Research and Learning

Editors: Dr. Rizhal Hendi Ristanto (Universitas Negeri Jakarta, Indonesia) Sri Rahayu, M.Biomed (Universitas Negeri Jakarta, Indonesia)

Horizon Research Publishing, USA

Universal Journal of Education Research

ISSN 2332-3205

Volume 8 Number 4A 2020

Special Edition on Biology in 4.0 Era: Research and Learning

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ISSN 2332-3205 Table of Contents Universal Journal of Educational Research

Volume 8 Number 4A 2020 Enhancing Students' Biology-Critical Thinking Skill through CIRC-Based Scientific Approach (Cirsa) Rizhal Hendi Ristanto, Refirman Djamahar, Erna Heryanti, Ilmi Zajuli Ichsan ............................................................. 1

Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills Ratna Komala, Dzikrina Puji Lestari, Ilmi Zajuli Ichsan ................................................................................................ 9

Analysis of Science Process Skills in Senior High School Students Ardina Dwiyani Inayah, Rizhal Hendi Ristanto, Diana Vivanti Sigit, Mieke Miarsyah ............................................... 15

Micro-teaching in the Digital Industrial Era 4.0: Necessary or Not? Eka Putri Azrai, Daniar Setyo Rini, Ade Suryanda ....................................................................................................... 23

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21st Century Learning Yusnaeni, Aloysius Duran Corebima, Herawati Susilo, Siti Zubaidah .......................................................................... 31

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic Daniar Setyo Rini, Adisyahputra, Diana Vivanti Sigit................................................................................................... 37

Analogy and Critical Thinking Skills: Implementation Learning Strategy in Biodiversity and Environment Topic Ade Suryanda, Eka Putri Azrai, Mutia Nuramadhan, Ilmi Zajuli Ichsan ...................................................................... 45

Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result? Nur Ismirawati, Alyosius Duran Corebima, Siti Zubaidah, Rizhal Hendi Ristanto, Andi Nuddin ................................ 51

Developing Brain Based Learning (BBL) Model Integrated with Whole Brain Teaching (WBT) Model on Science Learning in Junior High School in Malang BaiqSri Handayani, Aloysius Duran Corebima, Herawati Susilo, SusriyatiMahanal .................................................... 59

The Relevance and Use of Biology Laboratory Practice towards Biology Teacher Competencies Nurhasanah .................................................................................................................................................................... 70

The Effect of Team Based Learning Model on Students' Critical Thinking Skills in Ecosystem Mieke Miarsyah, Ratna Komala, Riska ......................................................................................................................... 75

SPECIAL ISSUE SCIEntIfIC CommIttEE

ACAdEmICIAnS UnIVERSItY CoUntRY Dr. Rizhal Hendi Ristanto Universitas Negeri Jakarta Indonesia

Dr. Ericka Darmawan Universitas Tidar Indonesia

Dr. Nur Ismirawati Universitas Muhammadiyah Pare-pare Indonesia

Dr. Setiyo Prajoko Universitas Tidar Indonesia

Dr. Agus Muji Santoso Universitas Nusantara PGRI Kediri Indonesia

Dr. Ahmad Muhlisin Universitas Tidar Indonesia

Dr. Agus Prasetyo Utomo Universitas Muhammadiyah Jember Indonesia

Fuad Jaya Miharja, M.Pd Universitas Muhammadiyah Malang Indonesia

John Rafafy Batlolona, M. Pd Universitas Pattimura Indonesia

Dr. Yusnaeni Universitas Nusa Cendana Indonesia

Dr. Slamet Hariyadi Universitas Jember Indonesia

Ade Suryanda Universitas Negeri Jakarta Indonesia

Sri Rahayu, M. Biomed Universitas Negeri Jakarta Indonesia

Dr. Mieke Miarsyah Universitas Negeri Jakarta Indonesia

Nurmasari Sartono, M. Biomed Universitas Negeri Jakarta Indonesia

Ahmad Fauzi, M. Pd Universitas Muhammadiyah Malang Indonesia

Dr. M. Nasir Tamalene Universitas Khairun Indonesia

Dr. Diana Vivanti Sigit Universitas Negeri Jakarta Indonesia

Daniar Setyo Rini, M. Pd Universitas Negeri Jakarta Indonesia

Ilmi Zajuli Ichsan, M.Pd Universitas Negeri Jakarta Indonesia

Editor's Preface Dear readers and contributors,

The industrial revolution 4.0 is the era of the application of modern technology, including fibre technology and integrated network systems. The characteristics of the 4.0 era were marked by the existence of various applied technologies focused on data processing and communication. In addition to the economic and industrial sector, the industrial revolution 4.0 has also played an important role in the field of science, especially in research and learning. The principle of the scientific revolution in the industrial revolution 4.0 era is to unite several technologies from three independent scientific disciplines, namely Physics, Biology, and Digital.

In this era of digital-based internet networking, it is possible to develop research rapidly in the field of science, especially biology. The 4.0 revolution-based research principle can be applied not only in biotechnology, but also in all branches of biological sciences such as conservation, taxonomy, ecology, environment and its applications in learning both in primary, secondary or high school. One example can be seen from the development of research in 4.0 is in the field of biotechnology, known as synthetic biology. This field is considered to provide interesting opportunities in producing various important discoveries such as environmentally friendly energy, industrial process efficiency to the development of new medicines. Synthetic biology is the latest generation of molecular biology, combining some basic science and design principles.

Related disciplines are biology education include biotechnology, evolutionary biology, molecular biology, biological systems, biophysics, electrical engineering, and in many cases related to genetic engineering, new products or organisms can be created by gene editing. The Biology learning process in the industrial 4.0 era reflects the components in the form of 4C and supported by three literacies of data, technology and human. Through the delivery of information on the development of research and implementation on Biology, national strategic goals in the field of biology and biological education would be feasible.

The articles included in this special issue were presented in the 1st National Seminar on Biology and Biology Education (SNPBB) 2019, Universitas Negeri Jakarta, Indonesia on 22 October 2020 under the theme of Biology In 4.0 Era: Research and Learning. More than 140 articles were presented in this Seminar held at Universitas Negeri Jakarta and selected articles were given opportunity to be submitted for possible publication in Universal Journal of Educational Research. We are really thankful to the reviewers who willingly spent their time to provide their precious inputs in improving special issue quality. We also obliged the journal editor who provided us opportunity to publish special issue of SNPBB 2019.

I would like to thank the journal editor, all the journal team and the authors in your peace of mind. Kind Regards,

Dr. Rizhal Hendi Ristanto Head Committee of 1st National Seminar on Biology and Biology Education 2019 Lecture of Department of Biology Education, Universitas Negeri Jakarta (UNJ), Indonesia [email protected] https://scholar.google.co.id/citations?user=2smbIe8AAAAJ&hl=id Sri Rahayu, M. Biomed Publication Committee of 1st National Seminar on Biology and Biology Education 2019 Lecture of Department of Biology, Universitas Negeri Jakarta, (UNJ), Indonesia https://scholar.google.co.id/citations?hl=id&user=CPUmOQUAAAAJ

Universal Journal of Educational Research 8(4A): 1-8, 2020 http://www.hrpub.org

DOI: 10.13189/ujer.2020.081801

Enhancing Students' Biology-Critical Thinking Skill

through CIRC-Based Scientific Approach (Cirsa)

Rizhal Hendi Ristanto*, Refirman Djamahar, Erna Heryanti, Ilmi Zajuli Ichsan

Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Indonesia

Received September 7, 2019; Revised January 27, 2020; Accepted March 24, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Abstract Critical thinking skills are referred to as one

of the 21st-century skills. These skills should be

empowered through Biology learning. This study aims to

analyze the improvement of biology-critical thinking skills

in students who are taught through the CIRC learning

model based on the scientific approach (Cirsa). Critical

thinking skills are measured by tests developed by

researchers and validated by theoretical biologists. The

instrument includes indicators of critical thinking skills

such as formulating problems, giving arguments, making

deductions, conducting inductions, conducting evaluations,

and deciding and implementing. This study used a

quasi-experimental method with a pretest-posttest

non-equivalent control group design. This study involved

160 students (M = 95, F = 65) of 8th grade of a Madrasah

Tsanawiyah School in Bogor. The findings of this study

show that students who are taught by Cirsa have higher

Biology-critical thinking skills than those by conventional

learning. In conclusion, Cirsa learning was recommended

to develop or enhance students' critical thinking skills

related to biological concepts.

Keywords Biology, Circ, Cirsa, Critical Thinking,

Scientific Approach

1. Introduction

Biology education, especially in anatomy and

physiology learning, is essential in developing scientific

knowledge among students [1,2]. Anatomy and physiology

are knowledge related to constituent organs and their

function for an organism, including the work mechanism

process [3,4]. Excretion and respiratory system learned at

secondary school level refers to human physiology science

[3,5,6]. The 2013 Curriculum applied in Indonesia includes

topics on constituent organs and their functions, work

mechanism, and disruptions occurred in an organism

[7–10].

Studying biology should not merely focus on knowledge

related to the curriculum components. However, it should

be able to empower a variety of thinking skills required by

learners [11,12]. As human beings living in the 21st

century, learners must be equipped with four skills, namely

collaboration, communication, creative thinking, and

critical thinking [7,13–15]. The research focuses on critical

thinking skill empowerment. Various studies that empower

critical thinking skills in Biology learning include

[12,16–19]. It is proof that critical thinking skills are

empowered through Biology learning.

Students with excellent critical thinking skills are more

sensitive to social, scientific, and practical problems

[20,21]. Critical thinking could also assist in determining

careful assessment in decision making and solving

daily-life biology problems [19,22]. Critical thinking

implementation in Biology learning provides an

opportunity to develop analytic, inductive, and deductive

thinking skills to solve fundamental event-related problems

[21,23].

Students with good critical thinking skills in a learning

environment could provide favorable implications in terms

of cultivating an attitude of self-confidence by considering

self as a person who can give benefits by becoming an

active contributor in the learning process [24,25]. Critical

thinking skills in Biology learning could be developed

through cooperative learning [16,26] emphasizing on

reading activities [7,21] and scientific approach-oriented

activities [20,23,27]. Scientific approach gives opportunity

to students to discuss with others to make analysis of the

natural phenomena and try to evaluate and solve problem,

so this can improve critical thinking [13,14].

The scientific approach is recommended in the 2013

Curriculum in Indonesia [7,28,29]. Indonesian educational

process standard states that learning is conducted by

selecting a scientific approach adjusted to competence

characteristics and level of education. Several activities in

the scientific approach include observing, asking, trying,

2 Enhancing Students' Biology-Critical Thinking Skill through CIRC-Based Scientific Approach (Cirsa)

reasoning, and communicating [7,30].

The obstacle in Biology learning in the 2013 Curriculum

is that not all learning models accommodate those activities.

A scientific approach-based Cooperative Integrated

Reading and Composition (CIRC) or known as Cirsa has

been developed [7]. Research results indicate that Cirsa

learning has been stated as valid and effective to be applied

in Biology learning and has potential to empower

21st-century skills [7,8].

Cirsa, as one of cooperative learning manifestation, is

believed to be capable of empowering students to

participate in learning process [31,32] actively. The

activity could be skills in decision making, evaluating, and

commenting to one another so as it could enhance critical

thinking skills [33–35]. CIRC is a student-centered

learning design focusing on critical study assignments on

reading and presenting the result through class presentation

[31,32]. The learning has proven to be able to improve

critical thinking skills on motions in plants [36].

Many other studies on critical thinking skills have been

conducted, for example, on students' critical thinking

ability profiles [37–39]. Additionally, the implementation

of various learning models has an impact on the increase in

students' critical thinking ability [38,40]. In science

learning, critical thinking ability has mainly been studied in

school as well as college levels [41,42]. None of those

studies, however, is related to Cirsa model implementation

that impacts students’ critical thinking ability in human

excretion and respiratory systems contents. Therefore, the

current research aims to know the influence of Cirsa

learning model on critical thinking skills on human

excretion and respiratory systems.

2. Methods

The research was a quasi-experiment using

pretest-posttest non-equivalent control group design. The

independent variables included learning models that

consisted of CIRC, Cirsa, and conventional learning.

Conventional learning is a learning design commonly

implemented [43]. Thus it was used as a control in the

research. The dependent variable was critical thinking

skills on human excretion and respiratory systems. The

research design is presented in Table 1.

Table 1. Research Design of the Randomized Pretest- Posttest Control

Group

Pretest Treatment Posttest

T1 X1 T2

T3 X2 T4

T5 X3 T6

Note: T1,3 = Pretest; T2,4= Posttest; X1 = CIRSA learning; X2 = CIRC learning; X3 = Conventional learning

The research population were all eight grade students at a

Madrasah (junior high school) in Bogor Regency.

Samples included 160 students taught on human excretion

and respiratory systems. The sample was determined

using random sampling technique preceded by the

equality test of 10 classes. Random sampling was

conducted by randomly selecting three classes. Each class

received a similar learning opportunity yet different

treatment based on the developed learning design. Each

research group represented one class, which was class

using CIRC, Cirsa, and conventional learning model.

Instruments used in the research had been stated as

valid and reliable in terms of construct, content, and

empirical according to Ratumanan [29]. The independent

variable instruments consisted of syllabus, lesson plan,

and students’ worksheet developed, referring to the

learning syntax of CIRC, Cirsa, and conventional

worksheets. The learning was observed using learning

implementation sheet. The dependent variable instruments

were in the form of essay test questions on critical

thinking skills on human excretion and respiratory

systems. The questions of Biology-Critical thinking were

developed adapted from Ennis [37], and also referring to

the basic competences in the 2013 Curriculum. The

learning objectives are presented in Table 2. In its

implementation, the learners were given a set of critical

thinking skill questions on human excretion and

respiratory systems to be solved independently for 50

minutes.

Table 2. Learning objectives of human excretion system and respiratory system

Biology content concept Learning indicators

Excretion system Analyze organs contained in the human

excretion system

Analyze the excretion system structure

and functions

Evaluate disruptions occurred in the

excretion system

Develop ideas in maintaining the health

of the excretion system

Respiratory system Analyze the respiratory system organs

Analyze respiration mechanism

Evaluate disruptions in the respiratory

system

Provide arguments on maintaining the

respiratory system health

The research data obtained were analyzed using

descriptive statistics of average scores, deviation standard,

and minimum and maximum values in each class.

Hypothesis prerequisite tests included the normality test in

the form of one-sample Kolmogorov-Smirnov test and

homogeneity test using Levene's Test of Equality of Error

Variance. The hypothesis testing was done using Ancova

technique. All the data analysis techniques were

conducted using statistical analysis application of SPSS

24.0 for Mac using significance level of 0.5%.

Universal Journal of Educational Research 8(4A): 1-8, 2020 3

3. Result and Discussion

The research aimed to find out the influence of CIRC

and Cirsa learning models on critical thinking skills on

human excretion and respiratory systems. The descriptive

data measurement results on pretest and posttest in the

form of critical thinking skill scores are indicated in Table

3. Table 3. Descriptive Data in Each Research Class

Learning

Variable

Average and Category

Pretest Category Posttest Category

CIRSA Model 57,38 Less 83,36 Good

CIRC Model 53,01 Less 72,49 Good

Conventional

Learning

55,89 Less 69,66 Less

Based on Table 3, it can be seen that after the learning

process on human excretion and respiratory systems

through Cirsa learning model, the critical thinking average

was the highest compared to those through CIRC and

conventional learning model. The Cirsa and CIRC

learning models, according to the posttest scores, were

learning models with good categories. The normality and

homogeneity tests on the critical thinking skill data had

been conducted before the hypothesis testing, and the

results are described in Table 4.

Table 4. Summary of data analysis prerequisite test results

Test Sig. α Description

Normality 0.112 0.05 Normal

Homogeneity 0.220 0.05 Homogeneous

Based on Table 4, it can be inferred that critical

thinking skill data had sig. values (level) in the normality

and homogeneity tests that were greater than the alpha;

thus, the data have not deviated from the normal

distribution data, and the variance between the critical

thinking data was not different or homogeneous.

Table 5. Ancova Test of the Influence of Learning Models on Critical Thinking

Source type iii

sum of

squares

df mean

square

f sig.

corrected

model

12598.0a 2 6299.0 111.8 .000

intercept 16048.2 1 16048.2 284.9 .000

Pretest 764.4 1 764.4 13.5 .000

learning

model

11857.5 1 11857.5 210.5 .000

Error 8842.3 157 56.3

total 1015266.

0

160

corrected

total

21440.3 159

a. r squared = .588 (adjusted r squared = .582)

The ancova test was performed to proof the research

hypothesis. The test, as indicated in Table 5, was resulted

from sig. value = 0.000, which was less than alpha of 0.05.

It could be inferred that there was an influence of learning

models on critical thinking. The explanation is that the

learning model applied in the excretion and respiratory

systems learning on students of Madrasah influenced

critical thinking skills. The post hoc test result (Table 6)

shows that Biology learning through Cirsa was proven

better than those through CIRC and conventional learning

models. Critical thinking skill is related to one's cognitive

development stage [44]. Madrasah students were at the

formal operational level where an individual could think

logically on abstract propositions and could formulate

hypothesis and test them systematically.

Table 6. Summary of LSD Test Result on Critical Thinking

(I) Learning Model (J) Learning Model Sig.

Cirsa CIRC .000

Conventional .000

CIRC Cirsa .000

Conventional .080

Conventional Cirsa .000

CIRC .080

The research findings could be examined according to

the applied learning model potentials. Critical thinking is

related to a well-organized mental process. It plays a role

in the decision-making process to solve problems by

analyzing and interpreting data in scientific inquiry

activities [45–47]. Those activities are part of a scientific

approach. The conventional and CIRC learning models,

however, have not accommodated activities that support

those activities. Cirsa learning model, on the contrary, is

CIRC learning model in the form of reading and writing

activities integrated using scientific approach.

Based on one’s skill related to critical thinking

development and its association with cognitive

development according to Piaget, Madrasah students

should have entered the critical thinking skill development

stage [44]. One effort to accelerate one's cognitive

development is by involving and providing an

environment suitable for the cognitive stage. This method

could train learners to conduct investigation independently

to solve problems, propose a solution, and compare their

findings to others' [13,48]. The condition is following

Cirsa learning model syntax that after the learners were

given with assignments of analyzing contextual excretion

and respiratory system contents and investigating the

content from various sources where they had a

responsibility to create a complete conclusion and

problems occurred were written on the students’

worksheet and presented during a discussion to be solved

together.

Critical thinking ability intended in the research was a

mental process consisting of ability to interpret, analyze,


evaluate, conclude, communicate, and self-regulation.

Thinking requires logical and analytical reasoning and

indicates high-level critical thinking skills [49]. Further,

theoretically and if related to Bloom's taxonomy, critical

thinking skills that inherent to the high-level are analysis

and synthesis. Technically, critical thinking comprises:

understanding argumentation, recognizing false thinking,

differentiating premise with the conclusion, separating

issues with information [18,50].

Familiarizing students to think critically should also be

a conscious and planned effort [23,25,26]; thus, in the

learning process of implementation, teachers bear

responsibilities to integrate model to be used to critical

thinking empowerment appropriately. Cirsa learning

model contains study habituation that allows students'

critical thinking empowerment by compiling questions,

answering, and discussing answers through cooperative

learning [8]. The cooperative-based activities are capable

of training learners to ask and make questions; hence,

critical thinking skills are well developed [33,34]. The

link between Cirsa learning syntax and the critical

thinking skill indicator is indicated in Table 7.

In the Cirsa learning model conducted cooperatively,

learners are required to cooperate in a small group to

discuss, analyze to understand and solve a variety of

problems and encourage learners to communicate and

exchange ideas; thus, it has potential for critical thinking

ability empowerment. One of the essential elements in

cooperative learning is the occurrence of social skill

learning concerning leadership learning, decision making,

building trust, communication, and handling problems

together[31,32,51]. In cooperative work, providing

learners with an opportunity to think with their peers and

conduct discussion makes the thinking process becomes

open to all learners. Training students to think critically

through problem analysis method repeatedly helps

students to master complex contents as well as empowers

the critical thinking ability [52,53].

Biology learning through Cirsa is helpful for students to

enhance critical thinking abilities. The use of Cirsa was

suitable for Biology topics that require abilities to solve

problems, such as topics on organ systems, genetics,

ecosystem, and environment. In its implementation, Cirsa

could be used in every face to face meeting or on a

scheduled basis. The implementation of a model must

consider students’ characteristics [54–56]. It is related to a

concern that if students who are taught using the Cirsa

model have no sufficient basic ability, they will not be

able to follow the learning. Hence, analysis is required as

well as an observation of students' characteristics before

the implementation of Cirsa in the classroom.

The effectiveness of Cirsa usage also depends on the

number of students. In a class with a large number of

students, such as >50 students in a classroom, it seems to

be less effective since to train critical thinking ability

demands discussion and question and answer process

from every student. The Cirsa model would be difficult to

implement in a large number of students since students

will tend to be passive. Also, there is time limitation

regarding discussion process where large number of

students require a more extended time. Therefore, the

Cirsa model should be implemented in a class with

number of students in a range of 20-35 students. A small

number of students results in better discussion, and

students tend to be active in question and answer [57–59].

Table 7. Link between Cirsa learning syntax and critical thinking skills

CIRC Syntax Learning Activities

Student Activities Scientific

Approach

Critical

Thinking

Skills

Stage 1. Group division.

1. Listening to the explanation from the teacher and the steps of learning.

2. Formulating learning objectives.

3. Link the excretion and respirarory system to be studied with the previous concepts.

4. Form heterogeneous groups (4-5 students).

Observe Self-regulation

Stage 2. Reading

Discussion

fFinding the main concepts.

1. Exploring reading material or articles about the system of excretion and breathing from various sources (internet and books).

2. Reading, discussing with friends and understanding reading about

the system of excretion and respiratory. 3. Finding facts, articles' main concept of the system of excretion and

respiratory, and re-write them on the students worksheet.

Exploration

Exploration

Association,

Ask

Analyzing, Intepreting,

Concluding

Stage 3 Group presentation.

1. Present the results of reading analysis and discussion about the system of excretion and respiration, and continued with class

discussion.

Communicate Comunication, Self-regulation

Note: Critical thinking indicators refers to Ennis [37], and learning activities adapted from Djamahar, et al., [7]


Cirsa is an innovation in Biology learning. It can be

implemented broadly at various levels, although the

current research was limited to the secondary school level.

Its usage is deemed suitable for primary school level since

students' critical thinking skills begin to be trained at this

level. It is related to changes in learning paradigms that

lead more toward contextual matters. Moreover, the

21st-century demand requires students to have high-level

critical thinking ability. Thus, they could compete and

adapt well with technology advancement [60–62]. At the

college level, the Cirsa could also be applied since not all

students have excellent critical thinking abilities. The

Cirsa could be applied in, for example, college biology

learning, such as in physiology, genetics and ecology

courses.

The next step of the research was developing various

Cirsa-based media. It aimed to integrate learning media

with Cirsa model. A model that has integrated into Cirsa

learning would facilitate teachers to apply both. As a

consequence, teachers are no longer having difficulties in

selecting suitable media to be applied to the Cirsa model.

In addition to the development of Cirsa model-integrated

media for students, a more general Cirsa-based media

could be developed across disciplines. It, indeed, would

require cooperation from various parties besides

researchers and Biology teachers. Additionally, the use of

Cirsa must be conducted consistently. It is due to the

students' critical thinking ability enhancement that will

grow if it is treated with a suitable learning model and is

given consistently, and support with other learning

media[40,63-67].

4. Conclusions

Based on the research findings, it can be inferred that

the Cirsa learning model has proven to be more effective

in enhancing critical thinking skills on human excretion

and respiratory system. The influence of Cirsa learning on

critical thinking skills was affected by the CIRC learning

syntax that gave emphasize on group learning process to

discuss and read contents related to human excretion and

respiratory system based on scientific approach. The

research results can be used as recommendations to

empower critical thinking skills in Biology learning and

support previous research findings [8]. Moreover, it is

expected that Cirsa learning model could be implemented

in a larger population and sample to strengthen the

research findings. Also, further researches could consider

analyzing the relationship between the mastery of

biological concepts, metacognitive, and critical thinking

skills after the implementation of Cirsa learning model.

