Table 1. CS-PBL learning model syntax
No CS-PBL learning model syntax Students’ activities
1 Problem orientation Students analyze the given phenomenon through students' worksheet
2 Organizing students to learn Students gather information from various resources related to the existing problem
3 Identifying required disciplines and
concepts
Students identify disciplines and concepts required to solve the problem and create a
mind map to connect or link the main problem with required disciplines
4 Conducting research and
clarification to the team of experts
Students investigate to gather information and acquire explanations directly from the
expert
5 Analyzing and connecting
information and data
Students analyze and connect obtained data by creating a mind map to find the source of
the problem and generate ideas from the problem
6 Presenting problem-solving ideas Students perform presentations to report problem-solving ideas and carry out a discussion
7 Evaluating Students evaluate and reflect on ideas and the problem-solving process
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The result of CS-PBL validation by three expert validators was that it generally fell in the valid
category. The aspect of principle reaction was considered very valid with a mean score of 4.00. The complete
explanation is presented in Table 2.
Table 2. Average validation score of CS-PBL model
No Aspect
Validator
Average Criteria
1 2 3
1 Supporting theory 4.00 4.00 3.50 3.83 Valid
2 Syntax 4.00 4.00 3.75 3.92 Valid
3 Social system 4.00 4.00 3.67 3.89 Valid
4 Principle reaction 4.00 4.00 4.00 4.00 Very valid
5 Supporting system 4.00 4.00 3.75 3.92 Valid
6 Instructional and accompaniment impact 4.00 4.00 3.75 3.92 Valid
7 Language use 4.00 3.00 4.00 3.67 Valid
Validators:
1 : Learning Media Expert
2 : Learning Material Expert
3 : Practitioner
The validated learning instruments, which consisted of RPS, SAP, LKM, and problem-solving
skills, were considered valid during the validation process. Further explanation is shown in Table 3. In
general, the validation result showed that the product developed of the CS-PBL learning model and its
supporting instruments was considered valid and, therefore, could be brought to the assessment phase.
Table 3. Mean score of learning instruments validation process
No Learning instruments
Validator
Mean Criteria
1 2 3
1 RPS 3.95 4.00 3.53 3.82 Valid
2 SAP 3.80 3.93 3.60 3.77 Valid
3 LKM 3.88 3.81 3.56 3.75 Valid
4 Assessment instruments 4.00 3.85 3.77 3.87 Valid
Validators:
1. : Learning Media Expert
2. : Learning Material Expert
3. : Practitioner
3.3. Assessment phase
The CS-PBL learning model assisted by SIPEJAR was applied in the Physiology of Animal and
Human class. The learning model gained a very positive response from students with a mean score of 3.50.
The detailed information is given in Table 4.
Table 4. Average score of students' responses on CS-PBL model
No Aspect Average Criteria
1 The easiness of joining the learning with CS-PBL 3.52 Very positive
2 The benefits of learning with CS-PBL 3.40 Very positive
3 The usage level of LKM in learning 3.59 Very positive
Mean 3.50 Very positive
The CS-PBL learning model applied seven syntaxes that took two meetings for each cycle during
the learning process. The mean score of CS-PBL learning model implementation was 3.57 that is in the
category of very practical. The summary of observational data of the implementation score of CS-PBL
learning model syntaxes is provided in Table 5. The data summary of the effectiveness of the CS-PBL
learning model assisted by SIPEJAR to improve the students' conceptual mastery is presented in Table 6.
