Problem-based learning in teaching excretory system materials: Does it affect student learning outcomes?
DOI:
https://doi.org/10.30862/inornatus.v1i2.254Keywords:
Learning outcomes, conventional, optimization, PBM, excretory systemAbstract
Problem-based learning (PBL) has been reported to be effective in improving student learning outcomes. Excretory system material is difficult material, and students experience problems in learning achievement. This research attempts to use PBM to enhance student learning outcomes about excretory system material. Quasi-experiment was used with a sample of 31 students (15 in the experimental class and 16 in the control class). Data on student learning outcomes were collected using tests. Non-parametric data analysis has been used to calculate learning outcomes data. The results of the research showed that there was no difference in learning outcomes between PBM and conventional classes (p > 0.05). This research concludes that student learning outcomes on excretory system material cannot be optimized by using PBM. It is necessary to optimize PBM implementation in biology classes, such as guidance to students and the use of problems in learning.
References
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions for Teaching and Learning, 2011(128), 21–29. https://doi.org/10.1002/tl.465
Amini, F., Nasution, M. Y., Mulkan, M., & Sugito, H. (2018). Analisis kemampuan kognitif dan kesulitan belajar siswa materi sistem ekskresi di SMA Negeri 1 Karang Baru. Jurnal Pelita Pendidikan, 6(4), 225–232. https://doi.org/10.24114/jpp.v6i4.11053
Baran, M., & Sozbilir, M. (2018). An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics. Research in Science Education, 48(4), 663–689. https://doi.org/10.1007/s11165-016-9583-1
Cullen, T., & Jackson, C. D. (2018). Problem-Based Learning in the Life Science Classroom, K–12. Interdisciplinary Journal of Problem-Based Learning, 12(1). https://doi.org/10.7771/1541-5015.1771
Damopolii, I., Yohanita, A. M., Malatta, F. H., & Yusuf, F. M. (2018). Pengaruh Model Pembelajaran Berbasis Masalah terhadap Hasil Belajar Kognitif Siswa Kelas VII SMP. Edubiotik: Jurnal Pendidikan, Biologi Dan Terapan, 3(01), 43–52. https://doi.org/10.33503/ebio.v3i01.78
Dolmans, D., & Gijbels, D. (2013). Research on problem-based learning: future challenges. Medical Education, 47(2), 214–218. https://doi.org/10.1111/medu.12105
Frabun, R. F., Iwan, I., & Wambrauw, H. L. (2018). The effectiveness of laboratory use in supporting biology practicums in high schools throughout Manokwari Regency. Inornatus: Biology Education Journal, 1(1), 1–9. https://doi.org/10.30862/inornatus.v1i1.109
Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student Motivation in Response to Problem-based Learning. Collected Essays on Learning and Teaching, 10, 175–188. https://doi.org/10.22329/celt.v10i0.4748
Harun, N. F., Yusof, K. M., Jamaludin, M. Z., & Hassan, S. A. H. S. (2012). Motivation in Problem-based Learning Implementation. Procedia - Social and Behavioral Sciences, 56, 233–242. https://doi.org/10.1016/j.sbspro.2012.09.650
Hung, W. (2011). Theory to reality: a few issues in implementing problem-based learning. Educational Technology Research and Development, 59(4), 529–552. https://doi.org/10.1007/s11423-011-9198-1
Jansson, S., Söderström, H., Andersson, P. L., & Nording, M. L. (2015). Implementation of Problem-Based Learning in Environmental Chemistry. Journal of Chemical Education, 92(12), 2080–2086. https://doi.org/10.1021/ed500970y
Kurniahtunnisa, K., Dewi, N. K., & Utami, N. R. (2016). Pengaruh model problem based learning terhadap kemampuan berpikir kritis siswa materi sistem ekskresi. Journal of Biology Education, 5(3), 310–318. https://doi.org/10.15294/jbe.v5i3.14865
Narmaditya, B., Winarning, W., & Wulandari, D. (2017). Impact of Problem-Based Learning on Student Achievement in Economics Course. Classroom Action Research Journal, 1(1), 1–11. https://doi.org/10.17977/um013v1i12017p001
Nisak, K. (2013). Pengembangan perangkat pembelajaran ipa terpadu tipe connected pada materi pokok sistem ekskresi untuk kelas IX SMP. PENSA: E-Jurnal Pendidikan Sains, 1(1). Retrieved from https://ejournal.unesa.ac.id/index.php/pensa/article/view/1371
Novitasari, R., Anggraito, Y. U., & Ngabekti, S. (2015). Efektivitas model problem based learning berbantuan media audio-visual terhadap motivasi dan hasil belajar siswa pada materi sistem ekskresi. Journal of Biology Education, 4(3), 298–303. https://doi.org/10.15294/jbe.v4i3.9583
Pratama, A. T. (2018). Improving metacognitive skills using problem based learning (PBL) at natural science of primary school in deli serdang, indonesia. Biosfer, 11(2), 101–107. https://doi.org/10.21009/biosferjpb.v11n2.101-107
Ramdiah, S., Abidinsyah, H., & Mayasari, R. (2018). Problem-based learning: Generates higher-order thinking skills of tenth graders in ecosystem concept. Jurnal Pendidikan Biologi Indonesia, 4(1), 29–34. https://doi.org/10.22219/jpbi.v4i1.5490
Spronken-Smith, R., & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138–153. https://doi.org/10.1177/1469787409104787
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1), 51–61. https://doi.org/10.1177/1469787417693510
Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries. Educational Psychologist, 42(2), 115–121. https://doi.org/10.1080/00461520701263426
Watem, M., Nunaki, J. H., & Wambrauw, H. L. (2018). Profile of Infrastructure and Pedagogic Competencies of Teachers in SMP and SMA/SMK in Waisai District, Raja Ampat Regency, West Papua Province. Inornatus: Biology Education Journal, 1(1), 10–29. https://doi.org/10.30862/inornatus.v1i1.16
Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011). Problem-based Learning: Influence on Students’ Learning in an Electrical Engineering Course. Journal of Engineering Education, 100(2), 253–280. https://doi.org/10.1002/j.2168-9830.2011.tb00013.x
Downloads
Additional Files
Published
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Biology Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/ibej/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Inornatus Biology Education jurnal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