Acknowledgments

The authors would like to thank all the students and

teachers who have been participated in this research. This

work was supported by Faculty of Mathematics and

Natural Sciences, Universitas Negeri Jakarta, under grant

number 40/PPK-FMIPA/BAP-PEN/V/2019.

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DOI: 10.13189/ujer.2020.081802

Group Investigation Model in Environmental Learning:

An Effect for Students' Higher Order Thinking Skills

Ratna Komala*, Dzikrina Puji Lestari, Ilmi Zajuli Ichsan




Abstract Group investigation is a learning model that

emphasizes the ability to think of students through group

activities to investigate specific problems or topics.

Solving problem needs an Higher Order Thinking Skills

(HOTS). This is because the problem needs to be

solvedwith problem analysis and evaluation, based on the

competency of the students. Through this model, students

can be directly involved in solving the problems

encountered. This study aimed to determine the effect of

the group investigation learning model on students’ HOTS

in environmental learning for the topic of environmental

pollution. The method used in this research was an

experiment with a post-test only control group design. The

sample of the research was 10th grade students selected by

simple random sampling. The results of the study showed

that t-count> t-table, which could be interpreted as an

effect of the group investigation learning model on

students' HOTS. The group investigation learning model

made students more active and exercised their ability to

analyze students. The conclusion of this study was that

there was an influence in students’ HOTS on the use of the

group investigation model.

Keywords Environmental learning, Group

investigation, HOTS

1. Introduction

Environmental learning in the 21st century requires

students to develop their thinking abilities. That ability

needs to be trained early on, one of them being in middle

school in order to be able to anticipate changes in the

environment of today's changing world. Efforts can be

made by the school that should teach by using a model that

can improve students' thinking abilities [1,2]. The ability to

think of students is divided into two, namely Lower Order

Thinking Skills (LOTS) and Higher Order Thinking Skills

(HOTS). LOTS includes several aspects, namely

remembering, understanding, and applying. Meanwhile,

HOTS consists of several aspects, namely analyzing,

evaluating, and creating [3,4].

One model that emphasizes critical thinking is the group

investigation learning model, which is a learning model

that can improve students' thinking abilities [5,6]. HOTS

includes critical thinking and creative thinking, where

these two categories are not separate categories but are

often found working together in the same activities [7,8].

The group investigation model can develop emotional

abilities in responding to rational matters and increase

success in problem-solving.

For students in applying the learning model, it is

necessary to consider the characteristics of the topic to be

conveyed to students. Environmental learning is a

meaningful learning of science and needs problem-solving

skills [9,10]. Environmental learning emphasizes the

students' thinking process which can be done through one

of them with a group investigation model. Environmental

pollution was a topic with several global problems faced by

humans on earth today, so that coping effort is needed

through critical thinking in dealing with it. HOTS can be

applied through scientific methods, then followed by class

discussions on science learning that can help direct HOTS

to students [11,12].

Research that has been done regarding HOTS was that

many students still have low scores on HOTS [2,13]. In

addition, other research are related to the use of various

models and strategies to improve students HOTS [14,15].

In this study, the focus to be solved is related to the use of

the group investigation learning model. This makes this

research something new because it measures HOTS

indicators that focus on the use of the group investigation

model. Therefore, it is necessary to conduct research to

determine the effect of the group investigation learning

model on students' HOTS ability on the environmental

pollution topic.

10 Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills

2. Methods

The study was conducted at the High School of

Labschool Rawamangun Jakarta, in May 2015. The

method used was an experiment with a group

investigation learning model (X) and HOTS (Y). The

study design was a post-test only control group design.

Student samples were taken as many as 43 students were

selected by simple random sampling. Data collection

techniques were carried out through (1) HOTS test (2)

students HOTS questionnaire as supporting data and

through observations of learning accomplishments.

The first instrument used was the HOTS test item,

which was used during the post-test after the learning

activity of environmental pollution. There were 22 items

with the highest score being 4 points, then 9 indicators

namely: observing, generating ideas, asking questions,

connecting concept, making analogies, recognizing

patterns, solving problems, transforming knowledge and

making synthesis [3,16].

The second instrument used was the students HOTS

questionnaire sheet, which used a modified Likert scale.

Options of answers were often, sometimes, rarely and

never. The questions consist of 41 items, consisting of 9

indicators and each indicator consists of a positive item

statement and a negative item statement. The instrument

was first tested and then tested for validity and reliability.

Research procedures include the preparation and

implementation stages. The preparation phase begins by

preparing a Learning Implementation Plan and research

instruments in coordination with the teacher. Then carry

out the testing of the instrument and HOTS test

questionnaire. The implementation stage was carried out

in the experimental class with the group investigation

model and the control. The class was carried out with the

Student Team Achievement Division (STAD) learning

model as a conventional learning model.

Treatment in the experimental class, the first meeting

the teacher explains the topic of environmental pollution,

students then discuss in groups to carry out investigations,

with student worksheets. The second meeting, the students

in groups presented the results of the investigation of

problems with the 2nd student worksheet. During the

study, Students’ HOTS was observed by observers. The

end of the lesson, students fill out the HOTS questionnaire.

The third meeting, students work on a post-test in the

form of a HOTS test.

Condition in the control class, the first meeting begins

with the teacher giving an explanation of the topic of

environmental pollution, students discussing in groups to

fill in the student’s worksheet about environmental

pollution articles. The second meeting, the students in

groups presented the results of the discussion of problems

with the 2nd student worksheet. During the study,

students’ HOTS was observed by observers. The end of

the lesson, students fill out the HOTS questionnaire. The

third meeting, students work on a post-test in the form of

a HOTS test. Data were analyzed using statistical analysis

of the t-test at α = 0.05 and previously conducted a

prerequisite test that is Kolmogorov Smirnov normality

test with α = 0.05, and homogeneity test using the F test

with α = 0.05. The data obtained is then classified based

on HOTS.


HOTS test scores of students in the experimental class

obtained the highest score of 88 and the lowest of 55,

while an average of 73.68 with a standard deviation of 5.9.

The criteria in this study are very low, low, moderate,

high, and not found very high criteria. For more details

can be seen in table 1.

Table 1. The score of HOTS test in the experimental class

Category Interval Score Frequency of

students

Very High 90-100 0

High 79-89 3

Moderate 65-78 28

Low 56-64 2

Very low 0-55 1

In the control class, the highest score was 80 and 51

were affected, while the average was 70.67 with a

standard deviation of 6.252. Criteria are very low, low,

moderate and high and not found very high criteria. For

more details can be seen in table 2.

Table 2. The score of HOTS in the control class

Category Interval Score Frequency of

students

Very High 90-100 0

High 79-89 4

Moderate 65-78 28

Low 56-64 1

Very low 0-55 1

The normality test results showed a-max = 0.167, while

in the a-max control class = 0.108. D-table value = 0.23 at

α = 0.05 and n = 34. Because a-max <D-table in the

experimental class and the control class is 0.167 <0.23

and 0.108 <0.23, both classes receive Ho which means the

HOTS test score data is normally distributed.

F test results showed F-count = 1.118 and F-table-1.76.

Because F-count < F-table, both groups come from

homogeneous populations. While the results of the t-test

on students' HOTS test scores obtained t-count = 2.06 and

t-table = 1.99 at α = 0.05. Because t-count> t-table, then

reject Ho, meaning that there is an influence of the group

investigation learning model on Students HOTS on the


topic of environmental pollution. Description of HOTS

questionnaire test student data scores in the experimental

class obtained the highest score of 79, the lowest 55, an

average of 71.30 with a standard deviation of 6.443. The

criteria are very low, low, moderate and high and no

criteria are found very high. Can be seen in table 3

Table 3. HOTS Questionnaire Scores for Students in Experimental Classes

Category Interval Score Frequency of students

Very High 90-100 0

High 79-89 1

Moderate 65-78 25

Low 56-64 7

Very low 0-55 1

For the control class, the highest score was 85 and the

lowest was 63. The average was 70.91 with a standard

deviation of 4.50 for HOTS score. Criteria are very low,

low, medium and high and not found very low and very

high criteria. For more details, please see table 4.

Table 4. Scores of the Critical Thinking Ability Questionnaire of Students in the Control Class

Category Interval Score Frequency of students

Very High 90-100 0

High 79-89 2

Moderate 65-78 31

Low 56-64 1

Very low 0-55 0

When compared with the experimental class and the

control class based on the average test scores and HOTS

questionnaire, it appears that the experimental class using

the group investigation model is higher than the control

class using the STAD method. For more details can be

seen in table 5.

Table 5. Comparison of the average score of the experimental and control class

Instrument Type Classes Average Score

Test Experiment 73,68

Control 70,67

Questionnaire Experiment 71,30

Control 70,91

The observation score of students in the experimental

class based on the indicator shows that the highest score is

the indicator of changing/transforming with a score of 94,

while the lowest is the score of the indicator making an

analogy of 61. For the control class, the highest score on

the spec asking questions is 92, and the lowest on the

score making an analogy of 56. More details can be seen

in table 6.

Table 6. Student observation scores based on indicators of HOTS

No Indicators Experiment Control

1 Observe 85 81

2 Generating ideas 86 82

3 Asking question 86 92

4 Connecting concept 81 69

5 Make an analogy 61 56

6 Recognize patterns 81 57

7 Solve the problem 75 83

8 Transforming knowledge 94 78

9 Make synthesis 72 78

The average score of HOTS test students in the

experimental class is higher than that of the control class,

which was 73.68> 70.67. The difference in the average

value showed the influence of the group investigation

learning model on Students HOTS on the topic of

environmental pollution. The group investigation learning

model was a cooperative learning model that was

deliberately designed to train students to think critically

and creatively in solving an environmental problem

[17,18]. This student activity was included in

constructivism, the teacher gives the opportunity to

students to find ideas in learning. This is one of the

teacher's efforts so that students form their own

knowledge [19–22].

For the group investigation learning model students

conduct investigations on a topic of environmental

pollution in accordance with the plan, followed by

analyzing the results by making scientific reports and

presented in groups in front of the class. The application

of the scientific method continued with class discussions

on science subjects that can help direct HOTS [23,24].

The average score based on a HOTS questionnaire in the

class with the group investigation method was better than

the class using the conventional learning model. This was

because with the direct involvement of students in the

field, they will be directly involved in the information,

and show that students used HOTS [25–28].

The difference in the average HOTS questionnaire

score showed the alignment between the test score and the

questionnaire score. High test scores have a directly

proportional relationship with questionnaire test scores. In

the group investigation class, the change/transform

indicator has the highest average observation score. This

was because students make observations and direct

interviews with informants, so that the amount of

information obtained causes students to internalize

information to be able to solve problems [29–31]. The

next step was processing data and presenting information

in different forms both in the form of power points and

posters. This showed that with the group investigation

learning model, students’ HOTS can develop compared to

conventional learning models.


For class with conventional learning model methods,

the indicator asking questions has the highest score. This

was because the use of articles in learning makes students

connect the information contained in the article with the

previous knowledge and their experience [32–34]. Even

though, by using a conventional learning model, the

students’ HOTS can still develop. This can be seen at the

time of discussion that students can answer questions, but

those proposed have not focused on solving problems that

exist on the topics.

Based on all the HOTS indicators, the indicator

recognizes patterns was an indicator that has the largest

average difference in the results of observations. This is

seen from the difference between the class with the group

investigation model and the class using conventional

learning models. This was because the student

investigation group class can identify any information

obtained during the investigation, then students solve the

problem by linking every relationship that is in the

information, this can increase HOTS [29,35–38].

The score of HOTS ability tests on conventional

learning model methods is low compared with the group

investigation method, because in conventional classes

students do not do learning outside the classroom [39].

This is because learning outside the classroom involves

students' ability to observe, investigate problems directly.

Learning like this will have an impact on increasing

further curiosity to have much information [40–41]. The

strength of group investigation emphasizes students to

solve problems in groups with colleagues to develop an

understanding without fear, because a decision is a group

decision [42,43]. The advantages of group investigation

methods is to stimulate students to think critically together

in their groups, so that they can solve problems [7,44–48].

4. Conclusions

Based on the results of the study, it can be concluded

that there was an influence of the group investigation

learning model on students’ HOTS on the topic of

environmental pollution. The recommendation of this

study was that teachers can apply the group investigation

learning model to students. In addition, teachers can also

apply other group learning models in order to increase

students' HOTS. The use of other learning models based

on cooperative learning is also highly recommended so

that they can be applied to improve students' HOTS

abilities.

Acknowledgements


teachers who have been participated in this research.

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DOI: 10.13189/ujer.2020.081803

Analysis of Science Process Skills in

Senior High School Students

Ardina Dwiyani Inayah, Rizhal Hendi Ristanto*, Diana Vivanti Sigit, Mieke Miarsyah


Received October 19, 2019; Revised January 27, 2020; Accepted March 24, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract Science process skill is one of the important

skills possessed by students in studying Biology. That is

because the process of learning Biology cannot be

separated from scientific processes, such as observing,

experimenting, and analyzing activities. Good science

process skills are believed to be able to help students

understand Biology concepts easily and correctly. The

purpose of this study was to analyze the science process

skills possessed by high school students in Cilegon city.

This research was conducted in February 2019, the sample

was taken using the simple random sampling method with

a total sample of 35 students. The research used descriptive

quantitative method. Data was collected by the science

process skills test instrument. The results show that the

average score of science process skills possessed by

students is still categorized as sufficient, because the

average value of science process skills obtained from 35

students were 58.

Keywords Science Process Skill, Biology, Scientific

Process Science Process Skill, Biology, Scientific Process

1. Introduction

Biology is a science that cannot be separated from

scientific activities. Biology is closely related to activities

in finding out and understanding nature in a systematic way,

so that learning not only requires knowledge in the form of

facts, concepts, and or principles but also requires a

scientific process [1]. In carrying out the process of

scientific activities of course, a skill is needed.

Science process skill is one of the important skills

possessed by students in conducting scientific activities.

Scientific activities are closely related to the Biology

learning process, because Biology learning cannot be

separated from the scientific process, such as observing,

experimenting, and analyzing activities. Science process

skills are believed to be able to improve scientific literacy

[2], help students understand Biology concepts easily and

correctly. During the learning process, students are

required to be active in discovering the main concepts of

Biology material through observation, experimentation,

drawing pictures, graphs, tables, and communicating the

results to others [3].

Science Process Skills are classified into two kinds.

There are basic science process skill and integrated science

process skill [4]. That is shown in table 1.

Science process skills help students to develop a sense of

responsibility in learning and increase how important

research methods are in the learning process [5]. Science

process skills are useful for students to be more active in

understanding a concept [6,7]. Science process skills are

also not only useful in the learning process in the classroom,

but also useful in solving problems in everyday life.

Individuals who cannot have good scientific process skills

will experience difficulties in daily life, because these

skills are not only used during education, but are also used

in everyday life [8-10].

Based on this, it can be seen how important science

process skills are in daily life, especially when conducting

learning activities. Therefore, it is necessary to conduct

research on the analysis of science process skills in high

school students.

16 Analysis of Science Process Skills in Senior High School Students

Table 1. Classification of Science Process Skill

Basic Science

Process Skill

Observing Paying attention to the properties of objects and events using the five senses.

Measuring Expressing the number of objects or substances quantitatively.

Interpreting Provide an explanation for a particular object or substance quantitatively.

Classifying Connecting objects and events according to their nature or characteristics.

Predicting Forecasting future events based on past observations or data extensions.

Communicating Using words, symbols, or graphics to describe an object, action or event.

Integrated

Science Process

Skill

Controlling Variables Manipulating and controlling properties related to the situation of events for the

purpose of determining cause and effect.

Making a Hypothesis

Stating tentative generalizations from observations or conclusions that can be used

to explain a relatively larger number of events but they must be tested with an

experiment or more.

Conducting Experiments

Testing hypotheses through the manipulation and control of independent variables

and observing the influence on the dependent variable: interpreting and presenting

results in the form of reports that can be followed by others to experiment.

Interpreting Data Results of explanations, conclusions, or hypotheses from data that have been

graphed or placed in tables.

2. Materials and Methods

This study used quantitative descriptive research with ex post facto research method. This study aims to measure and

analyze science process skills in students. The target population in this study were all students at SMAN 2 Krakatau Steel

Cilegon, while the affordable population was all students of class XII MIA at SMA N 2 Krakatau Steel Cilegon. The

research sample was selected using purposive sampling technique. Then a sample of 35 students was obtained in class XII

MIA academic year 2018/2019.

The instrument used in this study was a science process skill test that was developed based on Chiapetta and Koballa's

science process skill indicators. The instrument consists of 20 questions in the form of multiple choices that had been

tested for validity. Then the valid instrument was distributed to senior high school students to measure their science

process skills score. The score was interpreted by using Arikuntoʹs score interpretation criteria [11]. Then the results were

obtained, analyzed using descriptive statistical analysis. (Table 2).

Table 2. Score Interpretation Criteria by Arikunto

Score Range Criteria

0 - 20 Very Bad

21 - 40 Bad

41 - 60 Sufficient

61 - 80 Good

81 - 100 Very Good


3. Results and Discussion

a. Science process skills of students

Figure 1. Graph of Science Process Skill Average Score

In the score regarding the science process skills, it is obtained that the lowest score is 40 and the highest score is 80 with

an average score of 58. The highest frequency is in the range of scores of 54-60, as many as 13 people and at least there is

in the range of scores 47-53; 68-74; 75-81, each consisting of 3 people. Based on the score interpretation criteria [11], the

majority of class X MIA students in SMA N 2 Krakatau Steel Cilegon city have sufficient science process skills.

These are the examples of question about science process skill test for each dimension(That is shown in table 3.):

Table 3. Science Process Skills Test

Dimension of Science

Process Skill Question

Observing

The activity of seeing similarities and differences through observations about the parenchyma

tissue with the tissue collenchyma tissue in plants, is an example of ?

Measuring

A group of students conducts experiments to determine the effect of light intensity on the

growth of grass height. What skills must they have in conducting the experiment?

Interpreting

Based on the table of trial results below, what can you conclude?

No. Condition ƩPulse / minutes

1. Sitting down 75x / minutes

2. After walk 100 m 86x/ minutes

3. After up down stairs 2x 98x/ minutes


Classifying

These are a grouping of diversity of animals by level ...

Predicting

The following is a form of science process skills in predicting…

Rina will definitely get 100 on the Biology daily test

Bagus would be happy if given a smartphone by his parents

If seawater recedes suddenly after a large-scale earthquake, a tsunami will usually occur

If next Monday it rains heavily, it looks like the ceremony will be canceled

Communicating

A student learns about the effect of temperature on the development of bacteria. The students

obtained data as follows, at a temperature of 5 oC the number of bacterial colonies is 0, at a

temperature of 10 oC the number of bacterial colonies 2, at a temperature of 15

oC the number of

bacterial colonies 6, a temperature of 25 oC the number of bacteria 6, a temperature of 50

oC the

number of bacterial colonies 8 and at 70 oC the number of bacterial colonies is 1.

Which graphs represent the experiment data?

Controlling Variables

A study was conducted to find out whether leaf litter put into the ground had an effect on the

tomatoes produced. Tomato plants used are one week old. Tomato plants are planted in four

large tubs. Each container is filled with 10 kg of soil with the same type of soil. the first tub was

filled with 15 kg of leaf litter mixed with soil. The second tub was filled with 10 kg, the third tub

was filled with 5 kg and the fourth tub was not filled with leaf litter. All tubs are placed outside

the house to get sunlight and watering is done. Then, the number of tomatoes produced in each

tub is calculated.

Which is the dependent variable in the study?

Making a Hypothesis

Rini wants to know if temperature affects the amount of sugar that will dissolve in water. He

poured 50 mL of water with a temperature of 0oC, 50

0C, 75

0C and 95

oC into four bottles. Then,

she dissolves as much sugar as possible in each bottle by stirring it. Which hypothesis is being

tested?

Conducting Experiments

Nisa made an observations about the effect of the concentration of sunlight on the growth of

mung bean seeds from these observations taken a hypothesis that is the influence of the

concentration of sunlight on the growth of mung bean seeds. From observations to be made,

Nisa needs to prepare tools and materials that must be used in these observations. What tools

and materials does Nisa need?

Interpreting Data

An investigation is underway to examine how much water is needed for plant growth. One type

of plant is planted in five small plots of land and given water. After two months, each plant is

measured its height. Data is displayed in the graph below.

What is the relationship between the variables?


b. Indicator of science process skills

Figure 2. Graph of Average Scores for Each Science Process Skill Indicator

In the average score for each indicators of science

process skills possessed by students, it showed that the

highest science process skills were in the skill of

conducting experiments whose score was 66, which is

based on the score interpretation criteria by Arikunto

categorized as good, whilst the lowest score of science

process skills were in measure skill and communication

skills, each of dimension score was 46, which is based on

the score interpretation criteria by Arikunto categorized as

bad.

The average score of observing skills that possesed by

students was only 61. Based on the score interpretation

criteria by Arikunto, it is categorized as good. The

observing skill is the most basic process in learning science

and very important to upgrading the other science process

skills, such as measuring skills, inferring skills,

classification skills, and communication skills [12]. This

was one of the reasons why the other average score for each

indicator of science process skills was categorized only as

sufficient.

The average score of concluding skills possessed by

students was 64. Based on the score criteria interpretation

by Arikunto, it is categorized as good. The inferring skill is

an ability to decide the state of an object or event based on

the desired facts, concepts, and principles [13]. To practice

the ability of students about inferring, students need a

learning model that has a philosophy of constructivism,

that makes students active because it requires students to

build their own knowledge. One learning model which has

a philosophy of constructivism is the discovery learning

model. Discovery learning can help students to improve

their basic science process skills [14]. Discovery learning

model is learning by using the discovery process so that

students can find or re-prove a concept in the form of

definitions or conclusions [15].

The average score of classifying skills that possessed by


by Arikunto, it is categorized as enough. This is probably

due to the teaching, especially the material on classification,

which is only taught through lecture and discussion

methods. For example, when students learn about the

classification of living things, students learn the types of

classifications that have been made, so learning is less

meaningful and does not encourage students to think

actively. Students are introduced too early to a ready-made

classification system about grouping living things, so

students do not form their own classification concepts but

rather imitate the existing systems [7]. Classifying is a

process skill to sort out various objects of events based on

their specific characteristics, so that there are groups /

groups of similar types in question [13]. Classifying skills

can develop the ability of students to think logically and

flexibly. Therefore the ability of classification is very

important to be developed at various levels of education,

being primary, secondary, or at a higher level [7]. Such as

using EL learning model, it can give the opportunity to the

students to do the learning activities actively. It will guide

them to get more experiences through their active

involvement rather than reading the materials or concepts

[16].

The average score of predicting skills that possessed by


by Arikunto, it is categorized as bad. Predicting skill is

ability to anticipate or make predictions about everything

that will happen in the future, based upon a pattern of

evidence [13]. The ability to make predictions about future


events allows us to successfully interact with the

environment around us [17].

The students predicting skills were bad, maybe it was

caused by the learning process that does not exercise

students to build skill of predicting. Teachers can help

students to develop predicting skills by making

connections between predicting while reading and

predicting in science. Students will not necessarily make

these connections independently, so teacher talk and

questioning are important.

The average score of controlling variables skills that

possessed by students was 59. Based on the score

interpretation criteria by Arikunto, it is categorized as

sufficient. Controlling variables skill is ability to state the

factors or variables which affect the experiment. It is

important to manipulate the variables being tested and keep

all other variable constant. The one being manipulated is

the independent variable. The one being measured is the

dependent variable.

The average score of hypothesizing skills that possessed

by students was 63. Based on the score interpretation

criteria by Arikunto, it is categorized as good. The

hypothesizing skill is ability to formulate the tentative

statements or expected outcome for experiments. These

statements must be testable.