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Table 5. Mean score of CS-PBL learning model syntaxes implementation
Material
CS-PBL syntax model
Mean
1 2 3 4 5 6 7
Nervous system 3.25 3.25 3.00 3.34 3.50 3.25 3.00 3.23
Muscle and
movement system
3.50 3.50 3.25 3.17 3.38 3.75 3.25 3.40
Sensory system 3.75 3.50 3.00 3.63 3.38 3.38 3.25 3.41
Gas exchange system 3.50 3.75 3.50 3.84 3.63 3.50 3.25 3.57
Digestive system 4.00 3.00 3.75 3.67 3.38 3.25 3.75 3.54
Circulation system 3.50 3.75 3.50 4.00 3.75 3.50 3.75 3.68
Excretion and
osmoregulation
3.75 3.25 4.00 3.84 3.83 4.00 4.00 3.81
Thermoregulation
System
4.00 4.00 4.00 4.00 3.88 4.00 3.75 3.95
Mean 3.66 3.50 3.50 3.69 3.59 3.58 3.50 3.57
Category Very
practical
Very
practical
Very
practical
Very
practical
Very
practical
Very
practical
Very
practical
Very
practical
Table 6. Result analysis of learning model effectiveness
Learning model
Pretest mean
score
Posttest
mean score
Gap Improvement (%) N-Gain Category
Conventional
(Direct Learning)
41.94 52.53 10.59 25.25 18.23 Ineffective
PBL 52.24 78.63 26.39 50.51 55.25 Less effective
CS-PBL 49.09 79.98 30.89 62.92 60.67 Sufficiently effective
Among three classes chosen as the research sample, the class that gained the highest score in
conceptual mastery improvement was the class that applied the CS-PBL learning model with a score of
62.92% with the N-gain category of sufficiently effective. The class that gained the highest score in
conceptual mastery improvement among three classes was CS-PBL learning class with a score of 62.92 with
the N-gain category of sufficiently effective. The conventional class was in the category of ineffective with a
mean score N-gain of 18.23%, while the PBL class was in the category of less effective with an improvement
percentage of 50.51%.
The development of CS-PBL assisted SIPEJAR was considered valid, practical, and effective to
improve the conceptual mastery of the Animal and Human Physiology class members during the post
COVID-19 pandemic. CS-PBL learning model combines complexity science approach, problem-based
learning model, and mind map note-taking technique. The characteristics of the CS-PBL model are i)
Emphasized the inter-disciplinary knowledge that trains students to think comprehensively; ii) highlighted
the social interaction between students and the circles outside their educational setting; and iii) Building their
environmental awareness.
The complexity science approach in education has purposes to help students recognize, respect, and
understand complex natural phenomena. Students are demanded to comprehend the components in biology,
such as in medical health, environment, and social. The understanding of biological complexity could happen
when learning various levels of biological organization, from molecule to ecosystem level, and this is the
main challenge in developing biology learning in the 21st
century [45], [46].
The problem orientation phase consists of formulating and analyzing the problem by identifying
relevant facts. These activities help students represent existing problems [47]. Problem orientation is an
analysis process involving individuals' cognition that shows how they think and analyze components related
to a specific issue [48], [49]. CS-PBL learning model provides problems close to students' daily life. Real-life
problems are complex biological problems [50], [51]. Biological problems in people's life involving complex
systems, such as: i) Problems in a system involving numerous variables; ii) Relation and dependence between
variables that make a system; and iii) Applying various analysis levels when solving the problem [52], [53].
The learning process with a complexity science approach could help students learn biological systems
comprehensively. CS approach is an approach to study a particular complex system focused on the
interaction between components that make a system [54].
During the second syntax, the students must conduct a literature study related to the issue they
investigate. One of the second syntax activities is reading. Conceptual mastery is the goal of reading; hence,
reading failure could create long-term learning problems that could lead to the misconception [55], [56].
Reading is the fundamental of learning and an active process to build new knowledge [57]. Learning activity
relates to the metacognitive process and the construction of active knowledge through reviewing concepts
related to an authentic phenomenon experienced by students [58], [59].
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The third syntax of the CS PBL learning model identifies disciplines and concepts required to solve
the problem. The problem-solving process, particularly contextual and complex problems, would train
students to understand the problems comprehensively or see the problems from various points of view [44].
In the 21st
century, biological problems usually apply the basic principles of complexity science approach
based on interdisciplinary science, such as social, culture, technics, computing, physics, chemistry, and
mathematics to solve complex problems, like problems in health, food, energy, and environment [60].
