通过课程研究提高PBL生物学生的协作和认知学习效果

IF 0.1 0 HUMANITIES, MULTIDISCIPLINARY Agathos-An International Review of the Humanities and Social Sciences Pub Date : 2023-05-31 DOI:10.32528/issh.v2i2.268
Meiliana Dwi Cahya, Ika Priantari, Yuri Pamungkas, Nanik Sri Ayu Utami, Bayu Hernowo
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引用次数: 1

摘要

协作是21世纪的基本技能之一,可以对学习成果产生影响。PBL的应用有望培养学生的协作能力,提高学生的认知学习成果。本研究旨在透过课程研究,发现使用PBL的学生在合作与认知生物学学习成果上的提升。这种类型的研究采用基于课堂的行动研究。研究对象为SMA Negeri 2022/2023学年3月X5班的学生,共35名学生。课堂行动研究的实施阶段是通过课堂研究来进行的。结果表明,在课堂研究中应用PBL可以提高协作性和学生的认知生物学学习成果。学生协作能力的提高可以通过平均得分64分(第1周期)、75分(第2周期)和92分(第3周期)来证明,而学生认知学习成果的平均得分为71分(第1周期)、78分(第2周期)和86分(第3周期)来证明。本研究的结果可以为教育工作者通过课程研究应用PBL作为改善协作和学生认知生物学学习成果的替代方案提供解决方案。
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Improving Collaboration and Cognitive Learning Outcomes of Biology Students using PBL through Lesson Study
Collaboration is one of the essential 21st-century skills and can have an impact on learning outcomes. The application of PBL is expected to train collaboration and improve students' cognitive learning outcomes. The research aimed to discover the increase in collaboration and cognitive biology learning outcomes of students using PBL through Lesson Study. This type of research uses classroom-based action research. The research subjects were students at SMA Negeri 3 Jember class X5, the academic year 2022/2023, totaling 35 students. The implementation phase of classroom-based action research is carried out through Lesson Study. The results show that applying PBL through Lesson Study can improve collaboration and students' cognitive biology learning outcomes. Increased student collaboration is evidenced by an average score of 64 (cycle 1), 75 (cycle 2), and 92 (cycle 3), while student cognitive learning outcomes are evidenced by an average value of 71 (cycle 1), 78 (cycle 2), and 86 (cycle 3). The findings of this study can be a solution for educators to apply PBL through Lesson Study as an alternative to improve collaboration and students' cognitive biology learning outcomes.
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