The average score of data interpreting skills that

possessed by students was 59. Based on the score

interpretation criteria by Arikunto, it is categorized as

sufficient. The data interpreting skill is being able to

connect the results of observation with the object to draw

conclusions [13].

The average score of conducting experiment skills that

possessed by students was 66. Based on the score criteria

interpretation by Arikunto, it is categorized as good. The

skill of conducting experiments is one of the skills of an

integrated science process [13]. The skill of conducting

experiments is defined as the activity of testing hypotheses

by manipulating or controlling the independent variables

and seeing the influence that occurs on the dependent

variable [4].

This is likely due to the learning methods given to

participants currently referring to the 2013 curriculum

which requires practicum activities to be carried out on a

number of basic competencies [18]. The 2013 curriculum

also applies a student-centered learning process (student

center), it means that students are trained to be able to find

and build understanding of their own concepts, as well as

practical activities that train students to be able to

formulate and solve problems independently. Based on the

results of previous studies, it is known that learning

methods can influence the development of integrated

science process skills. Traditional learning methods

(teacher center) cannot develop integrated science process

skills in students [19]. It is also known that practicum is

one form of activity that makes students learn actively to

reconstruct their conceptual understanding [20].

In addition, practicum activities have a very important

role in achieving science education goals, one of which is

that they can develop basic skills in conducting

experiments [7,21,22]. Whilst the types of science process

skills that tend to be lower were owned by students, they

were measuring and communicating skills. Measuring and

communicating skills are part of basic science process

skills. Measuring skill is the ability to interpret the number

of objects quantitatively. Skills in measuring require

knowledge to use equipment appropriately to carry out the

calculations needed [23,24]. This skill is usually applied to

students when using preparations and reading

measurements [25]. The ability of students who tend to be

low in measuring possibilities is due to lack of learning that

involves the measurement process. Sometimes when doing

an experiment, the students were accustomed to use

materials that were ready to use, because the teacher or lab

assistant have measured or prepared how many materials

that will be used.

The way that can be used to improve the measuring skill

of students is applying the inquiry learning methods, which

states that the method of inquiry has a positive effect on

measuring skills in students [26]. Through inquiry learning

methods, students will be able to solve problems that occur

in learning by doing and finding their own knowledge, and

to prove their own knowledge directly. The development of

good measurement skills is very effective in making

quantitative observations, grouping, and comparing

everything around, and communicating it to others [27].

Communication skills are the ability to use words,

graphics, or symbols in describing an object or event [4].

The ability of students tends to be low in communicating

the possibility because in the learning process students are

not accustomed to explaining the material through pictures,

graphs or tables [28]. Communication skills are the skills in

choosing and using sentences, so that the information,

ideas or the communication can be easily accepted by the

interlocutor [29]. Communication skills are actually not

only done verbally, but can also be done in written form.

Communication skills possessed by students can help

students in transferring, presenting knowledge in order to

be able to extract information accurately.

The way to improve communication skills with students

is to provide concrete examples during the learning process

[30]. Learners will easily understand a complex and

abstract concept if during the learning process takes place

accompanied by real examples.

3. Conclusions and Suggestions

Based on the results of research on science process skills

in high school students in the city of Cilegon, Banten, it is

known that the average value of science process skills of

students is still in the sufficient category, namely 58.

Experimental skills are the highest skills while the skills in


measuring and communicating are the lowest skills

possessed by students. Though science process skill is one

of the important skills possessed by students in conducting

the learning process, if students have good science process

skills, students will be able to more easily understand

learning concepts. Therefore, efforts are needed to improve

science process skills in students, such as by applying

learning methods that can improve science process skills,

for example by using inquiry learning methods.

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[16] Indriani, D. and Mercuriani, I. S. Experiential learning model with mind mapping on fungi: how to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, Vol.12, No. 2, 223-237, 2019.

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[21] Baeti, Nur Shinta, et.al. Pembelajaran berbasis praktikum bervisi sets untuk meningkatkan keterampilan laboratorium dan penguasaan kompetensi. Jurnal Inovasi Pendidikan Kimia, Vol.1, No.8, 1260-1270, 2014.

[22] Hofstein. The laboratory in chemistry education: thirty years of experience with developments, implementation, and research. Journal Research and Practice, Vol.3, No.5, 247-264, 2004.

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[26] Miarsyah, M., Ristanto, R.H., Nurhayati, Mufida, S.N., Suparini, Zharroh, A.E. Development of adobe flash media integrated into hots on circulation system (af-hots bicycle media). International Journal of Advanced Trends in Computer Science and Engineering, 9(1), 896-903. 2020.


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[29] Yusefni, W., & Sriyati, S. (2016). Pembelajaran IPA terpadu menggunakan pendekatan science writing heuristic untuk meningkatkan kemampuan komunikasi tulisan siswa SMP. Edusains, Vol.1, No.8, 9–17, 2016.

[30] Ambarsari, W., et.al. Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas VIII SMP Negeri 7 Surakarta. Jurnal Pendidikan Biologi, Vol. 1, No.5, 81–95, 2013.

Universal Journal of Educational Research 8(4A): 23-30, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081804

Micro-teaching in the Digital Industrial Era 4.0: Necessary or Not?

Eka Putri Azrai, Daniar Setyo Rini*, Ade Suryanda

Biology Education, Faculty of Mathematics and Science, Universitas Negeri Jakarta, Jakarta, Indonesia



Abstract Background: The era of the industrial revolution 4.0 is often called the era of the digital revolution. In this era, the boundary line between biological, digital, and physical seems to fuse and become one so that it eventually becomes an era that has the characteristics of automation in all types of activities, the use of artificial intelligence in life, the use of machines and robots, the Internet of Things, networking and very open access to technology in life. Educators in the digital era are currently required to have 21st-century teaching skills to achieve the needs of superior generations in the digital age. Educational institutions of teaching professions are fully responsible for the fulfillment of teachers with the competencies needed in the current digital era. Micro-teaching is one of the teaching methods currently given to prospective teacher students to practice teaching skills in the classroom. However, the implementation of micro-teaching is considered to have many shortcomings including class conditioning that still seems unreal and lack of students' ability to design learning, especially in the current digital era. To answer this problem, researchers designed a series of studies to see what factors influenced the decline in performance. Aims: The focus of this research is conducted on micro-teaching learning methods that seem less effective in equipping teacher competencies, especially in the pedagogical and professional sections. This study aims to evaluate the implementation of micro-teaching, whether micro-teaching learning is still relevant to the digital era and to find out what factors are needed to fulfill the competencies of prospective teachers in the current digital era. Methods: A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and a focus group of discussions were used as the main tools for data collections. Result and conclusion: overall analysis of the findings indicated that the biggest obstacle in the implementation of micro-teaching is the lack of real experience regarding classroom conditions at school so that it still raises concerns in prospective teacher students. Prospective teachers described a variety of benefits they

gained from micro-teaching experiences. The study ended with recommendations and directions for future studies to further examine the highlighted result.

Keywords Micro-teaching, Pre-service Teacher, Evaluation, Revolution Industry Era 4.0

1. IntroductionThe development of social life in society today has

developed so rapidly. The industrial revolution that occurred had an enormous influence on the development of social life in all aspects of life as well as in the education' aspect. Industrial revolution 1.0 which focused on the development of the production of mechanical devices with steam technology shaped the social life of the people known as the "Hunting society" period. The industry continued to develop towards the revolution era 2.0, this period is known as "mass production and electricity" which developed the social life of agrarian societies. The development continued with electronic devices and IT technology and the entry of internet access into the 3.0 industrial revolution, this era developed the life of an industrial society which was marked by mass production of life necessities in a fast time.

In this 21st century, society has entered the next level, namely the 4.0 era and is ready to go into the 5.0 era. In the era of 4.0, society develops with advances in internet technology that build the environment of the cyber community or information society where it is easy for the public to gain access to information wherever and whenever. The era of the industrial revolution 4.0 is often called the era of the digital revolution. In this era, the boundary line between biological, digital, and physical seems to fuse and become one so that it eventually becomes an era that has the characteristics of automation in all types of activities, the use of artificial intelligence in life, the use of machines and robots, the Internet of Things, networking and very open

24 Micro-teaching in the Digital Industrial Era 4.0: Necessary or Not?

access to technology in life. Educators in the digital era are currently required to have 21st-century teaching skills to achieve the needs of superior generations in the digital age.

The five main skills needed in the industrial revolution era 4.0 are digital, working with tools, technology, and computer skills, programming skills for robots and automation, and critical thinking. Other soft skills that need to be fulfilled by the world of education in the 21st century include the ability to read and write effectively, the ability to count, digital literacy, leadership, adaptability, ability to work together, communication skills, initiative, curiosity, the desire to continue learning, critical thinking and creativity. The world of education with students, teachers, and schools as the main actors requires special attention to meet the needs of the 21st century soft skills. Teachers as creators of the learning process in schools are certainly not only required to have the 21st-century skills but also competent to be able to apply these skills to be able to design learning that supports the current digital era. Answering this, an educator is required to be capable and competent in meeting the standard criteria of a good educator. Teacher competencies include pedagogical competencies, professional competencies, social competencies, and personal competencies with this digital era soft skills.

Teacher education in Indonesia is manage by Educational Personnel Education Institutions (EPEI) who has the responsibility to be able to create prospective teachers who meet the four competencies to become professional teachers. EPEI in Indonesia has done various things to produce professional teachers. One of them is by providing educational courses that are taught in stages following the stages of the learning process starting from the educational foundation to the practice of teaching skills (PTS). Micro-teaching is one of the teaching methods used by EPEI to provide teaching experience to prospective teacher students. This method was first coined by (1) someone who described that:

“micro-teaching is a teacher technique which allows teacher to apply clearly defining teaching skills to carefully prepared lessons in a planned series of five to ten minutes encountering with small group of real students, often with an opportunity to observe the result on videotape”

Micro-teaching is certainly widely used in educational institutions for teaching staff and also in public services or private companies engaged in training services (2). The micro-teaching method is very important in the application of theory in practice (2). Micro-teaching is a teaching technique for teaching staff designed by the School of Education at Stanford University and was first applied as a combination training and tool for diagnosing prospective educators at Stanford in 1963 (3). Micro-teaching designed by Stanford University has three main objectives, namely preliminary experience and practice in teaching, a research vehicle to explore training effects under controlled conditions and an in-service training instrument for experienced teacher (3). Micro-teaching is a method that

aims to teach the behavior of a critical educator to a prospective educator. (2)

The results of several previous studies about micro-teaching said that micro-teaching did not consider very effectively in providing real experience to prospective teacher students (4). Micro-teaching in the process of implementation has undergone many modifications to make this method more real experiences for prospective teacher students. Motivated by the decline in teacher pedagogical competencies in Malaysia, a study was conducted and it was found that the "one by one" mentoring method was more effective in providing pedagogical competencies to prospective teachers students compared to micro-teaching (5). Another research said that mentoring "one by one" with one senior teacher in a school was more effective in providing an understanding of pedagogical competence for a prospective teacher (5). The research results above are supported by other studies which state that mentoring has a significant influence on improvingpedagogical competence (6).

Based on the evaluation research on the quality dynamics of prospective teacher students, the results show that the background of individual characteristics such as age, gender, and academic achievement index (GPA) values, provides the most significant relationship when compared to other factors such as teaching practice training (7). This opens up the idea that micro-teaching may be indeed ineffective as a method of training student teacher candidates with one of the biggest weaknesses being that it does not provide a real condition of the learning process. Considering that research on evaluating micro-teaching has also not been done for a very long time and has not been done much, it is deemed necessary to conduct research aimed at evaluating micro-teaching learning methods and providing innovations in this method to be able to adjust to the competency needs of teachers according to the times that have entered the digital era or often been called the industrial revolution era 4.0.

Universitas Negeri Jakarta is one of EPEI in Indonesia, in particular. The biology education study program found the same problem, namely the decline in the quality of student-teacher candidates in several pedagogical aspects. This can be seen from the student performance during practical teaching activities and also in preparing learning plans. To answer this problem, researchers designed a series of studies to see what factors influenced the decline in performance. At present, the focus of the research is on micro-teaching learning methods that seem less effective in equipping teacher competencies, especially in the pedagogical and professional sections. So it is necessary to hold an evaluation to find out what are the factors that hinder and support the implementation of micro-teaching.

2. Methods This research is a mixed-method study with descriptive

qualitative and quantitative approaches. The research was


conducted at the Biology Education Study Program at UNJ in March, October 2019. This research is one part of the research into the development of micro-teaching instruments that are being developed as a whole. From a series of research activities covering 3 stages namely exploration and development, pilot studies and implementation, this research is included in the exploration phase which aims to evaluate the learning process of micro-teaching and its relation to find out what factors are influenced in the process. This exploration stage has several activities. First, literature review on the competencies that must be achieved by a prospective teacher in responding to the challenges of the industrial revolution in the field of education in the 21st century and its application in schools as an educational unit. Second, Focus Group Discussion (FGD) with students to find out their hopes and needs related to evaluating micro-teacing, standardized assessment instruments, competency of prospective teachers and providing good feedback so that they can reflect on prospective teachers. Third, distribution of learning evaluation questionnaires to students of 2015-2016 in the Biology Education Study Program, Universitas Negeri Jakarta.

A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and focus group discussions were used as the main tools for data collections. The questionnaire was developed to evaluate microteaching from the pre-service teacher’ perceptions. The evaluation indicators adapted from Aelterman’ research on development and evaluation of a training on need-supportive teaching in physical education, consist of three parts of the training in terms of interaction, innovation, interest, intelligibility, and essential (8). The questionnaire items to be rated on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The questionnaire were validated by experts and tested for reliability by Alpha cronbach with score 0.7 (high).

The research sample was active students of the biology education program, who had and/or were taking practical teaching skills courses (class of 2015-2016) as many as 65 people were taken with the Simple Random Sampling technique.The research data consists of two, namely: Quantitative data, taken using the learning process evaluation questionnaire with a total of 65 respondents. Qualitative data, taken using the focus group discussion method of 2 groups (@ 8-10 people) from class 2016 students who have taken the microteaching course and will be doing practical work practices at school as prospective teacher students.

Data analysis was carried out using an evaluation approach with a Kirkpatrick framework on several aspects. Quantitative data was analyzed with descriptive analysis and qualitative data was analyzed with thematic analysis

(9).

3. Results and Discussions Retrieval of data in this study used a questionnaire

evaluating the learning process and assessment of microteaching. Questionnaires were given to prospective teacher students with the criteria that students had followed the teaching skill practice (TSP) course. Students involved as respondents were students of Biology Education in 2015 and 2016 with a population of 115 people and the final number of samples obtained by the random sampling technique was 65 respondents (respond rate 57%).

The characteristics of respondents showed that 65 respondents consist of 8 men (12.3%) and 57 women (87.7%). Respondents have ages in the range of 20-24 years. Most of the ages are at 21 years old (60%) and at least at 24 years old (1.5%). As many as 98.5% of respondents have attended teaching practices and have experienced the process of implementing micro-teaching. In the micro-teaching course, several micro-teaching exercises were conducted, and 34.7% of respondents answered doing micro-teaching exercises 3 times and this was considered sufficient (75.4%) to equip them before directly teaching the practice in school. Student GPA in the range> 3.50 has the most amount which is 47.7%. Details of the respondents' demographic table can be seen in table 1. Based on the results of the questionnaire data a description of the data that can be seen in Figure 1 was obtained. The graph shows that students have a positive response regarding the evaluation of learning micro-teaching seen from green which is quite dominant in the graph. More than 30 respondents stated strongly that they agreed about teaching skill practice course learning and the micro-teaching method used has done well, sufficiently equipping them to practice directly teaching in schools, and making them understand about teacher competencies and teaching skills.

However, several things need to be analyzed in more depth, in the items of statements of confidence and the application of the theory obtained, it appears that many respondents also chose not to argue (± 19-24 people). This indicates that there are still doubts and lack of confidence felt by students to teach directly at school. This is supported by several statements of students in focus group discussions (FGD) which state that there is still a lack of confidence, fear and worry about doing direct practice at school. Both stated directly or implicitly through a little smile expression and a long time lag to answer the question during the FGD activities. The statements that support student anxiety can be seen in the following quotes.


Table 1. Demographic Data of Respondent Characteristics

n %

Gender Male 8 12.3

Female 57 87.7

GPA < 2.00 2 3.1

2.00 – 2.75 1 1.5

2.76 – 3.00 2 3.1

3.00 – 3.50 29 44.6

>3.50 31 47.7

Have you taken or are currently taking a Teaching Skills Practice course?

Yes 64 98.5

No 1 1.5

How many times have you practiced in Teaching Skills Practice lectures?

1 4 6.2

2 5 4

3 43 34.7

4 13 10.5

Is the amount of practice you have done enough to make you understand the eight teaching skills and be able to practice them?

Yes 49 75.4

No 16 24.6

"Because the teaching practice is only in the TSP course, (M1: the teaching practice is only in the PKM course) eh, maybe we are applying it, it still lacks experience, isn't it, mom" [FGD_PBB_A1]

Figure 1. Graphic Description of the Evaluation Questionnaire Results


“Eee yeah [not sure] maybe in pre-service teaching course, we assume them as friends, ma'am, even though we consider him a student but his name is a friend, they certainly want to help us even though, if we ask they will certainly answer, it doesn't work, so life is like that but he lives eh, but when we were at school the students didn't know us that way, then they were very don't care about us, something like that, they didn't want to answer yes they didn't just want to answer like that, so what did they lack? We can do that while the course, but we are still afraid when we doing that in real school. (A3: not sure if it fits) when it fits in class (when it goes directly to the field) it seems like it will be different. Not as beautiful as this "[FGD_PBB_A1]”

"About after doing micro-teaching or practice in course do you feel confident or not to go to the field? Because of the 19th, it was already asked to be taken to school here. On the 15th there are even schools that have asked, are you confident or not? To be delivered to school. [not just an answer, grinning] not pretty sure, mom ... (hehe) [laughing] (I don't want to, ma'am) what should I do? Confidence? (what about my friends .... [laughter] [FGD_PBA_A6]

The statements and opinions of the students above prove that micro-teaching helps them in terms of training them to become a teacher. Because they are asked to be able to make learning plans in such a way in the allocation of time for 30 minutes. However, due to several factors at the time of the exercise of making their confidence decrease, one of them is because the condition of learning micro-teaching is not a real condition as they will face in school. So, then it causes anxiety and fear to face the real class situation. This appears in the statements of students during the FGD as follows.

“Eee yeah [not sure] maybe in pre-service teaching course, we assume them as friends, ma'am, even though we consider him a student but his name is a friend, they certainly want to help us even though, if we ask they will certainly answer, it doesn't work, so life is like that but he lives eh, but when we were at school the students didn't know us that way, then they don't care about us, something like that, they didn't want to answer yes, they didn't just want to answer like that, so what did they lack? We can do that while the course, but we are still afraid when we doing that in real school. (A3: not sure if it fits) when it fits in class (when it goes directly to the field) it seems like it will be different. Not as beautiful as this "[FGD_PBB_A1]”

"What do you want, the fear of meeting students is different, ma'am, (does that mean?) Like theories, in reality sometimes they are not the same" [FGD_PBB_A6]

"But you haven't gone to school yet, you don't know yet (that's why I'm not scared, we just suggest it, Mom, actually)" [FGD_PBB_A3]

Some of research states that micro-teaching has shortcomings in terms of providing real experience to prospective teacher students (4). The mistakes in the

minicourse which uses expert models together with student teacher candidates, indicate that the expert models do not represent a lot of real conditions maybe because they are too standard or too perfect so that conflict conditions that often arise in the classroom cannot be experienced by student teacher candidates (4). Other research also supports the results of Cornford's research by stating that micro-teaching conducted by prospective teacher-students is nothing more than performing to complete assignments in a course so that it does not look like actual teaching (10). That research argues that although lecturers design micro-teaching learning as real as possible like conditioning student teacher candidates to dress like the teacher in the classroom or conditioning the class as in school, in fact, it still does not like its original condition. Sometimes student teacher candidates cannot answer questions raised by students only when students come from outside (not their friends) (10).

Overall, based on the respondents' opinions, micro-teaching is still needed and helps them to practice becoming a teacher. This result was supported by several previous study. In 2005 there is a study examined the reflective output of 31 secondary education pre-service teachers during a second micro-teaching session and concluded that student teachers considered micro-teaching as a favorable and meaningful learning experience (11). Prospective teachers at Ankara’s Middle East Technical University in Turkey establish that students emphasized their needs for more opportunities to practice teaching through micro-teaching application (12)(13). In an another study which investigated the perceptions of student teachers at Florida State University found that the students overwhelmingly expressed that the opportunity to apply in practice the pedagogic theories they learned was extremely beneficial (14).

Although in its implementation it is necessary to make some changes to make the micro-teaching class feel as real as the class at school. Because the teacher's practical skills component can be improved by giving students prospective teachers a long time to be in school, adapting to the school environment and getting them involved in school activities (15). Evaluation, change, and innovation in the implementation of micro-teaching at this time are needed not only because of the shortcomings and weaknesses of the methods that have been experienced but also because of the demands of the needs of teachers in the current 4.0 era. The teacher needed in the 4.0 era is not only someone who is intellectual and skilled in teaching but is also someone who has soft skills and 21st-century skills that are in line with the development of the current digitalization era.

The generation of students continues to develop along with the times, therefore teachers must continue to grow in line with the times. In the 4.0 era, there are currently five skills that must be possessed namely digital skills, working with tools, technology, and computer skills, programming skills for robots and automation, and critical thinking. The


current competency needs of teachers include teachers expected to have comprehensive assessment skills, 21st-century competencies, the ability to present modules by the interests/talents/ passion of students and the ability to present innovative authentic learning.

Based on the results of a survey that has been conducted, prospective teacher-students are currently actually aware of the development of teacher competency needs in the 4.0 era. This is indicated by 97.4% of respondents who answered yes and 2.6% of respondents who answered no to states whether they knew the industrial revolution 4.0. Prospective teacher students also think that the curriculum currently given to them is considered to have equipped them to be able to meet the demands of the teacher's competence with a yes answer survey of 73.7%.

Nevertheless, there needs to be a re-evaluation of how much the curriculum that has been given affects the increasing competency of prospective teacher students. Based on the survey results it was found that of the four teacher competencies in the 4.0 era at present, the ability to present modules in accordance with students' interests/talents/ passions and the ability to present innovative authentic learning are judged to have not been well-facilitated in the curriculum they have currently received (Figure 2 ). This is in line with the anxiety of prospective teacher students regarding their readiness in facing the learning process in class and their skills in making learning plans that are conveyed in the FGD as follows.

"I think it is , the subject of theory learning" "Learning theory, eh eh" "That's right there are

approaches, methods, and that's right ... well, it's like we still know how to do it now"

"Still confused huh ... to distinguish (yes) in terms of concept? (yes) moreover to implement it (yes ma'am) ”[FGD_PBA1_A3_A8]

EPEI in Indonesia has done various things to produce professional teachers as explained earlier. One of them is by providing educational courses that are taught in stages following the stages of the learning process starting from the educational foundation to the practice of teaching skills (PTS) with micro-teaching as a learning method. Based on the data above, the implementation of micro-teaching can be more effective if it is supported by the completeness of the learning process from other supporting courses especially on learning material about making a lesson plan

for the class. If one of the learning processes in one of the courses in the curriculum is not carried out properly it will affect the process of implementing micro-teaching. The implementation of micro-teaching helps prospective teacher students to be able to implement pedagogic and professional competencies that they have gained in the classroom (16). This case stressed that micro-teaching serves as a reinforcement to implement pedagogic and professional competencies that students have gained during the previous learning process. The ability to present innovative authentic learning has not been well-facilitated in the learning process that has been obtained so far (figure 2).

Prospective teacher students also considered that the skill of giving advanced questions was one of the teaching skills that were very difficult to apply. This can be seen in the quotes in the FGD as follows.