Students in the experimental group treated with CS-PBL utilized the mind map technique to gain knowledge
[61] and identify problems that would help them create the right solutions or ideas [62]. The students made a
mind map during the third syntax of CS-PBL is shown in Figure 1.
Figure 1. Students' mind map in the third syntax
The fourth syntax of CS-PBL learning is to conduct an investigation and make a clarification to the
team of experts. The problem-solving process involves collaboration with experts or someone who masters
the field, particularly in solving complex problems in their neighborhood [63]. By discussing with experts,
students could analyze and see the problems with various perspectives that might be missed [64].
Collaborative, in this sense, requires social and cognitive skills to develop understanding, make correct
decisions or solutions, and build and maintain teamwork to solve the problems [65], [66]. The benefits of
collaboration with experts in solving the problems, among others, are to: i) Improve communication skills; ii)
Develop organizational and leadership skills; iii) Create respect and uphold ethical standards; iv) Share
information and knowledge; and v) Improve the quality of decision and solution making for solving the
problems [67], [68]. The fundamental theory is based on social constructivism learning, emphasizing learning
through social interaction [69].
After the investigation, students go to the fifth syntax, analyzing and connecting between
information and data gathered by making a mind map to create the ideas. The mind map is a proper technique
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71
to solve the problem [70]–[72] as it connects information that brings to a big main idea to solve the problem.
Figure 2 is the result of students' teamwork during the fifth syntax.
Figure 2. Students-made mind map during the fifth syntax
The sixth syntax of the CS-PBL learning model is the presentation of ideas. Selected groups present
their work and deliver their ideas related to the given problem. The primary purposes of this activity are to
improve students' communication skills and widen their knowledge [73]. After presenting their ideas,
students open question and answer discussions to stimulate their communication skills and develop their
thinking skills [73]. The last syntax of the CS-PBL learning model is evaluation. Its main objective is to
evaluate the team's work conducted with the peer evaluation method [74]. Peer evaluation strongly affects
students in receiving feedback during the learning process. The effects, among others, are improving their
self-confidence, developing their thinking process, providing learning assessment transparency [75], and
decreasing students' passiveness level during the learning process [76].
4. CONCLUSION
The development of the CS-PBL learning model assisted by SIPEJAR is proven to be valid in
content, social system, supporting system, and the learning effect. CS-PBL learning model assisted by
SIPEJAR is considered practical since all syntaxes were implemented entirely, and they gained very positive
responses from students. CS-PBL learning model assisted by SIPEJAR is proven to be effective in improving
students' conceptual mastery during the post COVID-19 pandemic. This model application is recommended
to facilitate the improvement of students' conceptual mastery.
ACKNOWLEDGEMENTS
The authors would like to express our gratitude to the Ministry of Education, Culture, Research, and
Technology of the Republic of Indonesia that supports research fundings Number
19.3.81/UN32.14.1/LT.12/2020.
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72
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BIOGRAPHIES OF AUTHORS
Finga Fitri Amanda is Candidate of Doctoral Educational Biology Program,
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri
Malang, Indonesia. Her research interests are: biology education, thinking skills, problem-
solving, and development of biology learning tools. She can be contacted at email:
finga.fitri.1803419@students.um.ac.id.
Sutiman Bambang Sumitro is Professor, Researcher Department of Biology,
Faculty of Mathematics and Natural Science, Brawijaya University, Malang, Indonesia.
His research areas are: cell biology, nano biology, and complexity science. He can be
contacted at email: sutiman@brawijaya.ac.id.
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Sri Rahayu Lestari is Assistant Professor in Developmental Biology at
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri
Malang, Indonesia. Her eesearch areas are: physiology of animals and humans, medicinal
plants, and biology education. She can be contacted at email: srirahayulestari@um.
Ibrohim is Assistant Professor in Developmental Biology at Department of
Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang,
Indonesia. His research areas are: biology education, critical and creative thinking skills,
environmental education, development of biology learning tools. He can be contacted at
email: ibrohim.fmipa@um.ac.id.