"Maybe in my opinion, oh, this basic question, later will be this follow-up question, but it turns out, when the students answer, then we are confused like that, isn't that what it means" [FGD_PBB_A3]

"Yes, but sometimes we continue to question (not according to expectations) the students' answers, but the follow-up answers are not what we think about," he said. "[FGD_PBB_A3]

"It seems like we are not ready yet, why is this answer?" [FGD_PBB_A9]

"Yeah, so it's like looking for mom, [laughter]" [FGD_PBB_A9]

Based on the statements in the FGD above, it appears that prospective teachers-students are still not flexible and creative to be able to manage classroom conditions during the learning process. They are not ready to face classroom conditions that are outside of the scenario they have planned before. It can be seen from the results of the next survey (Figure 3) which show three 21st century skills are judged to be very lacking namely foreign language skills, analytical thinking skills, and creativity. Authentic learning and advanced questioning skills are two things that relate to teaching skills in evaluating teaching situations and are flexible in building effective responses during classroom teaching activities (17). This skill can be obtained ideally by providing direct experience to prospective teacher students regarding activities in school and making ongoing observations at school.


Figure 3. 21st Century Skills Survey for Teachers

However, this has become difficult to do so the problem at the moment is the separate experience of the prospective teacher's students regarding the theory gained from their practice. Snyder & Darling-Hammond based on the results of their research stated that this ability can be trained using four learning strategies namely cases, exhibitions of performance, portfolio and problem-based inquiries (action research) (17-22). Cases can build the ability of prospective teacher students to make decisions. Exhibition of performances can help improve teaching performance and train student creativity. Portfolios support student teacher candidates to learn to reflect on themselves and action research can assist students in developing analytical thinking. As for the 10 skills of the 21st century that must be possessed, prospective teacher students assess the ability to work together / teamwork which is a skill that has been well facilitated (15.8%).

Prospective teacher students in biology education study programs are indeed familiar with the process of cooperative learning that provides learning experiences in discussion activities to discuss a topic in groups. Apart from that, practicum activities in the laboratory or the field get them used to working in groups. Thus, the ability to

work together is indeed very facilitated in the learning process of prospective teacher students in the biology education study program, UNJ. Foreign language skills and IT use skills are considered an important ability to be possessed by a teacher in the 4.0 era. Based on the results of the FGD, discussion, survey results and analysis that have been carried out solutions provided by respondents related to problems that have occurred so far regarding the implementation of micro-eaching and teacher competency needed in the 4.0 era are bring students from outside so that students are not friends themselves, doing the last exercise in school directly, shown a teaching video when giving initial material, giving feedback in the form of comments from lecturers and observers, providing examples of how to teach and apply biology learning material to students school later by lecturers, increasing activities and interactions with the school environment since the beginning of the semester, getting input and direct guidance from teachers who teach in schools, developing IT-based learning (E-learning), and providing learning experiences that practice effective communication skills, foreign language skills, and creativity.


4. Conclusions Micro-teaching is still needed to be carried out as a

method of training prospective teacher students, although several things need to be changed and updated to suit the competency needs of teachers at present. Factors that need to be considered for updating the micro-teaching method include:classroom conditions that are made as real as possible with the conditions of the class at school (bringing students to practice directly at school during the last micro-teaching exercise), the use of standardized instruments to assist in providing comments when becoming an observer and can be used as a benchmark for designing learning in the classroom, giving feedback/comments is needed by students because feedback is a must in every microteaching, mentoring on by one by the original teacher who teaches at the school is something that needs to be considered so that students get a role model to be used as reference material, completeness of learning in the previous course becoming important in implementing better micro-teaching, provision of learning that emphasizes innovative authentic learning to support planning the learning process,developing IT-based learning (E-learning), and providing learning experiences that practice effective communication skills, foreign language skills, and creativity.

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DOI: 10.13189/ujer.2020.081805

The Contribution of Metacognitive Skills and Creative

Thinking Skills in 21st Century Learning

Yusnaeni1,*, Aloysius Duran Corebima2, Herawati Susilo2, Siti Zubaidah2

1Faculty of Teacher Training and Science Education, State University of Nusa Cendana Kupang, Indonesia 2Biology Department, Faculty of Mathematics and Science, State University of Malang, Indonesia



Abstract This is a correlational research related to the

multiple correlation between metacognitive skills and

creative thinking skills with students' cognitive learning

results. This research aimed at investigating the

contribution of metacognitive skills and creative thinking

skills simultaneously on the cognitive learning results of

226 senior high school science students of Kupang,

Indonesia. Metacognitive skills and creative thinking skills

were measured integrated with cognitive test. The

assessment of metacognitive skill, creative thinking skill,

and cognitive learning results developed was validated

before being used. The results of the research showed that

metacognitive skills and creative thinking skill

simultaneously had a high contribution on students’

cognitive learning results as much as 62.78%.

Metacognitive skills had a higher contribution to cognitive

learning results as much as 50.26%, while the contribution

of creative thinking skill was 12.52%. Based on this result,

teachers need to empower students' metacognitive skills

and creative thinking skills in learning because both

thinking skills are required in 21st century.

Keywords Cognitive Learning Results, Creative

Thinking, Metakognitive Skills, Thinking Skills

1. Introduction

Biology is one part of science that emphasizes directly

on the realization of the scientific method through a series

of scientific work and scientific values and attitudes.

Therefore, students' thinking ability in learning in class

needs to be cultivated and empowered. [1] Thinking skills

are tools that are needed for someone to take alternative

actions or decisions both individually and collectively.

Furthermore, [2] revealed that thinking skills are a

collection of skills that regulate a person's mental processes

consisting of knowledge, disposition, cognitive operations

and metacognitive. [3] also added that thinking skills need

to be developed in order to help students to process

information, plan learning activities, monitor attention and

maintain motivation for learning.

Students' abilities to monitor, process and evaluate their

learning activities are commonly known as metacognition.

The term metacognition was first introduced by Flavell [4].

Metacognition is a person's consciousness about the

process of monitoring, controlling and organizing thoughts

and self-actions such as "what can I do differently, how

will I do, what should I do if I don't understand?" Weiner

and Kluwe [5] added that metacognition was a second

order cognition having meaning as thinking about thinking,

knowledge about knowledge or reflection about action.

Metacognition has an important role in the success of

student’s learning. Metacognition can empower the

students to become independent learners. To become

independent learners required awareness to plan, control

and evaluate their learning activities. Metacognition was an

important element in the development of lifelong learning

theory [6], important in learning and was a strong predictor

of academic success [7]. [8,9] It is added that the

application of metacognitive strategies in learning can

improve learning outcomes, and creative thinking ability of

low academic students.

Developing metacognition basically improves the

process of thinking in order to control what is thought of

and done. Students who have good metacognitive skills can

change their learning habits such as making regular study

time schedules or summaries that make learning easier

depending on the demands of the environment. [10] The

process of metacognition and self regulation is expressed in

tasks such as checking, planning and stirring. Therefore it

is clear that an important component of metacognition is

students’ ability to reflect on their own learning. The

correlation between metacognitive skills and students’

learning results has been reported by [11-13], but they do

32 The Contribution of Metacognitive Skills and Creative Thinking Skills in 21st Century Learning

not report the correlation of both metacognitive skills and

creative thinking skills on learning outcomes.

In addition to metacognitive skill, creative thinking

ability is also believe play an important role in the success

of students’ learning. The definition of creative thinking

has been expressed by [14], and [15] added that creative

thinking is the ability to generate ideas that are new and

unique by combining the ideas in other ways. Creative

thinking ability is an important aspect that must be

possessed so that students become more daring to try new

things. Students' creative thinking skills can foster

creativity [16].

According to Treffinger [17], students having a creative

personality were usually more organized in

action. Innovative plans and original products or designs

are thought carefully in advance by considering the

problems that may arise related to their implications. Harris

[18] added that a creative student was child always curious

of anything, having wide interests, independent and

self-confident. Research on creative thinking in relation

with learning results has been reported by [19-22]. They

reported that there was a positive correlation between

creative thinking and learning results. Hirs and Peterson

[23] also revealed that academic gains could be predicted

through creativity test.

Based on the theory and research result, metacognitive

skills and creative thinking skill play an important role on

students’ learning results, it is necessary to pay attention on

both two thinking skills to improve students’ learning

results. The multiple correlations between meta-cognitive

skills and creative thinking skill see the contribution of

both on students’ learning results. The correlation needs to

be revealed because both skills are required in learning in

the 21st century. Greestein [16] revealed that one of the

required skills in the 21st century was the thinking

skill. Thinking skills include critical thinking, creative

thinking, problem solving and metacognitive skills.

This multiple correlation research will reveal the

contribution of metacognitive skills, creative thinking skill,

and the simultaneous contribution of both skills to the

students' learning results. The results of this research also

give information about the importance of empowering

students’ metacognitive skills and creative thinking skill in

learning, and not only focusing on students’ learning

results. Empowering both of these thinking skills is so

important that students can become competent and capable

of addressing the challenges of education in the 21st

century. This era gives a challenge for the students to be

critical and creative. Therefore, the thinking skill

developed in learning should already reach high order

thinking skills, which include metacognitive skills and

creative thinking skills.

2. Methods

This is a correlational research related to the correlation

between metacognitive skills and creative thinking skills

with biology cognitive learning results.

The population of this research was 10th grade student's

in 3nd Kupang Senior High School, 4th Kupang Senior

High School, students of state senior high school 3 Kupang,

state senior high school 4 Kupang and Catholic Giovanni

High School Kupang. Schools are selected by purposive

sampling. Each school is randomly sampled as many as 3

classes so that the total sample class is nine classes. Of the

nine sample classes a total sample of 226 students were

obtained.

The instruments of data collection were in the form of

essay test measuring metacognitive skills, creative thinking

skills, and cognitive learning results altogether. The

metacognitive skills were assessed by referring to

Corebima [24], the creative thinking skills were assessed

by referring to Treffingger [17] that had been adapted

based on five aspects of creative thinking namely

flexibility, originality, elaboration, fluency, and

metaphorical thinking, and the cognitive learning results

were assessed by referring to Hart [25].

The used instruments were validated before by the

expert and empirical validation. Expert validation

consisted of content and construct validity. Empirical

validity was carried out on 105 senior high school students.

The results of expert and empirical validation showed that

the instruments were valid and reliable to be used. The

validity test used was the Pearson product-moment,

meanwhile the reliability calculation used was alpha

Cronbach. Analysis of the data used was the normality and

homogeneity test then was proceeded with the multiple

regression analysis using SPSS.


The summary of the regression analysis of the

correlation between metacognitive skills and creative

thinking skills on students learning results is presented in

Table 1 to Table 4. Table 1 shows that the analysis of

variance result is higly statistically significant (0,000).

Table 1. Results of ANOVA (b)

Model

Sum of

Squares Df

Mean

Square F Sig.

1 Regression 5831.51 2 2915.76 188.04 .000a

Residual 3457.78 223 15.51

Total 9289.29 225

a Predictors: (Constant), Metacognitive skills, creative thinking skills

b Dependent Variable: Cognitive learning result

The results of ANOVA test presented in Table 1, if the


table is obtained showed that the significance value was

0.000 less than 0.05 (p <0.05). This result indicated that

there was a correlation between metacognitive skill and

creative thinking skill on students’ learning results. The

results of the analysis of multiple regression between

metacognitive skills and creative thinking skill on students’

learning results. The B value of the metacognitive skills

and creative thinking skills is given in Table 2.

Table 2. Analysis of Regression Equation Coefficient

Model

Unstandardize

d Coefficients

Standardized

Coefficients T Sig.

B

Std.

Error Beta

1 Constant 17.42 1.172 14,86 .000

Metacog .56 .049 .645 11,42 .000

Creative .15 .044 .195 3,46 .001

a Dependent Variable: student’s learning result

The regression equation of the correlation between

metacognitive skills and creative thinking skill on students’

learning results is shown in Table 2, the regression

equation is Y = 17,42 + 0,56X1 + 0,15X2. The equation

shows that an increase in the value of metacognitive skills

will increase the value of learning outcomes by 56.0 with

the assumption that creative thinking skills are constant.

The same thing applies to creative thinking skills. Then, the

summary of multiple regression between metacogntive and

creative thinking on student’s learning results is given in

Table 3

Table 3. Multiple Regression between Metacognitive and Creative Thinking Skills on Students’ Learning Results

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1

,792(a) ,628 ,624 3,93773

a Predictors: (Constant), metacognitive skills, ccreative tthinking skills

Based on table 3, the multiple correlation coefficient (R)

is 0.792 with a contribution value (R2) of 0.628. The

correlation value of 0.792 indicates a strong correlation

between metacognitive skill and creative thinking skills on

students’ learning results. It also indicates that both

metacognitive skills and creative thinking skills give

effective contribution as much as 62.8% in explaining the

students' learning results, while the remaining 37.2% is

explained by some other factors outside metacognitive

skills and creative thinking skills.

Table 4. The Contribution of metacognitive and Creative Thinking Skill on Students’ Learning Results

Predictors

Relative

Contribution (%)

Effective

Contribution (%)

Metacognitive skills 80.07 50.26

Creative thinking 19.93 12.52

Total 100, 00 62.78

Based on Table 4, the effective contribution of

metacognitive skills is 50.26%, and the creative thinking

skills is 12.52% on students’ learning results.

Simultaneously metacognitive skills and creative thinking

skills give contribution as much as 62.78%.

4. Discussion

Based on the results of the data analysis, it can be stated

that a positive correlation between metacognitive skills and

creative thinking skills on learning outcomes indicates both

types of thinking skills in this case are very important to be

empowered to students. Metacognition is important

because it is a higher thought process that involves active

control of cognitive processes such as planning, prediction,

monitoring, testing, refinement, checking, and evaluation

activities, in the sense that metacognitive reflects students'

understanding of what is thought. Metacognition indicates

that the internal processes in students are the center of their

cognitive activities, because the essence of metacognition

is thinking about thinking, as stated by Weinert & Kluwe,

and Mesaros et al [5, 6].

On the other hand, metacognitive also involved in

creative thinking. When students can control and regulate

their thinking activities, the other thinking skills will go

along, including the creative thinking skill. This statement

is in line with Al-Hayat [26] who argueed that

metacognitive skill was required to help people overcome

their problems and it also played an important role in

creative thinking. Creative thinking is correlateed with

motacognitive thinking, where the aspects and components

of creative thinking are include in metacognitive skills such

as planning and evaluation. Beyer [27] has also reported

that metacognition approach in the classroom used five

components, which were, preparing and using strategies,

using a monitoring strategy, as well as using evaluation

strategy. It was also the same as the creative thinking skill.

Furthermore, Swartz & Perkins [28], Pesut [29] also

revealed that the process of creative thinking was regarded

as one of the cognitive mental processes, which was a

day-to-day individual practice during his lifetime, similar

to the case of metacognitive thinking. The individual

practice is brainstorming, creating new and valuable ideas,

describing, perfecting, analyzing, and evaluating.

Multiple correlations of metacognitive skills and

creative thinking skills give high contribution in improving


students' learning outcomes. These results indicate a strong

correlation of metacognitive skills and creative thinking

skill in improving students' learning results. Both

metacognitive skills and creative thinking skill are

classified as high order thinking skills and have a strong

correlation with students' learning outcomes. This was

confirmed by Pesut [29] who argued that creative thinking

was a metacognitive process, the process of thinking to

regulate through planning, monitoring and evaluation.

Feldhusen & Treffinger [30] added that creative

thinking could develop the ability to solve problems and

encourage independent learning. When both of these

thinking skills are empowered, it will give good effect on

students' learning results. This is in line with Al-Hayat [26]

who stated that metacognitive thinking skills do not work

solely in determining the learning success, but involve the

other cognitive mental processes including creative

thinking skills.

In addition to having contribution on improving the

learning results, metacognitive skills and creative thinking

skills are also part of the skills that are required in the

learning in the 21st century [31-35]. On the other hand,

metacognitive skills and creative thinking are classified as

high level thinking skills. Higher-order thinking skills are

skills for analyzing, evaluating, and creating [36-37].

The findings of the research also showed that the

metacognitive and creative thinking skills are also

interconnected, as stated by Pesut [29], who explained that

the basic skills of creative thinking based on the idea were

metacognitive guide serving to maintain and to enhance

creative thinking.

Students can use their metacognitive skills to know and

understand their thinking processes and how to organize

the thinking process. Using the metacognitive skills,

students can understand the tasks given by the teacher.

According to Van Hook and Tegano [14], metacognitive

skills enabled students to understand how the tasks should

be performed.

Students who have metacognitive skills can understand

their tasks and can adapt to existing learning

situations that allow them to become independent learners.

According to Eggen & Kauchak [38], metacognitive skills

can motivate students to become self-regulated learners

who are responsible for their own learning progress, and

adapt their learning strategies to achieve the task demands.

Razak and Hua [39] added that application of

self-regulated learning could improve cognitive skills.

Metacognitive skills is one of the important aspects

needed to be developed in learning because metacognitive

skills can be used as a tool to empower students. With

metacognitive skills, students can control, organize and

reflect on their learning process. Various learning

situations in the classroom can be adapted by students if

they have metacognitive skills. Dweck [40] revealed that

students having good metacognitive skills tended to be

successful and fortunate, and the failure could be

reduced. In addition, the metacognitive skills can be used

for students haveing learning difficulties, particularly those

with low working memory as revealed by Whitebread

[41], that the students having low capacity of working

memory could use the knowledge and metacognitive skills

to compensate for the shortfall. With metacognitive skills,

students’ behavior in learning can be controlled and

monitored.

Metacognitive skills play an important role in improving

students’ learning results. Using metacognitive skill,

students are aware about what they are thinking, so that

they can monitor the actions. Metacognition can make the

students aware of their own strengths and weaknesses in

learning. [42] revealed that awareness in learning was

necessary to become independent learners. The success of

becoming independent learners depends on how students

plan, control and evaluate their thinking skill. This is in line

with [5] who said that metacognitive skills refered to

specific mental operation in order to examine, plan,

organize, monitor, predict and evaluate their own thinking

processes. This illustrates that meta-cognitive skills are

very important and need to be empowered on students, so

that they can reflect on their own learning. Similarly,

[43-45] revealed that metacognitive skills had a positive

effect on academic achievement and learning success.

5. Conclusion

Based on the findings and discussions of this research, it

can be concluded that metacognitive skill and creative

thinking skill simultaneously give high contribution as

much as 62.78% on students’ learning results.

Metacognitive skill has a higher contribution as much as

50.26% on students’ learning results than the contribution

of creative thinking skill as much as 12.52%. Based on this

fact, teachers need to consider the empowerment of these

thinking skills in the classroom, because these two thinking

skills are required by the students to face the challenges of

education in the 21st century.

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https://doi.org/10.1037/0022-0663.98.2.282


Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual,

Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Daniar Setyo Rini1,*, Adisyahputra2, Diana Vivanti Sigit1

1 Department of Biology Education, Faculty of Mathematics and Science, Universitas Negeri Jakarta, Jakarta, Indonesia 2 Department of Biology, Faculty of Mathematics and Science, Universitas Negeri Jakarta, Jakarta, Indonesia



Abstract Background: Critical thinking is an important thing possessed by the students as an order thinking skills which support independent and research-based learning for students. One attempt to fulfill the scientific learning process is conduct a project-based learning by taking into account the motivation and learning styles of students. This study aimed to identify the effect of project based learning, motivation, and visual, auditory and kinesthetic (VAK) learning styles on high school students’ critical thinking skills of the ecosystem topic. This research used quasi-experiment with 2x2x3 factorial design. Research was conducted on high school students in grade 10th in Jakarta as many as 348 students were taken by simple random sampling technique. Data was collected by a motivation and VAK learning style questionnaire and critical thinking skills test. Data was analyzed by General Linear Model Uni-variate ANOVA at α = 0.05. The whole group had a normal distributed and homogeneous data. The results showed that (1) there is the significant effect of the Project-based learning on students' critical thinking skills, (2) motivation affects students' critical thinking skills, (3) VAK learning style does not affect students' critical thinking skills, (4) the interaction between the two independent variables was fitted (learning models*motivation , learning models*VAK learning styles , and motivation * VAK learning style )and does not affect student’s critical thingking skills, and (5) interaction model of learning , motivation , and learning styles affect the students' critical thinking skills. Based on the results above, students’ critical thinking ability can be improved through the project-based learning by taking into several factors such as students’ motivation and learning styles.

Keywords Critical Thinking Ability, Motivation,

Project Based Learning, VAK Learning Style

1. IntroductionCritical thinking has become one of the important

competencies of the students because it can help students in transferring knowledge and applying problem-solving abilities. Indonesian students' critical thinking skills are still very low (ranked 72 out of 78 countries) according to the results of tests conducted by PISA and TIMMS in 2018. One of the causative factors was the learning process in the classroom that does not invite students to actively construct knowledge independently. Currently, teachers still tend to use simple learning process by applying lectures, discussions, and questions and answers between groups using STAD (Student Team Achievement Divisions) learning model.

Project-based learning model is the model that could be expected to stimulate students to think more critically and to construct knowledge independently and actively. Project-based learning (PBL) is a learning model which uses a scientific approach so it can be suitable in the implementation of curriculum 2013 which is being implemented currently in Indonesia.

According to Parson and Alexander during the implementation of a model or technology in learning, teachers need to know a couple of other factors that can affect learning outcomes (1). These factors include motivation, students’ learning styles and students’ learning strategies. Therefore, in this study, the motivation and learning styles of students are observed as factors that

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38 Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

affect the ability of critical thinking apart from the learning model used.

Motivation is a reason for someone to do something (2). Meanwhile, learning style is a way/style that each individual possesses and uses in processing information during the learning process (3). Learning styles seen in this study is the visual, auditory and kinesthetic (VAK) learning styles which is based on the sensor modalities approach, which means that students dominantly learn by using their eyes for visual learners, ears for auditory learner and by doing many activities for gathering information while learning in the classroom as kinesthetic learners

Therefore, this study aimed to determine the effect of PBL model, motivation, and VAK learning styles toward critical thinking ability of high school students on ecosystem material. Based on the theory obtained and the results of previous research (4–10), it can be estimated that project based learning model, motivation, and VAK learning styles (visual, auditory, and kinesthetic) affect the ability of students' critical thinking on ecosystems material. The ecosystem material is estimated to be very suitable for using in the implementation of project-based learning because the topic has a lot of issues that can be explored directly by students.

2. Materials and Methods

2.1. Research Design and Methods

This research has been conducted in two senior high schools in Jakarta using quasi experimental research with three independent variables referred as factors. Factor A is a learning model that consists of PBL and STAD. Factor B is the motivation divided into two levels namely high and low. Factor C is the learning style divided into three namely visual, auditory and kinesthetic. Thus, this study design is a 2x2x3 factorial design. The study design is shown in Table 1.

Table 1. Research Design

Motivation (B) Learning Style(C) Learning Model (A)

PBL (A1) STAD (A2)

High (B1) Visual (C1) A1B1C1 A2B1C1

Auditory (C2) A1B1C2 A2B1C2

Kinesthetic (C3) A1B1C3 A2B1C3

Low (B2) Visual (C1) A1B2C1 A2B2C1

Auditory (C2) A1B2C2 A2B2C2

Kinesthetic (C3) A1B2C3 A2B2C3

2.2. Sample and Sampling Technique

The sample in this study are students of class from grade 10th in two senior high school in Jakarta as many as 348 students taken by simple random sampling technique.

The samples came from 10 classes consisting of 5 experimental classes with PBL model and 5 control class with STAD learning model. Samples were distributed in 12 groups of students based on predetermined criteria in accordance with the study design.

2.3. Data Collection Technique

The data of students’ critical thinking skills was taken by using critical thinking skills test instrument consisting of 41 items with 23 items multiple choice and 8 items description. The data of motivation was obtained using the Motivated Strategies for Learning Questionnaire (MSQL). Non-test instrument in form of a questionnaire consisted of 45 statement items using Likert scale 1-7(11). VAK learning styles was obtained using non-test instrument in form of a questionnaire consisting of 30 statement items using Likert scale 1-3 adapt from Preference.Inc (12). All the instruments used in this research were validated and have a strong internal reliability (>0.9). Critical thinking ability test has been tested with KR-20 for internal reliability test and non-test questionnaire were tested by alpha cronbach.

2.4. Research Procedure

The procedure used in this research consists of three stages which are planning, implementation, and post-research with the details; first planning stage starts with observing the schools intended for research, preparing the research instruments such as the test of critical thinking skills, questionnaire of learning styles and motivation, testing the validity and reliability of the instrument and determining the sample and taking the initial values of students in previous learning materials. The second stage Implementation, starts with taking the learning styles questionnaire data on the classes that will be the research sample, implementing the learning process which performed by each class is as much as 4 meeting (8 sessions) and is conducted in accordance with the lesson plan on the experimental classes with a project based learning (PBL) model and controling class with conventional learning (STAD model). Taking the motivation questionnaire data in the third meeting of ecosystems material,doing the observations of the learning process management in the classroom, conducting the monitoring of project activities done by students, conducting the assessment of the results of student projects, conducting the post-test (test of critical thinking skills) at the 4th meeting of ecosystem material. The last stage, all the data collected were analyzed with some statistical stage.

2.5. Data Analyzing Technique

The data obtained was tested for normality with Kormogorov-Smirnov’s and Liliefors’ tests. Then, the


homogeneity was tested with Bartlett's test and was continued by testing the hypothesis using factorial ANOVA with General Linier Model (GLM) Uni-variate ANOVA test. This research is a mixed-method study with descriptive, qualitative and quantitative approaches.

3. Results and Discussions This study used three kinds of data including the data of

critical thinking skills test, questionnaire data of students’ motivation, and questionnaire data of learning styles which will be described as follows. Based on the results of students' critical thinking skills test data, students with PBL

model with high motivation and visual learning styles have better results with the average value of 68.80. Students in the STAD classes with low motivation and auditory learning style have the lowest value which is 59.84. The average data from each group can be seen in Table 2 below.

Based on the results of motivation data, students in the PBL classes who are highly motivated have a larger number which are 92 students compared to the students in STAD classes which are 76 students. Low motivated students in the STAD classes are more than in PBL classes, which are 98 students compared to 82 students in PBL classes.

Table 2.The Average of Critical Thinking Ability Test

Learning Model Motivation Learning style Average Standard deviation

PBL

High

visual 68.80 6.612

auditory 66.71 8.081

kinesthetic 67.74 8.109

Low visual 66.81 6.694



STAD

High

visual 66.62 9.141



Low

visual 67.61 8.274



Based on the results of VAK learning style data collection, among 348 sample students, 205 students have visual learning style, 64 students with auditory learning style, and 79 students with kinesthetic learning style. Visual learning style is the kind of learning style most possessed by the students and auditory learning style is the least. The data of learning styles can be seen in Table 3 below.

Table 3. Data of Students’ VAK Learning styles PBL STAD Total

Visual 106 99 205

Auditory 30 34 64

Kinesthetic 38 41 79

Total 174 174 348


After the data was collected and distributed in accordance with the table of research design, statistical test that begins with normality test and homogeneity test was conducted. Based on the results of normality test, the entire sets of data have a normal distribution (P> 0.05) and homogenous samples (Q2hit <Q2tabel = 19.5 <19.7). The data was then hypothetically tested using factorial ANOVA with General Linier Model (GLM) univariate ANOVA test and the results obtained can be seen in Table 4 below.

Based on Table 4 it was stated that for the main effect of each variable, the learning model can significantly affect the critical thinking ability on the ecosystem topic with sig < α which is 0.034 < 0.05. Students’ motivation has significant effect on the critical thinking ability in the ecosystem material with sig <α (0.012 <0.05). VAK learning style does not affect the ability of critical thinking with a sig > α (0.100> 0.05).

Effect of interaction based on the calculation results showed that the combinations of the interaction between the learning model * motivation, learning models * VAK learning styles, and motivation * VAK learning style do not affect the ability of students' critical thinking on ecosystems topic. While the interaction of learning model * motivation * VAK learning styles has a significant effect on the ability of students' critical thinking on ecosystem material with a Sig < α (0.02 <0.05). Interaction can be seen in Figure 1 and Figure 2 below.

Based on the results of hypothesis testing, it was shown that PBL model affected the ability of students' critical thinking on ecosystem material. In accordance with the previous studies, it is stated that PBL model can give positive results to students’ results of learning, problem-solving ability, motivation, and critical thinking ability when compared to students in traditional classes (4,5,13).

Table 4. Result of Hypothetic Test with Univariate ANOVA GLM Data Sources Type III SS DF Mean Square F Sig.

Corrected Model 1656.431a 11 150.585 2.552 .004

Intercept 1184610.553 1 1184610.553 2.008E4 .000

Learning Models 268.326 1 268.326 4.547 .034

Motivation 372.613 1 372.613 6.315 .012

Learning Styles 273.672 2 136.836 2.319 .100

LM * Motivation 189.937 1 189.937 3.219 .074

LM * LS 80.305 2 40.152 .680 .507

Motivation * GB 171.194 2 85.597 1.451 .236

LM * Motivation *LS 467.912 2 233.956 3.965 .020

Error 19825.799 336 59.005

Total 1575090.00 348

Corrected Total 21482.230 347


Figure 1. Interaction Effect of All Variables in PBL classes

Figure 2. Interaction Effect of All Variables in STAD

PBL model has stages which invite students to be able to build knowledge independently. In this study, students were required to be able to build knowledge about the ecosystem independently through project activities to create a final product of learning to solve a problem. Products were made in the form of videos, charts, experimental results, and mini ecosystems.

That project making indirectly requires students to be able to understand the content of the material as a whole. Students with PBL model has a better understanding of the content of the material (6), which can be seen from the performance of students during learning and performing tasks. PBL stages also make students to play an active role

not only in the classroom but also outside the classroom in search for answers to the problems given. Students did a lot of observation and exploration. Then, for project making, students did many activities that use the technology. Thus, in addition to getting the subject material, students in the PBL classes also acquire other skills. According to other research’ result after the application of PBL students are believed to have a certain expertise (14).

Investigative and explorative activities done by students during the learning process was able to stimulate students to think more critically. Critical thinking can be defined as the activities of investigation and exploration of a state, a phenomenon, the problem to determine a hypothesis or


conclusion (15,16). To be able to explore an issue is one of the characteristics of someone who thinks critically (17). Project activities done by students can make these students to be someone who can learn about the real condition of the surrounding environment. Also, it can increase the students’ contextual understanding so their informal logic grows better and they have the ability to argue. Criteria for a person to think critically can be seen from the ability to argue, to understand the logic, and contextual knowledge (16).

In addition to stimulating critical thinking skills, PBL is also able to enhance the collaborative capabilities of students because in PBL the students are trained to be able to work in groups, take decisions and conclusions of ideas in the group. Thus, in accordance with the opinion of Chanlin, PBL can provide benefits for students in terms of improving the ability to collaborate and understand the different perceptions (18,19)(20).

Students in the STAD classes have lower critical thinking ability than students in PBL classes. This is due to the STAD learning model which is a cooperative learning model that relies to discussions between groups (21). In the process of learning ecosystem in STAD classes, students were given a problem and then they discussed in groups. The discussion process in the group can help students to understand the content of the material ecosystems and addressing given. However, STAD learning model does not invite students to construct knowledge independently. Thus, this model is less effective in making students to feel the process of learning.

Based on this matter, the students are considered to be less motivated during the learning process as evidenced by only a little amount of students who have high motivation in the STAD classes. Furthermore, students’ confidence to understand the material fell down and affected students' critical thinking ability.

Motivation has significant effect on students' critical thinking ability on the ecosystem material (Table. 4). Several studies have been conducted to mention that the motivation has implications for the critical thinking ability (10,22). Students with high motivation have better critical thinking skills than students who have low motivation. It happens because motivation is the reason someone is thinking and doing something (23). If students have a strong reason to really learn, then they will do everything to achieve these targets.

In line with the opinion which states that motivation is important to have for initial conditions in developing critical thinking ability (9), critical thinking ability has several components which determines a person's critical thinking ability assessed on the consistency of motivation in that person in the strengthening of problem solving and decision making (7–9,24,25).

Visual learning style has the highest number due to several factors. The first factor is the social needs. This happens because in Indonesia students from the primary

level up to middle level tend to experience visual learning process. Teachers tend to provide teaching materials with the help of pictures, schemes, charts, concept maps, and notes. Thus, it became a social needs for students. Learning styles are the way that every student has and thay are influenced by social needs, the nearest environment, physical characteristics, emotions, and psychology (26).

Another factor is the environment. It is suspected that students can influence each other’s learning during the learning process. The group of students with a visual learning style can affect students with other learning styles. Thus, students with other learning styles can then be influenced and the type of learning style can be changed.

Hypothesis test results for the primary influence of VAK learning styles of the students' critical thinking ability in the ecosystem material had no significant effect. Several previous studies mention that the VAK learning style does not significantly affect the ability of critical thinking (27). Myers and James mention in a study that learning styles have generally no effect on critical thinking (28). Other research results also state that there is no influence of VAK learning styles on students' critical thinking ability(29) .

This is thought to occur because the style of learning is something that belongs within the students naturally. Learning styles are categorized into four major groups namely personal model, social interaction model, instructional approaches model, and information process model. Each student is believed to have more than one type of learning style. VAK learning styles are included in the category of personal model. These learning styles only see students in terms of modality and do not specifically look at students' learning styles in terms of cognitive (thinking style or the information processing model). So it is suspected that the influence of the VAK learning style cannot be seen directly on the students' critical thinking ability.

Overall, students in PBL classes with high motivation and visual learning styles have the highest average value of critical thinking skills compared to other student groups. PBL learning model in its application on ecosystem material gives flexibility to the students to create a product associated with a material that will be given. Students with PBL learning model has a greater responsibility for learning than students who are in traditional classrooms (STAD) (13). It became one of the factors that lead to differences in test results between students with models of PBL and STAD. PBL learning model uses active learning process that can be facilitated across various learning styles (30).

Students in PBL classes tend to be highly motivated than students in the STAD classes. PBL learning model for students can improve attendance, foster self-confidence, and improve attitudes and interest in learning (6,31). So in accordance with the results of the study, students in the PBL classes with high motivation totaled more and get the best test results compared to other groups of students.


Students with a visual learning style have the best results. That is because the students use a variety of tools and learning resources to compile their research, product, and knowledge. Students will typically use their own means to demonstrate their own products. Their journal writing activity in PBL learning model makes it easy for students with a visual learning style to acquire, prepare, and submit the information that they get to their group of friends. This learning model also frees the student to choose the learning environment that they like (30).

Students with visual learning style tend to have better grades because students have the ability to get information from reading. The process of project making requires a lot of information that is usually obtained from books, the internet, and other learning resources obtained by reading. So that students with a visual learning style receive information more easily than students with auditory and kinesthetic styles. Students with visual learning style have a better focus than students with auditory and kinesthetic styles. So that, the students with this learning style are not easily distracted by outside disturbances during the learning process.

On STAD learning model, kinesthetic students have the highest scores, followed by auditory students and visual students. Learning with STAD model relies on students’ discussions and questions and answers in the group. This model also provides field observations activities that can facilitate kinesthetic students to obtain information. Field observations and discussions are very well for auditory and kinesthetic students to acquire knowledge and information for both types of learning styles tend to obtain information by listening, discussing, and observing directly.

The average value of critical thinking ability is generally higher in students who have high motivation. Students with high motivation have realized the importance of learning and knowledge that they have acquired. As teacher uses PBL model, the teacher gives the freedom to students to discover who they are as learners (30-35). So students with high motivation will certainly be easier to adapt to the application of this model and its impact can then provide the students with the ability to think better.

4. Conclusions Based on the formulation of the problem, hypothesis,

and hypothesis testing, the results of this research provide the following conclusions. The project based learning (PBL) model affects the critical thinking ability of students on the ecosystem material. Students with high motivation have better critical thinking ability on ecosystems material compared to students with low motivation. The VAK (visual, auditory and kinesthetic) learning styles does not affect the critical thinking ability of students on the ecosystem material. The interaction between the learning model (PBL and STAD) and

motivation (high and low) does not affect students' critical thinking ability on the ecosystems material. The interaction between the learning model (PBL and STAD) and VAK learning style does not affect students' critical thinking ability on the ecosystems material. Interactions between motivation (high and low) and VAK learning style does not affect students' critical thinking ability on the ecosystems material. The interaction between the learning model (PBL and STAD), motivation (high and low), and VAK learning styles affects students' critical thinking ability on the ecosystems material.

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DOI: 10.13189/ujer.2020.081807

Analogy and Critical Thinking Skills: Implementation

Learning Strategy in Biodiversity and

Environment Topic

Ade Suryanda*, Eka Putri Azrai, Mutia Nuramadhan, Ilmi Zajuli Ichsan




Abstract Critical thinking skills can be developed

using a learning strategy. Analogy strategy is one of the

strategies designed for the passive students with low

critical thinking skills. This study aimed to use analogy in

biology learning especially in biodiversity and

environment topics towards students' critical thinking

learning. The study used an experimental pretest-posttest

design and a control group design. The research was

conducted in 2014. The sample was taken with simple

random sampling with 120 students. The results showed

that the average value of the pre-post test score of the

experimental class was 51.8 and 64.76, while the average

score of a pre-post test of the control class was 47.9 and

58.28. Based on the t-test results obtaining t-value of 2.67,

the t-value was higher than t-table, which showed using an

analogy in biology learning had an effect on students'

critical thinking skills. This is related to the analogy

learning process step that students can discuss in the

learning process. The conclusion of this study was that

analogy strategy had an effect for students' critical thinking

skills.

Keywords Analogy, Biology Learning, Critical

Thinking Skills

1. Introduction

The conventional biology learning process usually

emphasizes the process of memorizing knowledge, so that

it cannot develop students' skills, especially critical

thinking skills. The use of learning methods that are low

variations and focus on textbooks which make students

bored because they only emphasize the low cognitive

aspects. The teacher only focuses on improving students

'cognitive abilities at a low level, so that students' critical

thinking skills are still relatively not too high [1,2].

Critical thinking is a process that aims to make decisions

about a problem and solve it [3,4]. Critical thinking skills

in secondary schools have not received more attention to be

developed optimally. Students' critical thinking skills are

needed, such as thinking that involves testing, connecting

and evaluating all aspects of a situation or problem,

including gathering, organizing, remembering and

analyzing information [5,6]. Critical thinking is needed by

students in developing their knowledge because in social

life, they had problems in daily lives. The existing

problems need a good solution so that they can make the

right decision. This decision is adjusted with facts and clear

information. Students' critical thinking skills can be

improved and developed in learning activities. Learning

activities lead students to be ready to be confronted with

problematic situations and sensitive to problems. One of

them can be tried to implement learning activities using an

analogy learning strategy. Students’critical thinking is still

low and must be improved [7-8]

The analogy is one of the learning strategies that can be

applied in delivering topics in class. The analogy can be

used to solve learning communication difficulties between

teachers and students, especially when students had

learning difficulties in understanding new teaching topics

that have a similarity in the flow of thinking with previous

teaching topics [9]. This similarity in the flow of thought

describes the topic being studied so that a referral concept

that has been taught and understood well by students is

needed. Then, the reference concept is developed to

explain the target concept, which is the concept of a new

teaching topic. Analogy presents early examples or simple

representations of scientific concepts. The teacher usually

introduces the introduction first in the explanation to

students through word expressions in the form of, exactly,

and similarly [10,11].

Introducing the concept of targets to students is the first

46 Analogy and Critical Thinking Skills: Implementation Learning Strategy in Biodiversity and Environment Topic

step in learning using an analogy. The second step is to

remind analog concepts that are known to students, for

example, the analog concept used is lego. After

determining the target concept and its analogous concept,

the next step is to identify the relevant things of the two, for

example, a cell is likened to a lego part so that a lego that is

put together can form a toy house while a cell if put

together will form a large thing like human. From this, it

can be related to the same thing from the analog concept

and the target concept and then it can be chosen which

analogy is not appropriate between the analog concept and

the target concept. In the final stage, students can give

conclusions from the topics learned and can make their

own cell analogy [12,13]. A comprehensive comparison

between the two concepts can broaden the horizons of both

teachers and students and prevent misconceptions by

maintaining true preconceptions or changing students'

concept maps of thinking from false preconceptions to true

concepts according to the theory applicable to a particular

teaching topic [14–16].

Previous research on critical thinking has been carried

out relating to the effects of using various learning models

[15,17,18]. In addition, research has also been carried out

relating to the use of analogy learning strategy [8,9,19].

However, there is still little research that measures

students' critical thinking using analogy learning strategy.

Based on this, it is necessary to conduct research on the use

of analogy strategy in biology learning and their effects on

students' critical thinking skills. This study aimed to

determine the use of analogy in biology learning and their

effect on critical thinking skills of high school students on

the topic of biodiversity and environment.

2. Methods

The study was conducted at SMA Negeri 1 Tambun

Selatan in September-October 2014. The research method

used was experiment with a quasi-experimental design.

The variable investigated in this study is the use of

analogy (X) strategy in biology learning on the topic of

biodiversity and the environment on students' critical

thinking skills (Y). The research design used was a

pretest-posttest experimental and control group. The

research sample were 120 students consisting of 60

students in the experimental class and 60 students in the

control class. Sample was carried out by simple random

sampling. Instruments will be given at the beginning of

learning (pretest) and the end of learning (posttest). The

test was in the form of a description of the topic of

biodiversity and the environment to measure students'

critical thinking skills.

The indicator instrument of students' critical thinking

skills is shown in Table 1. The results of the students'

critical thinking skills test scores are classified based on

the category of students' critical thinking skills. The

critical level thinking category with a score scale consists

of five categories, from very high (90-100), high (79-89),

moderate (65-78), low (56-64) and very low (0-55)

category [20]. In addition to measuring the students'

critical thinking skills, observations are also made using

the observation sheet of the implementation of learning.

Table 1. Indicator of Students' Critical Thinking Skills question

No. Aspect Indicator

1 Communication Explain and identify the main problem

2 Analysis Identify the influence of other aspects of

the problem

3 Point of View Use your own point of view in solving

problems

4 Information Use clear and trusted information

sources

5 Assumptions Evaluate assumptions from existing

information

6 Conclusions Provide conclusions related to answers

to problems

Source: Indicators adapted from Ennis [3]

Meanwhile, learning by analogy has implementation

steps developed by Glynn, Taashobshirazi, dan Fowler

[21], starting from introducing the concept of the target to

students. Furthermore, it reminds analog concepts that are

known to students, identifies relevant things from analog

concepts and target concepts, connects the same things

from analog concepts and target concepts, shows where

analogy are incompatible between analog concepts and

target concepts. The final stage of learning using an

analogy strategy is making conclusions.


The highest pretest and posttest scores were 65 and 82.

The results of the pretest and posttest scores in the

experimental class are grouped based on 5 categories that

have a certain range of values, which can be seen in Table

2.

Table 2. Critical thinking skills score in the experimental class

No Interval

score Category

Frequency of

students

Percentage

Pre Post Pre Post

1 0-55 Very low 45 9 75% 15%

2 56-64 Low 15 21 25% 35%

3 65-78 Moderate - 24 0% 40%

4 79-89 High - 6 0% 10%

5 90-100 Very High - - 0% 0%


The results of the pretest and posttest scores in the

control class were grouped by 5 categories that have a

certain range of values, which can be seen in Table 3.

Table 3. Critical thinking skills score in the control class

No Interval

score Category

Frequency of

students

Percentage

Pre Post Pre Post

1 0-55 Very low 52 24 86,7

%

40%

2 56-64 Low 8 20 13,3

%

33,3%

3 65-78 Moderate - 16 0% 26,7%

4 79-89 High - - 0% 0%

5 90-100 Very High - - 0% 0%

The average score of the test before and after treatment

in the experimental class and the control class is different.

The average pretest score in the experimental class was

51.28 while in the control class was 47.9. The average

posttest scores in both classes were 64.76 and 58.28,

respectively. Comparison of the average pretest and

posttest scores in the experimental class and the control

class can be seen in Table 4.

Table 4. Comparison Critical thinking skills score

No Classes Pre Post

1 Experiment 51.28 64.76

2 Control 47.90 58.28

The results of the critical thinking skills test scores of the

experimental class showed that there were no students in

the very high category, high category with 6 students, the

moderate category with 24 students, the low category with

21 students, and very low categories with 9 students (see

Table 5).

Table 5. Frequency of Students Critical thinking score

No Category

Frequency of students

Experiment Control

1 Very low 9 24

2 Low 21 20

3 Moderate 24 16

4 High 6 -

5 Very High - -

The activities carried out by the teacher and students

during the study were observed using the observation sheet

of the implementation of the learning. The percentage of

observations of the feasibility of the experimental class and

the control class was shown in Table 6. The average

percentage of the feasibility of the learning done by the

teacher in the experimental class is 86.3%. Whereas the

average percentage of the learning done by the teacher in

the control class is 80.7%. The average percentage of the

feasibility of learning carried out by students in the

experimental class is known to be 77.2%, while the

average percentage of the feasibility of learning carried out

by students in the control class is known to be 80.7%, for

details in Table 6.

Table 6. Feasibility of learning percentage

No Classes Teacher Students

1 Experiment 86.30 % 77.20 %

2 Control 80.70 % 80.70 %

Hypothesis testing using t-test statistical analysis at the

significance level (α) = 0.05. Based on the calculation

results obtained, t-value > t-table is 2.67> 1.98, decision

was rejected Ho, which means there is an influence of the

use of analogy in biology learning on critical thinking

skills of high school students. The existence of this

influence is seen in the differences in the scores of

students' critical thinking skills in the experimental class

and the control class.

The results of the pretest and posttest showed that the

highest experimental class was 65 and 80 while in the

control class were 58 and 74. This showed that the results

of the pretest and posttest in the experimental class were

better than the control class because the scores in the

experimental class were higher. High scores were in the

experimental class because students were directed to

analyze analogy used in learning so that the learning

experience helped students' understanding. Learning

directed at providing direct experience can help students

gain a deeper understanding [22,23].

The average score difference of students' critical

thinking skills using analogy learning strategy was higher

than using the STAD model. This was because in the

learning process by using an analogy involving students'

thinking in connecting analogy used with concepts learned

by students, students are active in expressing their thought

ideas. The analogy can train students' critical thinking

skills and develop positive attitudes, such as critical,

logical and analytical thinking as part of character

education [21,24–27].

The analogy learning strategy and the STAD model

applied to have in common, namely group discussion and

presenting the results of group discussion. The analogy

learning strategy influences students' critical thinking

skills because students are directed to express their ideas

and thus help them understand difficult concepts. This is

because analogy can help students build concept bridges

between something that is known and something new and


help students build their own knowledge [21,24,27].

Learning strategy using analogy has the initial stages of

introducing the concept of targets to students and

reminding analog concepts that are known to students. In

the initial stages, students are directed to know and

recognize the concept of targets and analog concepts

provided by the teacher. Next students analyze the target

concepts and existing analog concepts by identifying

relevant things, linking the same things and mismatches of

the target concepts and analog concepts conveyed by the

teacher and giving conclusions. These stages lead students

to develop their thinking towards the concept of targets

and analogy which are then analyzed for their suitability.

The use of analogy in learning can be described as

concept development and students will develop their

thinking concepts [12,21,28–30]. In addition, these stages

lead students in critical thinking, namely the stages of

students’analyzing, identifying relevant things, connecting

the same thing and the incompatible and giving

conclusions. In this case, students involve testing,

connecting, and evaluating all aspects of a situation or

problem, including collecting, organizing, remembering,

and analyzing information in their thought processes

[11,31,32].

Learning by using analogy directs students to develop

their thoughts and knowledge structures on information

provided by the teacher, namely information in the form

of topics, target concepts and analog concepts. Analogy

learning can be said as constructive learning because

students build their own knowledge structures based on

their cognitive abilities. Students’ knowledge cannot be

transferred from the teacher's mind to the student's mind

but the student is active in building his own knowledge

structure [33,34].

Complex and abstract concepts can be found in natural

science, one of which is biology. The concept can be

explained easily and simply by using an analogy. The use

of analogy is more interesting because of its ability to

explain complicated ideas in familiar terms. This is

because analogy can help in understanding and

communicating the complexity and difficulty of

expressing an idea [28,35].

Learning by using an analogy learning strategy is more

interesting for students’ learning interests because the

analogy used in conveying concepts is easily known and

uses students' everyday terms. For example, the use of the

supermarket analogy to analogize biodiversity and

environment is a topic that is conveyed at the time of

learning. This is supported by the implementation of good

learning. The use of analogy in learning can improve

students' understanding of scientific concepts. In this case,

the teacher needs to pay attention to the analogy to be

used in conveying a concept to students so that students

do not misunderstand what is conveyed by the teacher

[36-40].

4. Conclusions

Based on the results of the study, it can be concluded

that the use of analogy in biology learning affects the

critical thinking skills of high school students on the topic

of biodiversity and environment. The use of analogy in

learning can be used as an alternative way for teachers to

develop students' critical thinking skills in biology

learning. The use of analogy can make it easier for

students to receive complex biological concepts so that

they are easily understood by students. Based on research,

suggestions can be made that the use of analogy in the

delivery of abstract concepts needs to be well developed

in order to make it easier to understand the concepts to be

conveyed. The need for further research on analogy in

other fields is in order to add references and information

due to the lack of reference material about an analogy for

research, especially on the topic of biology. The use of

analogy should be adjusted and discussed properly in

accordance with the topics used to avoid mistakes.

Acknowledgements


teachers who have been participated in this research. The

authors would also like to thank the expert who validating

the research instrument.

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Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Nur Ismirawati1,*, Alyosius Duran Corebima2, Siti Zubaidah2, Rizhal Hendi Ristanto3, Andi Nuddin4

1Department of Biology Education, Universitas Muhammadiyah Parepare, Indonesia 2Department of Biology Education, Universitas Negeri Malang, Indonesia 3Department of Biology Education, Universitas Negeri Jakarta, Indonesia

4Faculty of Pertanian, Peternakan, dan Perikanan, Universitas Muhammadiyah Parepare, Indonesia



Abstract The level of the students' cognitive learning results is influenced by their ability in managing and evaluating their learning activities, known as metacognitive skill ability. This investigation was a correlational investigation designed at investigating the connection among metacognitive skills. However, the study linked to the connection among the 2 variables by the implementation of ERCoRe model has not been conducted yet, because ERCoRe learning model is included as a new learning model. This remained quasi-experimental by means of pretest and posttest nonequivalent switch project of 2x2. This research was analyzed by Regression. The samples of this research consisted of 66 pupils of Senior High School in Pangkep District, Indonesia. The results of this research find that the ERCoRe learning model has a very strong contribution (85.6%) and the linear regression equation is Y =0.880X + 13.11 related to the connection among metacognitive skills and cognitive knowledge results of Senior High School. Therefore, this model can be used as a reference for teachers to improve their students’ cognitive learning results.

Keywords Cognitive Learning Results, ERCoRe learning, Metacognitive Skills

1. IntroductionMetacognition is first introduced by John Flavel in

1970. He described metacognition as cognition about cognitive phenomena or better known as thinking about thinking [1]. Dwoning [2] also revealed that

metacognition was thinking about thinking, or the second level of cognition related to is the ability of self-reflection of the ongoing cognitive processes and played an important role in human awareness. Metacognition is described as an act of self-monitoring and self-regulation [3]. Metacognition refers to the deliberate use of cognitive strategies to control cognition [4,5].

Desoete [6] stated that metacognition had three apparatuses on problem-solving, including metacognition knowledge, metacognition skills, and metacognition belief. Metacognition knowledge is related to a person’s declarative data, procedural data, and conditional data in problem-solving [7]. Metacognitive skills are associated to estimate skills, preparation skills, monitoring skills, and assessment skills [8], while metacognitive reliance is related to self-concept, self-efficacy, motivation, and the concept of knowledge and learning [9].

Metacognitive skills have a contribution to learning success [10] [11]. Metacognitive skills can help to progress pupils' thoughtful services which in chance affects their results. Developing students’ metacognitive services is a treasured goal because these skills benefit students in developed self-regulated pupils. Self-regulated will be accountable for their personal learning improvement and adapt their learning plans to realize the demands of the mission [12]. Self-regulated learners will become independent learners who can improve their cognitive learning results because they can control their learning process.

Metacognitive skill is an independent variable to improve cognitive learning results [13]. The result of cognitive learning has a significant correlation with the students’ metacognitive skills. Fouche & Lamport [14]

52 Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

stated that metacognitive activities could improve students’ learning results. The research conducted that the students consistently taught by using metacognitive skills had a higher score on tests and showed significant improvement in cognitive processes than those who were not taught by using metacognitive skills. Metacognitive skills have a positive connection with students’ learning achievement [16]. The pupils who have respectable metacognitive skills will also have good cognitive learning results [17] [18].

Metacognitive skills play a significant role in many types of activities, for example, questioning to selves, self-control [19], reasoning, problem-solving, attention, and memory [20, 21]. The use of metacognition is related to the process of improving efficiency in learning activities, such as a student regulating his learning habits with variations, including how to organize his study time, determining with whom he studies, and monitoring his own learning success or with the help of others. These processes can indirectly improve students’ cognitive learning results.

Metacognitive skills are necessary for positive learning. This enables students to be bright to achieve their cognitive skills and to be aware of their faintness so that they can improve their further actions. According to Rahman, et al [16], metacognitive skills enable students to make planning, follow developments, and monitor the learning process. In this case, the role of the teacher is very important in helping students to improve their metacognitive skills. The students who use their metacognitive skills have better performance than those who do not use their metacognitive skills.

Metacognitive skills can be applied in the classroom learning procedure, finishing the implementation of a learning model that has the potential to empower metacognitive skills. It can be trained through constructivist learning. According to Peters [22], there is a strong association among metacognitive skills and constructivist learning activities. Constructivist learning can improve metacognitive skills because constructivist learning requires students to construct their own knowledge [15]. The activity to construct their own learning makes the students aware of the position of their cognition when they construct their knowledge. As a result, their metacognitive skills will be trained through self-reflection, re-plan, review, and re-evaluating their learning results [23].

There are many researchers who report that certain learning models based on metacognitive skills will have an encouraging correlation with students' cognitive learning. [24-28]. The fact that metacognitive skills enable the pupils to apply this process is an additional consideration in determining the learning objectives to organize, evaluate and manage the learning effectively in order to achieve high academic achievement [29].

One of the cooperative and constructivist learning

models is the ERCoRe learning model. The characteristics of ERCoRE learning model are: it increases pupils’ metacognitive skills, encourages the students to become independent learners, and encourages the students to always construct knowledge through cooperative activities [30][31]; the steps of ERCoRe learning model consist of (1) Eliciting by assigning tasks to students to discover important concepts of reading passages through reading; (2) Restructuring by directing the students to collaborate with group members in constructing their knowledge in the form of mind mapping; (3) Confirming which invites the students to present their knowledge in order to gain new information through discussions between groups; (4) Reflecting, inviting the students to rearrange their knowledge through mind mapping which is carried out individually.

Research that uses the ERCoRe learning model by looking at metacognitive skills and cognitive learning outcomes does not yet exist. However, several research results have proven that there is a correlation between metacognitive skills and cognitive learning outcomes through the application of different learning models. The results showed that there was a strong correlation among these variables at the implementation of a learning model.

The results of research conducted by [32] [33] show a strong correlation between metacognitive skills and cognitive learning outcomes. This is due to the fact that metacognitive skills enable students to plan, monitor the learning process, and reflect on the learning outcomes that have been obtained.

This study examines the correlation between metacognitive skills and cognitive learning outcomes of middle school students who are trained using the ERCoRe learning model.

2. Materials and Methods The method used in this research is correlational, which

is designed to explore the correlation between metacognitive skills and cognitive learning outcomes on the application of the ERCoRe learning model in Biology Learning in High Schools in Pangkep Regency, Indonesia. This research was conducted for six months in the even semester in 2016.

The population in this study was 88 students. The class samples were selected using a random sampling technique. The Sample selection conducted in this experimentation has two-stage, school certain and class conclusive. İn Substance, school choice found with the group the Student’ National Examination average in 9 state senior high school in Pangkep. The Evidence was then evaluated using Anova and pursued by Least Significant Difference test for classifying school toward high academic achievers and low academics. Formerly, 1 school from any group categories for more sampling process.


The secondary phase was appointing the experimental and control class from the pair high academic achiever and low academic achiever schools over the employment test, in order to obtain a total sample of 66 students. The conclusion of the employment test follows the selection of two homologous classes. The degree was aimlessly preferred as the experimental and control class. The instrument used to measure the metacognitive skills was an essay test integrated with a cognitive learning result test with the total number of the test items as many as 10 items. Before being used, the instrument was tried out to 40 students of class XII to control the validity and reliability of the instrument. The research instrument was administered before and after learning. The data of metacognitive skills as well as of cognitive learning result were obtained by using rubrics. The rubric of cognitive learning results was adapted from [34] with a scale of 0-4, and the rubric of metacognitive skills was developed by Corebima [35] with a scale of 0-7. The Information was analyzed using simple linear regression analysis to find out the correlation between metacognitive skills and cognitive learning outcomes.

The instruments in this study include the syllabus, lesson plans, and student worksheets that were previously

validated by two validators before use. Valid for syllabus 94.16, for essay and test for lesson plan 97.39, and for worksheet 96.47. Validity learning outcomes integration with metacognitive skills from 15 essay test items were found to be valid. The test here was developed by referring to the Cognitive 3 to Cognitive 6 levels of Bloom's taxonomy. Furthermore, the data were analyzed using the Pearson Correlation Test. The reliability of the assessment (Essay test) was also done to establish that the interview frequently reverses the Consistent variables. The reliability was measured using Cronbach’s Alpha, constitutional flexibility coefficient was 0.753.

3. Results The research results of the correlation between

metacognitive skills and cognitive learning results by using ERCoRe learning model are presented in Table 2. Table 2 shows the correlation analysis with a significance level of 0.000 which means that the correlation among metacognitive skills and cognitive learning results is very strong, with the contribution of 85.6 % and the linear regression equation is Y = 0.880X + 13.11.

Table 1. Summary of ANOVA Test of the Correlation between Metacognitive Skills and Cognitive Learning of Senior High School Students taught by using ERCoRe learning model.

Model Sum of Squares Df Mean Square F Sig.

Regression Residual

Total

3408.509 574.019 3982.528

1 31 32

3408.509 184.077 000b

18.517

(Source: personal document)

Table 2. Summary of Regression Correlation between metacognitive Skills and Students’ cognitive Learning Results

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .925a .856 .851 4.30311

(Source: personal document)


4. Discussion Results of this research confirmed that there is a

positive correlation between metacognitive skills and cognitive learning results in the implementation of ERCoRe learning model. This suggests that the increase in metacognitive skills will be followed by an increase in the students’ cognitive learning results. This research is in line with the research result of Kristiani, (2009); Singh, (2012); Bogdanovic et al, (2015) [36-38] who reported that metacognitive skills had a positive and significant correlation with learning results in science learning.

A strong correlation between metacognitive skills and cognitive learning results is due to the implementation of learning models. According to Corebima (2010), the empowerment of metacognitive skills in learning can be done completely through the habituation of cognitive learning strategies, as well as through the implementation of appropriate learning strategies. The research results by Sumarno [40] Rahman & Phillips [41] and Palennari [3] have revealed that there was a correlation between metacognitive skills and cognitive learning results because of the implementation of learning models. The higher the students 'metacognitive skills are, the higher their learning results will be. Conversely, the lower the students’ metacognitive skills are, the lower their learning results will be.

Correlation between metacognitive skills and cognitive learning results is proven to be positive; training metacognitive skills can make the students aware of learning, planning their learning, controlling their learning process, and evaluating their ability as learners, and reflecting on their learning, including assessing their weaknesses and strengths. The results of this research are consistent with Camahalan & Faye [42] who reported that there was a significant positive correlation between academic accomplishment and the use of self regulation strategies, beliefs, and intuition regarding the ideas to solve problems and how the ideas resolved problems [43]. In addition, it appears that metacognitive skills help students improve their motivation in learning [44].

The results of research conducted by Bogdanovic, et al [38] show that there is a correlation between metacognitive skills and academic abilities; the advantages of metacognitive skills include helping students become students who are responsible for their achievements, adjusting their learning strategies so as to achieve the desired learning goals. Arezlvarez [45] suggested that metacognition plays an important role in learning achievement.

The contribution of metacognitive skills toward cognitive learning of class XI senior high school students who were taught biology lessons by using ERCoRe learning model was as much as 85.6%. The use of metacognition is related to the process of efficiency in improving learning activities, such as a student regulating

his learning habits with variations, including how to organize his study time, determining with whom he studies, and monitoring his learning success by himself or with the help of others. These processes can indirectly improve the students’ cognitive learning results. Fouche & Lamport [14] stated that metacognitive activities would improve students’ learning.

Metacognitive skills correlate positively to cognitive learning outcomes. The results showed students who have metacognitive skills that develop will show a positive relationship with cognitive learning outcomes [46]. According to Veenman et al, [10], someone who develops metacognitive skills has a positive contribution to the learning process [9]. These results indicate that the development of metacognitive skills can cause an increase in learning outcomes. As such, metacognition is an important component of intelligence and cognition and has a significant influence on academic success.

This significant contribution is caused by the fact that the students’ metacognitive skills are gradually empowered at every syntax of ERCoRe learning model. For example, at the first stage of the syntax of ERCoRe learning model Eliciting, the activities are reading the learning material to be learned in the classroom. According to Chellamani [46], by reading, the students’ metacognitive skills can be empowered because they understand explicitly and implicitly about the demands of the task, identify the important aspects of a message, focus on the main content, concentrate on the ongoing activities to determine whether what understood is correct or not, ask himself if the goal is already accomplished, and take corrective action if there is a misunderstanding. Ahmadi, Ismail, & Abdullah [47] stated that metacognitive strategies could provide opportunities for students to do planning before reading, control the process of reading, and evaluate themselves.

The second stage is Restructuring. This is an activity in which the students construct their own knowledge after reading through mind-mapping activity. The use of mind mapping is a part of metacognition [48]. According to Tanriseven [49], the use of mind mapping in learning can develop student's self-regulated learning skills. Buzan [50]; Şen & Çoban, [51] added that mind mapping helped the students to remember information more easily than using traditional noting techniques. Various studies have revealed many positive effects of mind mapping in the teaching and learning process, one of which is to improve students' metacognitive skills [52].

The third stage is confirming, as an activity in which the students confirm their knowledge through group discussions. Discussions among students enable them to find answers to the problems together. Each student has the opportunity to monitor and evaluate the results of their thought and the thoughts of the other students as partners. The process of comparing cognitive activities also indicates that the students’ metacognitive skills are well


empowered [53]. The students who learn in small groups have a tendency to train their metacognitive skills better than those who learn by listening to a lecture from the teacher.

The last stage of this learning model is reflecting. The reflecting activity is done by recreating a mind map independently. The reason for remaking the mind map is to know the changes in the students' knowledge after experiencing the previous stages and to reinforce the knowledge gained. The mind map allows students to create visual images to improve their learning [54], and it can be used as metacognitive tools that enable them to make a connection with the learning material in a meaningful way [55] The Mind mapping stage makes the teacher play a role in guiding the students to experience learning that enables them to discover principles and construct their understanding independently [56] [57].

When compared to other learning models like GI, TTW, and TPS, the percentage of the relative contribution of ERCoRe learning model is 85.6% higher than that of the Group Investigation integrated with Think Talk Write learning model with the percentage of the relative contribution as much as 7,77% [58] and that of the TPS learning model with the relative contribution as much as 80,9% [59].

It can be proven that although the ERCoRe learning model is a relatively new learning model, it has contributed the same or even higher than other learning models. The students’ metacognitive skills should not be developed by itself, but it should be prepared well, and the students should be made accustomed to a learning environment which requires them to implement metacognitive skills [60] [61]. Such a learning environment provides the opportunity for pupils to practice self-directed that reassures them to be self-controlled and allows them to discover more facts about topics such as being forced to read a particular topic so that they get a better awareness of dissimilar issues. With the learning process, the pupils are trained to learn independently, to do research by themselves, to filter irrelevant information and to focus on more significant things, teamwork, problem-solving, and learn how to apply concepts of a problem. It supports pupils to engage in additional information and makes them responsible for their learning. Metacognitive skills can be skilled to the pupils to improve their learning because constructing knowledge requires not only cognitive elements but also the metacognitive element [25]

According to Corebima [62], learning in Senior High Schools and Universities should be based on learning models. In this case, as a facilitator, the teacher should select and implement a variety of innovative learning models. Several vital phases to explain metacognitive skills are as: (a) explain the pupils that learning is not incomplete in amount, and the individual's ability in learning can be modified, (b) teach the students how to usual learning areas and plan for their achievement, and (c) provide the pupils

with many occasions to preparation monitoring their learning actions. Instill the students that these things are important as well as are for the students themselves [62].

The students’ learning results can be said to be qualified if the students are able to consciously control their cognitive processes continually, which consequently improves their metacognitive skills. Overall the outcomes of this research found that there is a significant correlation between metacognitive skills and cognitive learning results of class XI Senior High School students in Pangkep District at the implementation of ERCoRe learning model.

5. Conclusion Grounded happening the results and discussion of this

research, it can be determined that at the implementation of ERCoRe learning model, there is a significant correlation between metacognitive skills and cognitive learning results, with the influence of 85.6% and the linear regression equation is Y = 0.880X + 13.11.

6. Suggestions The results of this research provide information to

educators that to improve students’ cognitive learning results continuously requires empowering the students’ metacognitive skills through cooperative learning models based on a constructivist approach, and one of which is the ERCoRe learning model.

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Developing Brain Based Learning (BBL) Model Integrated with Whole Brain Teaching (WBT) Model on

Science Learning in Junior High School in Malang

Baiq Sri Handayani1,2,*, Aloysius Duran Corebima1, Herawati Susilo1, SusriyatiMahanal1

1Department of Biology Education, Universitas Negeri Malang, Indonesia 2Department of Biology Education, Universitas Mataram, Indonesia



Abstract The BBL and WBT models are two learning models based on the brain's work system with different characteristics. The integration of the two learning models produces new characteristics in the learning model. Therefore, this research aimed to develop the BBL learning model integrated with WBT learning model. The design used in this research was the Plomp model consisting of several stages (a) initial investigation, (b) design, (c) realization, (d) test, evaluation and revision stage. It produced BBL model integrated with WBT, using visual language, verbal language and body language, relaxation and self-reflection. The syntax of the learning consists of: class-yes, pre-exposure with gesture, In-aquisition Ready, elaboration with teach and mirror, incubation and memory insert, comprehension check, and celebration. The validation scores of the learning material were obtained from expert validation, product tried out in the form of teacher responses, and student learning results. The scoring results of the validation were 88%, 80% and 69.5% respectively, and the average score of the three components was 79.2 %, so the learning material of the BBL integrated with WBT learning model was valid, effective, complete, and could be used but needed small improvement.

Keywords Brain Based Learning, Whole Brain Teaching

1. IntroductionWhile there are many definitions of ‘learning’, the one

that is the basis for this presentation is that learning is the process of developing sufficient surface knowledge to then move to deep or conceptual understanding. Further, there

are seven fundamental principles of learning: learning involving time, energy, deliberate teaching, and effort; the structure and relations of learning; major limitations of the mind; the student as social animal; confidence as a multiplier; the need for maintenance and feedback; and identifying the major learning strategies [1].

Teachers play an important role in the success of the learning process. 21st century teachers were required not only to teach and manage class activities effectively but also to build effective relationships with students and the school community, to use technology to support the quality of teaching, and to do reflection and improvement on their learning practices continuously [2].

The improvement of the learning practices should begin from the teacher's understanding of how the human brain learns, so that students can learn meaningfully and enjoyably. Understanding of how the brain works in learning can facilitate the teacher in designing a learning model [3]. Brain-based learning is a new revolution in learning because it combines several sciences from various fields such as neuroscience, biology, and psychology [4]. The research on combination of brain and learning shifts the education into a new and exciting era of brain-based education [5].

Some of the brain-based learning models that are developed today include Brain Based Learning (BBL) developed by Erick Jensen (2008) and Whole Brain Teaching (WBT) model developed by Chris Biffle (2013). Brain Based Learning was a learning that was based on the idea that every part of the brain had certain functions that could be optimized in the learning process [6]. The Whole Brain Teaching (WBT) model is a learning with instructional approach derived from neurolinguistics features based on the right and left brain functions [7].

The BBL and WBT models have so far been effective in

60 Developing Brain Based Learning (BBL) Model Integrated With Whole Brain Teaching (WBT) Model on Science Learning in Junior High School in Malang

improving the success of the teaching and learning process. Based on the neuroscience findings of the BBL model in accordance with the principles of how the brain works in improving the best way of learning, improving academic achievement and providing equal opportunities to different individuals [8], Tufekcia and Demirelb reported that BBL had a positive effect on high-level learning, retention and student learning attitudes [9], stated that the BBL class had better retention [10], and stated that BBL had a positive effect in learning [11]. While the effectiveness of the WBT model was reported by several researchers: Student score of the Gilroy Prep School in California increased in amount of 11% [12], negative students behaviors decreased in amount of 50% from before and after the learning using the WBT model [13], there was an increase in motivation and mathematical communication ability by using WBT [14].

Based on the syntax of the learning model, the two learning models have some similarities and differences. The similarity of the two learning models is that they pay attention to how the brain learns, and they also consider movements to be important elements in learning. The difference is that the BBL model contains brain exercise, reflection and classical music, while the WBT model contains quick instructions or active greetings and movements or body linguistics.

Further research on the syntax of BBL and WBT models can provide information about the advantages and disadvantages of each learning model. The strength of the BBL model is that it has classical music that can reduce students' anxiety and can make students feel relaxed. The strength of WBT model is that it contains movements that help students understand the learning material more clearly and remember it well. The weakness of the BBL model is that it is almost similar to the discussion model commonly implemented by teachers in learning. The difference is found in gymnastics and classical music play. To complement the BBL model, more challenging techniques are needed to help students remember the learning material better. The weakness of the WBT learning model is that there are too many movements in the learning model that

can drain the teacher and students' energy in learning. Based on the study of the strengths and the weaknesses

of the BBL and WBT learning models, it is considered necessary to integrate the two models so that they can be mutually complemented. The integration of the two learning models is named as Whole Brain Based Learning (WBBL). The problem of this research is formulated as how is the development of BBL learning model integrated with the WBT model on science learning in Junior High Schools in Malang. Therefore, the purpose of this research is to produce a syntax and learning materials of BBL integrated with WBT model, or the WBBL model that is valid, practical and effective.

2. Method This research was conducted in a developmental

research. That details of this developmental research will be described further.

The research is included as a development research. The development model used was the Plomp model (Pitcure 1.) In this research, the BBL model integrated with WBT model is called WBBL model.

The design of the developmental research on BBL model integrated with WBT model was adapted from the developmental model of Plomp [15]. The developmental model of Plomp consists of five stages: (1) preliminary investigation stage; (2) design stage; (3) realization/construction stage; (4) evaluation and revision stage; and (5) implementation stage. The stages of developing the Plomp model can be seen in picture 1 [16]. This article will discuss the results of the preliminary investigation stage, the design stage, the realization or the construction stage, and the evaluation and revision stage, so that it will produce the product in the form of the combination between BBL and WBT learning models. The implementation stage will be written in the following article as an experimental research.


Picture 1. Plomp development model (1997)

The process of developing BBL learning model integrated with WBT learning model using the Plomp [15] model is summarized in Table 1 below.

Table 1. Stages of developing the BBL Model integrated with WBT Model

Stages Activities

Stage I Preliminary investigation

Searching for the information on learning

Providing rational reasons for the development of BBL model integrated with WBT model

Examining the theory underlying the development of BBL integrated with WBT model

Stage II Design

Rationales of BBL model integrated with WBT model

Designing social system

Designing the principle of reaction

Designing support systems

Effects of learning

Stage III Realization or construct

Prepare the learning syntax

Developing learning materials

Phase IV Test, Evaluation and Revision stage

Validating the learning materials

Try out in limited class (small class)

The subject of research in the development of the BBL model integrated with the WBT model (WBBL) is 26 Junior High School Malang, Indonesia.

The data collection instruments for the material development include 6 steps: (1) questionnaire for teacher and (2) the validation sheet of the product development, (3) questionnaire for the user of the developed product, and (4) audience test, (5) the average calculition of the validation results from the three components, namely expert validation, user validation, and audience validation, (6) the

conclusion determination of the validation results which was then determined by using the criteria of the validity level.

The instruments in the research had been validated before they were. The validation included the content validity and construct validity. The content validity was related to the accuracy determine action of the instruments in terms of the concordance between content and the curriculum as well as the concept construction to be tested. The construct validity referred to the suitability between


the instruments and the skill to be measured. The stages of the research and the instruments used at

each stage are described further: (1) Questionnaire for teachers: the questionnaires given

to teachers aimed to obtain preliminary information related to teacher learning, teacher understanding of brain-based learning, and student involvement in learning.

(2) The validation sheet of the product development: the validation sheet consisted of syllabus, lesson plans, student worksheets and assessment of learning results. The validation sheets, in the development research was used to obtain validation data from biology expert validator, learning technology expert validator and senior teacher of junior high school. The results of the validation were then calculated using the following formula:

Formula Description: Vah = Expert validation; Tse= Total empiric score achieved (based on expert

assessment, user assessment, or the results of students’ competency test)

Tsh= The total score expected

(3) Questionnaire for the user of the developed product: the questionnaire for the product development users contained indicators that could obtain information about teacher's response toward the implementation of the syntax of BBL model integrated with WBT model that had been designed. The results of the questionnaire were then calculated using the following formula:

Formula Description: Vpg= user validation; Tse= Total empiric score achieved (based on expert assessment, user assessment, or the results of students’ competency test) Tsh= The total score expected

(4) Audience Test: audience test in the form of learning result test is aimed to know the students’ learning results after they were taught by using BBL model integrated with WBT model in the limited class. The test consisted of 20 multiple choice items and 4 essay items. Before used, the test items were validated for the content validity and the construct validity. The results of the students’ learning test were calculated using the following formula.

Formula Description: Vau= Audience validation Tse= Total empiric score achieved (based on expert assessment, user assessment, or the results of students’ competency test) Tsh= The total score expected

(5) After that, the average of the validation results from the three components, namely expert validation, user validation, and audience validation, was calculated by using the following formula:

Formula Description: V = Validation (combination) Vah = Expert validation; Vpg = user validation; Vau = Audience validation Tse= Total empiric score achieved (based on expert assessment, user assessment, or the results of students’ competency test) Tsh= The total score expected

(6) The conclusion of the validation results was then determined by using the criteria of the validity level or effectiveness level in Table 2 [17].

The data obtained in this development research which included the initial information about the learning, the results of the expert validation, the validity from the user, teacher, and audience test were then analyzed descriptively.

Table 2. Criteria of Validity/Effectiveness of the Learning Model

No. The criteria of achievement (Effectiveness) Level of effectiveness / validity

1 81.00% - 100.00% Very valid, very effective, very complete, can be used without improvement

2 61.00% - 80.00% quite valid, quite effective, quite complete, can be used but need small improvement

3 41.00% - 60.00% less valid, less effective, less complete, need major improvement, not recommended to use

4 21.00% - 40.00% Not valid, not effective, not complete, should not be used

5 00.00% - 20.00% Very not valid, very not effective, very not complete, must not be used

100xTTV

Sh

Seah =

100xTTV

sh

sepg =

100xTTV

sh

seau =


3. Result and Discussion The results and discussion will be explained based

on the steps of developing the Plomp model with 4 stages, namely: (a) preliminary investigation, (b) design phase, (c) realization / construction phase, (d) Evaluation and revision phase

(a)Preliminaryinvestigation Based on the results of direct observation, questionnaire

(on 25 teachers) and cognitive learning result test (in 8 schools) there was some information that will be described further: 60% of all teachers used information discussion method or lecturing method during the classroom learning, the remaining 40% teachers sometimes used experiment method, cooperative learning, modeling and PBL. Related to metacognitive skills, 64% teachers were not familiar with metacognitive skill concept, so that they never taught metacognitive skills to students. While related to the retention, 80% teachers did not recognize the concept of retention, and 100% teachers stated that they never measured students’ retention. Only 17.6% students reached the minimum standard score of science learning result test. The students’ cooperative skill was still deemed poor, and their courage to express ideas still needed to be trained.In addition, the learning was only dominated by some students only, while the other students tended to be passive in the learning activities. The curriculum used by the science teachers in Junior High School Malang was the 2013 curriculum of 2016 revised edition.

Based on the investigation data, it is shown that the majority of teachers use lectures and discussions, which has an impact on the low student learning outcomes. This is one proof of the link between the learning process in the form of learning strategies on learning outcomes. When the learning process is not optimal, it will be followed by learning outcomes that are not optimal. The linkages between these components were strengthened by Rahman, & Phillips opinion that learning strategies have an effect on the achievement of the learning results [18], thatthe research results which state that the concepts of students are influenced by the learning strategies [19,20]. Similarly, the research results of Pranoto stated that the better the learning strategy implemented, the higher the students’ learning results [21]. For this reason, learning strategies or models should be of concern to the teacher. Teachers need to understand and apply other learning models, so they are more varied. Less varied learning models can cause boredom in learning so that they have an impact on learning outcomes. According to Syah, when students are in a state of boredom, the reason system cannot work as expected in processing new information or experience, so it cannot show the progress of learning [22].

Developing a learning model that starts with a problem investigation will facilitate the process of developing an

appropriate learning model. Along with the development of the era, the current learning model thus progress, one of which is brain-based learning. Brain-based learning is a learning that involves the functioning of the brain with the learning process. Brain-based learning for teachers in Malang city is something new. Based on the questionnaire of needs analysis related to brain-based learning, it is known that 92% of Junior High School teachers in Malang did not know the brain-based learning, and the teacher did not know the information about the important elements that the brain needed in learning. Related to the relaxation usually used by the teachers in learning, 50% teachers stated that they usually invited the students to sing and do scout claps, while the other 50% teachers stated that they never did relaxation activities in learning. 100% of teachers stated that they had never invited the students to listen to the classical music during learning; most teachers stated that to assist the students in remembering important information, they used abbreviations and concept maps, while a few other teachers required the students to memorize it repeatedly. To attract the students’ attention to refocus on the learning, the teachers did some techniques, such as: hitting the table, hitting the blackboard and doing a silent treatment or shouting.

The data shows that brain-based learning is something that teachers rarely hear and implement in the classroom, both in learning and classroom management. Concentration of students' attention in different ways, relaxation, and classical music will make students give more attention because for students it is something that is not usual. The brain will usually respond faster and leave a deep impression on something different from what is usually done. So the development of models and techniques for classroom management continue to be developed based on existing learning theories. The development of the WBBL learning model is an effort to find new learning tactics based on the learning principles that exist in the BBL and WBT models. Illustration of development can be seen in the picture.

The theories underlying the development of the model are theories related to the BBL model and the WBT model. The BBL model is based on the following theories: Brain Based Learning (BBL) derived from the cognitive theory of neuroscience. The theory arises from the study on how the brain functions by the neurosciences [23]. 12 principles of BBL that emerge from the study on how the brain functions by the neurosciences are explained further, including: (1) the brain is a parallel processor, (2) learning is influenced by physiology, (3) the search for meaning is innate, (4) the search for meaning occurs by imitation, (5) emotions greatly affect the process of imitating, (6) each brain simultaneously observes and creates the parts and overall knowledge gained, (7) learning involves focused attention and widespread perception, (8) learning always involves the conscious and unconscious process, (9) we


have at least two memory systems, (10) the brain understands and remembers best when reality and ability converge in natural spatial memory, (11) learning can thrive by challenges and hindered by threats, (12) every brain is unique [24].

The principles of BBL strategies that could improve the students’ achievement in the classroom are (1) talking, (2) emotions, (3) visual, (4) chunking (5) movement, (6) shaking it up (7) the brain needing oxygen, (8) brain breaking, (9) making connections, (10) feedback, (11) music, (12) acronyms, (13) hydration, (14) time for reflection (15) energy level, (16) space, (17) location. (18) positive environment, (19) optimism, (20) choice, (21) anticipation, (22) meaningful learning [25].

The WBT model is based on the theory saying that WBT is an instructional learning derived from neurolinguistic features based on the right and the left brain function [7]. Ratey described the correlation between motoric and sensory aspects consisting of: (1) movement is very important for the existence of the brain in particular, (2) the frontal lobe of the brain specialized in organizing physical activity and mental is higher because the function the brain depends on the movements, (3) movement is essential for every brain function including recall, emotion, language and learning [26]; Movement can be an effective cognitive strategy to (1) strengthen learning, (2) improve memory and retrieval, and (3) increase motivation to learn and spirit [27].

Based on the study of the syntax of the BBL model and the WBT model, information is obtained related to the advantages and disadvantages of the BBL and WBT models. The advantages of the BBL model are students doing light exercise to balance the brain and given the opportunity to think independently calmly while listening to classical music while the drawback is the lack of active greetings for students and movements as a form of coding of important material. The strength of the WBT model is that there is an active greeting that makes students more focused in learning, that there are movements that will help students remember important material, while the drawback is that students are required to make movements that are sometimes not thought of by students, other than that with these movements students are required to remain fully concentrated so that making movement sometimes makes students tired and bored.

(b)Design Phase At design stage some information were obtained.

New characteristics resulting from the combination between BBL and WBT model, was a model implemented by using visual, verbal, and body language, relaxation and self-reflection. The system developed was a learning activity depicting an active interaction between teachers and students, students and students in class discussions, and the existence of learning instructions by teachers. The

principle of reaction that emerged was every teachers’ instruction in the form of verbal language, visual language and body language would be responded by students as instructed as a form of active reaction in learning. The supporting learning system was the teacher preparing the movement or body language as an important code related to the important concepts taught, the teacher preparing classical music for self-reflection and relaxation activities and preparing materials for students to be discussed in the form of student worksheet.

Based on the design stage of integrating BBL model with WBT, it is found that the characteristics of new learning model which is followed by Whole Brain Based Learning (WBBL) model is learning by using visual language, verbal language and body language, relaxation and self reflection. Learning with these characteristics makes the learning process more effective, meaningful and fun. This is due to the function of the eye working optimally, in visualizing what is seen both in the form of writing, pictures, colors or movements.Al Ghraibeh and Al Zahrani, described that the eyes are controlled in a more complex way, in which each eye transfer information to both brain hemispheres. Related to gestures, it was explained that if a person was not sure about the spelling, he would rely on the gestures, and gestures depended on what was thought [26]. Any part of body that perform an activity like what is seen by the eye, heard by the ear and performed by the body will give a reaction to the work of both brain hemispheres [3].

Body linguistics in addition to acting as a encoder to clarify what is said is also a form of physical activity that affects the brain's ability to remember.Based on the findings, it is also explained that physical activity in the form of gestures atau movements in learning can support memory function because it can stimulate the liver to produce glucose to remain stable [4].

While during relaxation and reflection, classical music impacts the sense of comfort and calm that supports students to remember what they have learned by writing in the reflection book.The effects of Mozart music can improve spatial abilities and increase alpha waves that impact on positive learning ability [28]. The music could increase emotional intelligence. The students become more relaxed and focused, and it makes the conditions of the classroom comfortable, so that the students can manage their emotions better [29].

The following illustrates the syntax, similarities in differences and characteristics of the BBL and WBT models which form the basis of the WBBL model development.

c) realization/construction Phase At construction stage, the learning syntax of WBBL was

produced, as shown in Table 3.The syntax is produced


from an assessment of the learning theory of BBL and WBT models, the syntax and characteristics of the two models, as illustrated in Figure 1.

After that, based on the syntax of the learning, the learning materials were developed which consisted of syllabus, lesson plans, student worksheet and the assessment of learning results. The whole learning materials were used as a prototype 1 of the BBL learning model integrated with WBT learning model. The prototype 1 was subsequently validated by expert validators and user validators.

From the WBBL syntax can be seen that the learning activities are in accordance with the way the brain in learning. The parts of the brain that respond to the syntax are: (1) class-yes, (2) pre-exposure with gesture, (3) in-acquisition ready, (4) elaboration with teach and mirror, (5) incubation and memory insert, (6) comprehension check, and (7) celebration. The syntax is suitable with the way the brain learns. According to the syntax, the parts of the brain give responses as described further. At the class-yes stage: the part of the brain which works is the prefrontal cortex. At pre-exposure with gesture, at this stage, the part of the brain which functions is the frontal lobe. In-acquisition ready and in elaboration with teach and mirror, where the students have group discussion and share with the other groups, the part of the brain which functions

is the frontal lobes, the parietal lobes, the occipital lobe, and the limbic system. At incubation and insert memory, the part of the brain that functions is the frontal lobe, the cerebellum, the limbic system of the hypothalamus; its function is to organize the body functions, such as body temperature, so students can concentrate. At comprehension check, the part of the brain which functions is the frontal lobe, the temporal lobe, the parietal lobes [30]. At celebration stage, the part of the brain which functions is the frontal lobe and limbic system because the rewards given to the student for their efforts in learning can motivate the students to learn better.

Based on the syntax of the BBL learning model integrated with the WBT model, the learning material, called the prototype I, was developed and furthermore it was tried out to evaluate and revise whether the learning materials had been valid, practical and effective to be implemented in wide-scale learning. Moonen stated that the prototype was the initial product of the developed learning model [31]. The quality of the learning materials generally requires three criteria of validity, practicality, and effectiveness. Furthermore, it is explained that an education product not only needed to show the quality of the developed learning materials, but also showed the aspects of validity, practicality and effectiveness, so that it could be used widely [32].

EQUATION DIFFERENCE

BBL MODEL WBT MODEL

Based on the working system of the brain

learning adapted to the way the brain processes information that is receiving, storing, and recalling

information in a way that is fun

Learn to remember information by activating every part of the brain through coding and

repetition. View that the elements

of movement are important in learning.

Movement aims to stretch the muscles so that they can launch blood circulation to the brain at the time of

learning.

The movement aims to clarify what is said so that compatibility is needed between what is said with

the movement. Background by learning

theory Cognitivism that focuses on behavior, knowledge, intelligence, and critical thinking and assumes that

learning is the result of mental processes.

The theory of social learning initiated by Albert Bandura, learning requires students to do

repetition in the form of speech or movement by observing other people or models


Figure 1. Illustration of the Development of the WBBL Model Based on Syntax, Differences in Similarities and Characteristics of the BBL Model, and WBT.

Table 3. The Syntax of WBBL Learning Model

Learning syntax Teachers’ activity

Class - Yes Teacher says "class class” students are answering" yes-yes " with the intention of making students concentrate and attracting students' attention

Pre-exposure with Gesture

Presenting problems in the form of facts according to everyday life. Teacher explores the students’ prior knowledge Teacher invites the students to review the previous learning material Teacher states the learning objectives while using body languages

In-acquisition Ready

Preparing the students to do discussion or observation by saying "In-Acquisition Ready", students answer "Ready" Dividing the students in groups Distributing the student worksheet

Elaboration with Teach and mirror

Teacher says "teach-class" as a cue to start the discussion. Note: Any student who speaks either in a group discussion or in a class discussion will talk while moving their body according to what they say Teacher says "class-class" which means that students have finished working in groups and are ready to share with their classmates Teacher mention the name or group to share by saying "teach class" (eg, group II teach class or Satria"teach class") Teacher says "class-class" which means that students should pay attention to the teachers because the teacher will provide reinforcement, by explaining the important points with body language. Teacher says "mirror" which means that the students are asked to mirror what the students explain while making body movements

Incubation and insert the memory

Teacher says "class rilex" which means that the students are asked to relax for a moment with classical music playing Teacher asks the students to take a deep breath and then exhale slowly with the cue "inhale " and the students are asked to exhale slowly with the cue "exhale" Teachers say "mirror" which means that the students write back what they have learned as a form of self-reflection and the students remember the important material by making some body movements

Compersation Check Teacher asks the students about the material being learned Teacher guides the students if any misconception occurs

Celebration Teacher writes the results of the students’ work on the scoreboard and gives reward for the students’ success and the students celebrate it

Table 4. Recapitulation of the Validation Results by Expert Validators on the Learning Materials of WBBL Model

Learning device Validator score results

Average 1 2 3

Syllabus 93.8% 91.7% 87.5% 91.0%

Lesson plan 93.2% 100.0% 77.3% 90.2%

Student worksheet 95.0% 92.5% 75.0% 87.5%

Assessment 86.4% 88.6% 75.0% 83.3%

Average 88.0%


d). Evaluation and Revision Phase At the evaluation and revision stage (evaluation and

revision) several things were conducted: (1) validating the learning materials by expert validators, and revising the learning materials based on the results of the validation. The results of the revision were then used as the prototype II, (2) trying out the product of prototype II to obtain user responses, namely the teachers, and (3) trying out the product to obtain students' cognitive learning results as a form of audience validation. The validation activity is described as follows:

(1) Validation of the learning material by expert validators

The learning materials were validated by 3 expert validators: a Biology education expert, a learning technology expert, and a senior science teacher at Junior High School Malang. The results of the validation analysis by the validators can be seen in the following Table 4.

The results of the validation analysis by the three validators obtained the average score of 88%. The next stage was revising the prototype 1 based on the feedback from the validators. The results of the revision were then used as prototype II. The improvements to prototype II will be elaborated further.

a) Related to the syllabus: replacing the words "teacher asks the student" to "teacher verifies the concepts learned" and adding the indicators in chapter V, namely counting the calories and heat of an object, and in chapter VI about photosynthesis. b) Related to the lesson plan: making one lesson plan which consisted of one chapter which had several meetings and paying attention to the implementation of the lesson plan in the classroom c) Related to the student worksheet: adding the taxon columns in chapter II of the classification concept, adding the number of the student worksheet in accordance with the lesson plan, adjusting the questions on the student worksheet with those in the assessment, adding the number of meetings in chapter II by adding the learning material of introduction to microscope and the classification of animals and plants. Based on the recommendations of the validation a

revision has been carried out. The results of the revision are referred as prototype 2 development products.

(2) Trying out the developed product by the teacher

The revision results based on the feedback from the validators produced the product of prototype 2, which was then tried out in the field. This try out was conducted in a limited class (small class) with the aim to know the practicality of the developed learning materials. The recapitulation of the questionnaire results of the teacher responses as users can be seen in Table 5 as follows.

(3) Try out of the product in the form of students’ learning results

The product tryout was carried out in a limited scale in Junior High School 26 related to chapter 1 at the subject "Science object and Observation". The mean score of students’ learning results related to that chapter was 69.5 with the percentage of effectiveness criteria of 69.5%.

This value is still not optimal, because it is still below the minimum completeness criteria for schools. The application of the WBBL model is still something new for students, so it is necessary to make it a habit.But to draw conclusions from the results of the development not only sees learning outcomes but user trials (teacher responses) and assessment of the device from the validator.

Based on the three components of the learning material validation consisting of expert validation, product tryout in the form of teacher’s responses, and students’ learning results, the scores of each component obtained were 88%, 80% and 69.5% respectively, and the mean score of the combination of the three components was 79.2 %. Based on these results, it can be concluded that "the learning materials of the BBL learning model integrated with WBT learning model is valid and it can be used although needing some small improvements".

From the evaluation and revision stage, it was found that "the learning materials of the BBL model integrated with WBT model had been valid, effective, complete, and could be used but needed small improvements". Therefore, the developed product of the BBL model integrated with WBT model will be used in a wider class in State Junior High Schools in Malang. This activity will be designed in the form of experimental research which will investigate the effectiveness of BBL model integrated with WBT model compared with the models of BBL and WBT as well as conventional learning toward cognitive learning results, metacognitive skills and retention of science of the Junior High School students in Malang.


Table 5. Recapitulation of Observation Results of the User

No Indicator Score

1 The appropriateness of the time allocation with the learning process 3

2 The capability of the learning model to achieve the learning indicators 3

3 The effectiveness of the use of learning resources by students using the developed model 3

4 The match between the learning steps in the learning model and the implementation in the classroom 4

5 The capability of the learning model in developing the students’ positive habits in the learning process 3

6 The compatibility between the learning activities with the type of assessment within syllabus 3

7 The capability of the learning model in making the students creative in the learning process 3

8 The capability of the learning model in making the students active in the learning process 3 9 The capability of the learning model in involving the students to do group work 4

10 The capability of the learning model in exploring the students’ knowledge 3

11 The capability of the learning model to create meaningful learning for the students’ life 3

12 The capability of the learning model to make the students understand and be interested 3

13 The appropriateness of the media with the learning indicators 3

14 The capability of the learning model to engage the students in reflection activity 3

15 The capability of the learning model to create a fun learning atmosphere 4

TOTAL 48

PERCENTAGE 80.0%

4. Conclusions From the result of research and discussion it can be

concluded several things between them: (1) the syntax of BBL model integrated with WBT model consists of: (a) class-yes, (b) pre-exposure with gesture, (c) in-acquisition ready, (d) elaboration with teach and mirror, (e) incubation and memory inserts, (f) comprehension check, and (g) celebration; (2) the scores of the validation tests on the learning materials consisting of expert validation, product tryout in the form of user responses, namely teachers, and students’ learning results are 88%, 80% and 69.5% respectively, and the average score of the three components is 79.2 %; (4) the validity level of the learning materials of BBL model integrated with WBT model is valid, effective, complete, and it can be used but needs small improvements".

Acknowledgments The research activities did not escape from the help of

many parties including: junior high school teachers in Malang which became the models in learning, observers in charge of monitoring and evaluating learning activities.

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DOI: 10.13189/ujer.2020.081810

The Relevance and Use of Biology Laboratory Practice

towards Biology Teacher Competencies

Nurhasanah

Department of Biology Education, Universitas Terbuka, Indonesia



Abstract This research aimed to determine the extent

of the relevance of 2nd Biology laboratory practice subject

matter with biology material. Laboratory practice is part of

learning to test and apply a concept in the form of learning

activities or in high school. The method used is descriptive.

Data was obtained from Biology Education students who

have taken 2nd Biology Laboratory practice courses

towards students. Instrument used is questionnaire, and

analyze data used is descriptive. The results obtained on

the relevance of the experimental substance to improve the

competence of practicing laboratory practice in schools are

that 44.21% strongly agree, 42.41% agree, and 10.96%

disagree. The usefulness of the substance of the experiment

in improving the competence of carrying out biology

laboratory practice in schools is that on average as much as

55.04% strongly agree, and as much as 43.84% agree. The

conclusions and suggestions from this study need to

include other alternative materials for the experiment,

bearing in mind that not all laboratories in the schools have

complete laboratory tools and materials.

Keywords 2nd Biology Laboratory Practice,

Competence of Biology Teachers, Relevance Laboratory

Practice

1. Introduction

Laboratory practice is a part of learning that is intended

to be discussed and proposed by the theory in real

situations. In a more specific sense, a laboratory practice is

a form of learning activity intended to strengthen student

knowledge of course material through an application,

analysis, synthesis, and evaluation of theories applied in

laboratories through the field [1–3]. Laboratory practice is

an activity that requires students to make observations,

experiments, or testing a concept or principle of course

material that is conducted inside or outside the laboratory

[4,5]. Practical activities are carried out under the guidance

of the instructor/supervisor. 2nd Biology Laboratory

practice must be taken by all students from various inputs

ranging from senior high school equivalents to

Non-Biology Education, constituting the main course and

also as a prerequisite for taking the Final Examination

Program.

In accordance with the explanation above, the laboratory

practice courses in the Biology Education Study Program

are the application courses of the concept of Biology

Education Study courses. Based on the concepts that have

been learned in each course in the Biology Education Study

program, students should be able to apply the

concepts/materials that have been learned and their

relevance to the curriculum in junior and senior high

schools, because for developing their profession as a

teacher it is expected to be able to apply the skills of

practicing laboratory practice to conduct learning and

design laboratory practice activities at school [6,7].

Along with the development and demands of the

Biology curriculum in junior and senior high schools,

teachers are expected to be skilled in presenting learning by

including laboratory practice. In this condition laboratory

practice becomes student learning activities in schools

[8,9]. To find out the implementation of laboratory practice

in schools and curriculum demands, it is necessary to study

the relevance and usefulness of 2nd Biology laboratory

practice material on improving the ability of teachers or the

competence of middle and high school teachers. In the

implementation of learning, Biology Education students

have taken laboratory practice courses in Biology at

various to support their performance in the implementation

of Biology Learning in Schools.

Science and technology, both as the substance of

teaching materials and tools for organizing learning,

continue to develop [10,11]. This dynamic requires

teachers to always improve and adjust their competencies

to be able to develop and present the actual subject matter

using various approaches, methods, and the latest learning


technology [12,13]. Only in that way is the teacher able to

organize learning that successfully leads students into the

world of life in accordance with the needs and challenges

of his day. Conversely, the unwillingness and inability of

teachers to adjust their insights and competencies to the

demands of the development of their professional

environment will actually be one of the factors inhibiting

the achievement of educational and learning goals.

Biology learning should involve students actively in

practicing. The role of laboratory practice in learning is that

it can support students to develop thinking skills and

abilities. Laboratory practice implementation can stimulate

students to be active in solving problems, think critically in

analyzing existing problems and facts, and discover

concepts and principles, so as to create more meaningful

learning activities with a conducive learning atmosphere.

The ability to solve problems, think critically and think

creatively is the essence of educational goals and becomes

the need for students to face the real world [14,15].

Until now, both in fact and in perception, there are still

many people who doubt the competence of teachers both in

the field of study being taught and other fields that support

especially the didactic and methodical areas of learning.

This doubt is reasonable because it is supported by the

results of the competency test which shows that there are

still many teachers who have not yet reached the

competency standard set. This competency test also shows

that there are still many teachers who do not master the use

of information and communication technology (ICT). Trial

video studies of a number of teachers in several sample

locations complement the evidence of that doubt. Another

conclusion is that learning in the classroom is more

dominated by one-way lectures from the teacher and

questions and answers are very rare. This reflects how

many teachers still do not try to improve and update their

professionalism [16,17].

The laboratory practice method is a way of presenting

learning by using experiments [18,19]. In the

implementation of this method, students carry out activities

that include controlling variables, observing, involving

comparison or control, and using practical tools. In the

learning process using laboratory practice methods,

students are given the opportunity to experience it

themselves or do it themselves. By doing laboratory

practice students will become more confident about one

thing or concept rather than just accepting explanations

from the teacher and books, which can enrich experiences,

develop scientific attitudes so that learning outcomes will

last longer in students' memories.

The purpose of this study was to determine the extent of

the relevance of 2nd Biology laboratory practice subject

matter with biology material. The relevance of the titles of

laboratory practice subject matter with laboratory practice

of biology. Then, Meaning/usefulness of practical

laboratory practice subject matters for 2nd Biology

Laboratory practice in carrying out laboratory practice in

Schools, the Meaning of laboratory practice material in

supporting the enrichment and insight of teachers in

providing learning in schools.

2. Methods

This research uses a descriptive method. The instrument

used was in the form of a questionnaire divided into 3

components according to the problem that raised and an

interview sheet for undergraduate students of Biology

Education Universitas Terbuka who had become a

Biology teacher and had taken 2nd Biology Laboratory

practice. The location was used as a research data sample

namely students from Jakarta, Bogor, Serang, and

Bandung to find out the extent of relevance and

application of 2nd Biology Laboratory practice. Design

flows in the implementation of data collection, namely the

Biology Practical Book, Biology Learning Materials.

Biology Teacher Competencies in Schools, Relevance and

Use / Benefits by students. Data processing uses

calculations based on the amount of data obtained from

items using the percentage table questions, while for the

items of experience, proposals, and suggestions/interviews

the data is grouped according to the issue and then

analyzed qualitatively.


Based on the data acquisition of 46 respondents in the 3

items above, the results of data acquisition in points 1 and

2 after calculating the average will be presented in tabular

form; while for item 3 on experiences, proposals and

suggestions which are grouped according to the module

will be analyzed descriptively and qualitatively. The

average results obtained for each module on the relevance

of the substance of the experiment in increasing the

competence of conducting Biology Laboratory practice in

Schools can be seen in Fiugre1 below.

Figure1.The relevance of Biology Experiment material in junior/ senior

high schools

Based on the data in table 1 and the description from

72 The Relevance and Use of Biology Laboratory Practice towards Biology Teacher Competencies

the table above, the results of the acquisition of

respondents' opinion about the relevance of the substance

of the experiment to improve the competence of practicing

laboratory practice in the school are that 44.21% strongly

agree, and as much as 42.41% agree and only 10.96%

disagree. So 44.21% of students agreed that the substance

of the experiment was relevant to improve the competence

of laboratory practice in school. The average results

obtained for each module on the usefulness of the

substance of the experiment in increasing the competence

of conducting Biology Laboratory practice in Schools can

be seen in Figure2 below.

Figure2. Use of Biology Experiment material in junior/ senior high

schools

Based on the results of the opinion of respondents in

diagram 2 about the usefulness of the substance of the

experiment in improving the competence of carrying out

biology laboratory practice in schools, then on average

55.04% strongly agree, and as much as 43.84% agree.

This means that as much as 55.04% of respondents

strongly agree that the substance of the experiment in

improving the competence of conducting practical work in

schools is very useful. Overall all laboratory practice

material presented is very useful, but it would be nice in

every experiment to include other alternative

materials/tools to be used. This is because not all schools

have adequate laboratory facilities, there are even schools

that do not have laboratories, including tools/materials, so

teachers are required to be more creative in finding

alternative materials / simple tools that will be used in

laboratory practice [5,20,21].

As a whole, the subject matter of this course is relevant

and has its uses with the implementation of Biology

laboratory practice in schools, but the conditions in school

laboratories are sometimes complete equipment or limited

material is still often found [8,22]. Experiments on food

testing and the results of excretion of ingredients are

incomplete and there is no description of how to make a

solution and obtain a solution. The notes are that the

visualization of the laboratory practice process is very

necessary for this condition, such as the stages of division

in frogs or in mice, or the stages of cutting plants by stem

cuttings. Not only being explained in the description but

also with visualization/picture, so it is easy to understand.

If possible VCDs can be equipped as in the blood type test

laboratory practice, Plant Development on vegetative

propagation. The module is equipped with a CD, but not

for all experiments, only for those that are considered

difficult.

Module 1 material for gram staining is rather difficult

to find the bacteria and at school, there are no or rare

experiments done at school. It is rather difficult to

implement and bacteria must already be in the finished

form which must be purchased. Experiments in module 7

are rather difficult to find ingredients such as specimens

preserved for parasitic worms. Schools must look for

material from learning sources such as those in higher

education institutions that have complete laboratories or to

find places to procure materials that are somehow difficult

to obtain, so as to obtain appropriate information, and

experimental material that is not relevant to middle/ high

school material such as counting the number of

microorganisms, identification of microorganisms, and

gram staining. Material with characters like these is

indeed quite difficult because it is to add students' insights

in applying the theory learned [23–25].

Science learning activities can be carried out through

various activities such as observation, testing/research,

discussion, independent information gathering through

reading assignments, interviewing resource persons,

simulations/role playing, singing, demonstration/modeling

demonstrations, and relating to the Environment,

Technology and Society [26–28]. Learning activities are

directed more at direct learning experiences than teaching

(teaching). The teacher acts as a facilitator so students are

more active in the learning process. The teacher is

accustomed to providing the broadest opportunities so that

students can learn more meaningfully by giving responses

that activate all students positively. The Biology teacher

can provide project assignments that need to be worked on

and reviewed to continually improve results. The task of

this project is expected to involve Science, Environment,

Technology, and Society in real terms in the context of

simple technological development, research and testing,

making reading literature, making clippings, writing

scientific ideas or the like. Learning objectives for each

subject and expected educational competence are

determined.

The direct learning experience is emphasized through

the use and development of scientific process skills and

attitudes in order to understand concepts and be able to

solve problems. To make it easier for teachers to do

scientific work, basic competencies and indicators of

scientific work are presented and integrated into their

subject matter. In a learning activitysuchu as scientific

research, not all indicators of scientific work must be done.

The teacher can choose according to the needs of the

availability of tools/materials, student abilities,

availability of time allocation, and the ability of teachers.


The approach used in Biology learning is

student-oriented. The teacher's role shifts from

determining "what will be learned" to "how to provide and

enrich student learning experiences". Learning

experiences are obtained through a series of activities to

explore the environment through active interaction with

friends, the environment, and other resource persons.

Learning methods must be analytical, tangible objects.

The laboratory approach is commonly used in the

presentation of science learning through the methods of

experimentation and demonstration [29-32].

4. Conclusions

Based on the results of the study it can be concluded

that the relevance of the substance of the experiment to

improve the competence of practicing laboratory practice

in the average school is that 44.21% strongly agree, and as

much as 42.41% agree and only 10.96% disagree. So

44.21% of students agreed that the substance of the

experiment was relevant to improve the competence of

laboratory practice in school. The usefulness of the

substance of the experiment in improving the competence

of carrying out biology laboratory practice in schools is

that on average as much as 55.04% strongly agree, and as

much as 43.84% agree. Through this research, according

to the study and input obtained it is necessary to review

the practical points that need to be adapted to the

application of learning in schools both in middle and high

school.

Acknowledgements

Thank you to all the participants in this research.

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The Effect of Team Based Learning Model on Students' Critical Thinking Skills in Ecosystem

Mieke Miarsyah*, Ratna Komala, Riska




Abstract 21st century education must be able to develop the students' various skills, one of which is the critical thinking skill. Critical thinking skills are reasonable and comprehensive way of thinking that are used to make decisions. The aim of this study was to determine the effect of Team Based Learning (TBL) models on student critical thinking skills in Ecosystem. The research method used in this study was a Quasi Experimental Design method with pretest post test control group design. There are 60 students on each class selected through simplerandom sampling. The instruments used were 15 items about critical thinking, which have been declared valid and reliable. The result showed that the average critical thinking scores of students increased significantly by using Team Based Learning (TBL) model. The highest gain score in the experiment class on first aspect (Clearness) is in gain score of 0,7 (high). Mean while the smallest increase occurred in control class on aspect accuracy, relevance, breadth and precision in gain score of 0,0 (low). A t-test indicated that TBL students’ critical thinking skills significantly increased (sigvalue. 0.00). The conclusion was that there was an influence on the application of the Team BasedLearning (TBL) model on students’ critical thinking skills in Ecosystem.

Keywords Ecosystem, Critical Thinking Skills, Team Based Learning (TBL)

1. IntroductionEducation in the 21st century must be able to prepare the

students for having various skills to deal with many opportunities and challenges in life. Skills that must be possessed by the students in the 21st century such as

creativity and innovation skills, critical thinking skills and problem solving, communication and collaboration, information literacy, media and information technology, flexibility and abilites to adapt, initiative, social and cross cultural abilities as well as productivity and accountability[6]. 21st century education has made learning change from teacher center to the student center. Student are not only asked to record everything that is explained by the teacher, but also actively seek various information from any sources [5,7,23].

Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do [8]. In this digital era, students will get a lot of information easily and quickly but the truth of the information cannot be guaranteed.. Therefore, students must have the ability to think critically, because it will make it easier to choose relevant sources and information to make a decision [26].According to Facione people who have good critical thinking skills will have better self-confidence, deep knowledge, an open mind, able to see some alternative points of view in problem solving, strong beliefs in making a decision, able to make better judgement and consideration when making a decision [9]. Critical thinking skills are also a factor that can predict students cognitive learning out comes [16].

In biology learning specifically in Ecosystem topic, students really need critical thinking skills. This is because on this topic a lot of materials are not enough to memorize and remember. In detail, if we want to learn the role of organism in their ecosystem such as consumer or decomposer and the problem that will come if this organismis not in stablestage or extict, the critical thinking skills are required. This is because the topic has many problems that are relevant to daily life and must be solved by students [12]. Students will be required to make decision store solve existing problem quickly, precisely and accurately.

The fact is that students critical thinking skills have not been yet developed at school. Programmefor International

76 The Effect of Team Based Learning Model on Students' Critical Thinking Skills in Ecosystem

StudentAssesment (PISA) 2018 shows Indonesia scienceliterationscoreis 396, it is lower than OECD rate [21]. It reflects that student’s skills in answering questions referring tocritical, logical and problem solving skills place in low. The low critical thinking skills of students are caused by learning activities that tend to only practice aspects of remembering and understanding [17]. In these learning activities students tend to just sit and listen to the information presented by the teachers without being able to develop the information obtained or discuss it in class.

To solve the problem is by applying an active learning model that is able to invite students to process the information obtained and not just transfer the available information. One of them are Team Based Learning (TBL) model. This model refers to constructivism learning theory whereby knowledge will be formed from one’s personal experience [19]. Michaelsen Larry defines Team Based Learning model as a conceptual and operational learning framework that relies on small group interactions to get concepts and problem solving [14]. The Team Based Learning model consists of six stages of learning, namely pre-class preparation, individual readiness assurance test, team readiness assurance test, appeals, mini lecture clarification and application.

Based on the purpose of this, the study improved the student critical thinking skills in Ecosystem using Team Based Learning (TBL) model.

2. Methods The methodused in thisresearchwasQuasi Experiment

with pretest posttest control group design. This research involved two groups. The experiment group was applied by Team Based Learning model (TBL) and the control group was applied by Student Team Achievement Divisions model (STAD). This research was conducted in second semesters of the 2018/2019 in 51 Jakarta senior highschool. The sample, which was selected by simply random sampling selected four classes in 10thgrade of science class, two classes as an experimental class and two classes as a control class. Participants of each class are 60 students.

The instrumentused was critical thinking skills test consisting of 15 items about ecosystemtopic. This instrument was given during the pre-test and post-test. The indicator of critical thinking used consisted of 7 aspects, namely Clearness, Accuracy, Relevance, Sufficiency, Depth, Breadthand Precision [18]. More details can be seen in table 1.

The data will be analyzed from the result of pretest and posttest of student’s critical thinking skills on Ecosystem topic with the aim at knowing the difference average between the experimental and control classes. The different

average that occurs proves that there is an effect of the treatment to students critical thinking skills. Before being analyzed, the data was tested for normality by kolmogorov – smirnov test and homogenity by Fisher’s test. The hypotheses testis using t-test and all the tests are using a significant level α=0.05 and calculated with SPSS version 23. The result of students critical thinking skills will be categorized into three categories, based on means and standard eviation categories adapted from Azwar in table 2.

Table 1. Indicator of Instrument

Aspect Indicator items Clearness Provides thoughts that are easy to

understand accompanied by pictures, examples or illustrations.

5, 10a

Accuracy Deliver information based on existing data and facts.

6a, 6b

Relevance Give statements that are interrelated or related between problems and problem

solving.

2a, 7a

Sufficiency Give reasons that match your goals and needs.

2b, 4b, 7d

Depth Identify the complexity or depthof a problem

1, 4a

Breadth Identify a problem from various interrelated viewpoints

7c, 8a

Precision Provide thoughts ori deas in detail and specific.

3, 9

Table 2. Category 0f Critical Thinking

categories criteria

High X ≥ 65,46

Moderate 31,37 ≤ X < 65,46

Low X < 31,37

In addition, the gain scoreis also calculated to see the magnitude of the average increase in each aspect. After calculating the gain score, the next step was to categorize the gain score according o the criteria in Table 3.

Table 3. Criteria of Gain Score

Gain Score Criteria

g ≥ 0,7 High

0,7 > g ≥ 0,3 Moderatae

g < 0,3 Low

The Team Based Learning (TBL) model consists of six stages of learning, namely preclass preparation, individual readiness assurance test (IRAT), teamreadinessassurancetest (TRAT), appeals, mini lecture clarification and application. More details can be seen in table 4.


Table 4. Learning stages of Team Based Learning models.

Stages Descrition

Preclass preparation

Beginning of each major instructional unit, students are given reading and other assignments that should contain information on the concepts and ideas that must be understood to be able to solve the problem you identified fort his unit in the backward

design activity Individual Readiness

Assurance Test (IRAT)

The first in-classactivity in eachinstructional unit isan individual Readiness Assurance Test (iRAT) over the material contained in thepre-classassignments. The iRATsty pically consist of multiple-choice questions that, in combination, enable

the instructor to assess whether or not students have a sound understanding of the key concepts from the readings.

Team Readiness Assurance Test

(TRAT)

Students re-take the same test, but this time the teams must reach agreement on the answers to each test question and immediately check the correctness of their decision using an IF-AT.

Appeals This phase gives students the opportunity to refer to their assigned reading material and appeal any questions that were missed on the group test. That is, students are allowed to do a focused re-study of the assigned readings (this phase is

“open-book”) to “challenge” the teachers about their responses on specific items Mini Lecture Clarification

This feedback comes immediately after the appeals process and allows the instructor to clear up any confusion students may have about anyof the concepts presented in the readings.

Application The final stage in the TBL instructional activity sequence for each unit of instruction is using one or more assignments that provide students with the opportunity to deepen their understanding by having groups use the concepts to solve some sort of

problems

Source : Larry andMichelsen, 2011

Table 5. Students Critical Thinking Scores Viewed From Each Aspect

Aspect

Average of control class Average of Experiment class

post pre gain score category post pre

gain score category

Clearness 3,3 2,9 0,2 low 3,6 0,9 0,7 high

Accuracy 3,8 3,8 0,0 low 3,0 1,2 0,5 moderate

Relevance 2,2 2,1 0,0 low 2,9 1,0 0,5 moderate

Sufficiency 2,8 2,3 0,2 low 3,4 1,2 0,6 low

Depth 3,2 2,0 0,4 moderate 3,4 1,4 0,5 low

Breadth 3,2 3,2 0,0 low 2,6 0,8 0,4 low

Precision 2,7 2,7 0,0 low 3,3 1,5 0,5 low

3. Result and discussions The result of the research showed tha tall items are

valid andreliable. The data was described in table. Data presented pre-test, post-test, gain scoreandcategoriesof student scritical thinking. Calculation of the gain scoreis the difference between the posttest and pretest. More canbeseen in table 5. In thetable 5. The largest increase can be seen from the gain score, which is in the experiment class on first aspect (Clearness) in gain score of 0,7 (high). Meanwhile the smallest increase occured in control class on aspect accuracy, relevance, breadth and precision in gain score of 0,0 (low). In experiment class there is one aspect that have high gain score (Clearness), twoaspects with moderate category (Relevance, Suffficiency) and anothe raspect in the low category. Meanwhile in controlclassthereisoneaspect in moderate category (Depth) and the other aspects are in low category. Thenthestudent critical thinking skills category can be seen from each test in Table 6.

Based on table 6 in experiment class students have a

large increase in critical thinking skills. It can be seen that in pre-test there are 56 students in low category and 4 students in moderate category while in post test students in this class have a large increase. There are 42 students in moderate category and 18 students in high category. Meanwhile in control class there is a slight increase. In pretest here are 57 students in moderate category and 3 students in high category while in posttest here are 55 students in moderate category and 5 students in high category. This result indicates that both in experiment and control group have an increace in students critical thinking in Ecosystem topic.

The –test was conducted to test the significance of the difference between the experiment class and control class score. Significant test result showed the t-value is higher than t-table. In addition, if seen from Sig value< 0.05, it can be concluded that the experimental class score is significantly higher than the control class. This can be interpreted that Team Based Learning (TBL) model scan enhancing students critical thinking skills in ecosystem topic. Details can be seen in table 7.


Table 6. Students Critical Thinking Skills Category

categories criteria Experiment control

Pre test

Post test

Pre test

Post test

High X ≥ 65,46 0 18 3 5

Moderate 31,37 ≤ X < 65,46 4 42 57 55

Low X < 31,37 56 0 0 0

Table 7. T-test result

t df Sig (2-tailed)

Mean Difference

Std. Error Different

6.829 118 .000 8,577 1.256

Based on the result of the research it can be said that the

Team Based Learning (TBL) models can enhance student critical thinking skills in Ecosystem topics. The results are consistent with the research conducted by Huggnis &Jannet which shows that the use of Team Based Learning models can improve verbal abilities, creative thinking, and critical thinking skills of students [10].Team BasedLearning (TBL) model wasanactivelearning, in whichstudentscarryout a more in-depthinvestigationofthe material studiedsothatstudentsthinkingskillsbecomemorehoned [19].

The effect of this learning model is caused by the learning stages used. First is the pre-class preparation. This stage will encourage students to be better prepared to learn in class so that the class discussion process can go well. This statement is supported by Jabbar., Et al who argues that preparation before learning will create an active learning environment so that it can increase the value and thinking ability of students [11].

The second stage is the Individual Readiness Assurance Test (IRAT), at this stage students will be given individual tests in the form of multiple choice. IRAT is an important stage, because this test will be used to assess students' readiness in learning and class discussion. This process will encourage students to better master the material, increase the responsibility and motivation of each individual to participate in group discussions [26].

The third stage is the Team Readiness Assurance Test (TRAT), where students will take the same test as IRAT but do it in groups. The purpose of using the same test is to improve students' ability to remember material and understanding [13].The group discussion process that occurs during TRAT will help students to get information, understand basic concepts, improve communication skills and correct misunderstandings of concepts that might arise during the learning [3].At this stage special answer sheets are used in the form of scratch-off answer cards that

function to provide direct feedback. The use of answer sheets is able to increase the involvement of students in the discussion process [23].Increasing the involvement of students in the discussion process will also improve students' critical thinking skill. Involvement of students in learning groups will increase their understanding and critical thinking skills compared to students who study independently [1].

In the third stage students are also asked to write down the reasons for selecting group answers. Writing these reasons also affects the increase in students' critical thinking skill where by writing students will be trained in their ability to give good reasons. This is in accordance with the statement of Bustami, Riyati & Julung who state that writing activities will require a person to have a good reason in thinking about the things they will write so that this activity will affect their critical thinking skills [4].

The fourth stage is Appeals at this stage students will write difficult questions that arise during the discussion process. This stage is able to improve students' critical thinking skills because when students receive specific and timely feedback it will help improve students' thinking abilities deeper and more critical [2]. The fifth stage is the Mini Lecture Clarification, where at this stage the teachers will provide corrections or additional explanations on concepts that are still not understood by students.

The last stage is Application. At this stage students are required to apply the concepts that have been learned. At this stage students will be given a case study that will be done in groups and presented in front of the class to get the best answer. This stage is able to improve students' critical thinking skills because the case studies provided are designed to be able to stimulate students to have a deep and critical discussion. The case studies provided are based on four criteria, namely Significant, Specific, Same Problem and Simultaneous reporting [11].

The Team Based Learning (TBL) model has several advantages including being able to teach students the skills


of working in teams, communication, and problem solving [22].Styron, also argues that the Team Based Learning model can improve students' reasoning, the ability to think scientifically, think critically, and develop students’ in-depth understanding of a material [23].

The score of students’ critical thinking skills of the control class is lower than experiment class. This is caused by several factors such as the questions that arise during the learning process having not focused students to develop their critical thinking skills, the lack of application of concepts during the learning process, and the absence of direct feedback given to students.

4. Conclusions The t-testshowedthatSig value < 0.05. Based on the

resultit can be concluded that there is an effect of Team Based Learning (TBL) model on students’ critical thinking skills in Ecosystem topic. That is because Team Based Learning (TBL) model has the adventages including being able to teach students the skills of working in teams, communication, and problem solving, improve students' reasoning, the ability to think scientifically, think critically, and develop an in-depth understanding of a material.

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