Application of Project-Based Learning and Discovery Learning in Virtual Media on Analytical Thinking Skills for Animal Classification
DOI:
10.29303/jppipa.v10i6.4635Published:
2024-06-20Issue:
Vol. 10 No. 6 (2024): JuneKeywords:
Analytical thinking, Animal classification, Cladogram, Discovery learning, Virtual mediaResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to determine the characteristics of project-based learning and discovery learning virtual media on animal classification material and test the effectiveness of project-based virtual media discovery learning on animal classification material on analytical thinking skills. This research is a mixed type of research. The research design used is the exploratory sequential design, using qualitative data analysis as the initial stage and then used as a direction to determine the formulation of research problems, samples, and quantitative data collection methods, followed by the development of virtual media instruments based on project-based learning and discovery learning. Quantitative methods are applied using quasi-experimental research. The study design used a nonrandomized control group and a pretest-posttest design. The treatment class uses PjBL-based virtual media Iimplementation, the control class uses a virtual media discovery model-based. The test instrument used is an essay question to measure analytical thinking skills adapted from Brookhart. Data analysis using ANCOVA (p = 0.05%) with prates as covariates. The result of the differences in the characteristics of project-based learning and discovery learning virtual media lies in the syntax of learning models, virtual activities, work produced, and attitudes developed. The feasibility test results of both virtual media were declared suitable for use. The results of ANCOVA showed that project-based virtual media learning is more effective in improving analytical thinking skills than discovery-based virtual media learning.
References
Al Aliyawinata, T. T., Utari, E., & Mahrawi, M. (2021). The Effect of Discovery Learning on Students’ Higher-order Thinking Skills. International Journal of Biology Education Towards Sustainable Development, 1(1), 1–9. https://doi.org/10.53889/ijbetsd.v1i1.47
Alawi, N. H., & Soh, T. M. T. (2019). The Effect of Project-Based Learning (PjBL) on Critical Thinking Skills Form Four Students on Dynamic Ecosystem Topic “Vector! Oh! Vector!” Creative Education, 10(12), 3107–3117. https://doi.org/10.4236/ce.2019.1012235
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3), 215824402093870. https://doi.org/10.1177/2158244020938702
Anggraini, N. P., Budiyono, & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1). https://doi.org/10.1088/1742-6596/1211/1/012077
Arifin, Y., Wibowo, R. P., & Praditiya, O. (2019). Taxondroid: Design Interactive Application for Animal Taxonomy Learning Using Teen-Computer Interaction Approach. 2019 IEEE International Conference on Engineering, Technology and Education (TALE), 1–7. https://doi.org/10.1109/TALE48000.2019.9225967
Baten, C. E. (1918). Your Classroom. Journal of Education, 88(18), 495–496. https://doi.org/10.1177/002205741808801819
Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231183620
Bond, J. E., Godwin, R. L., Colby, J. D., Newton, L. G., Zahnle, X. J., Agnarsson, I., Hamilton, C. A., & Kuntner, M. (2021). Improving Taxonomic Practices and Enhancing Its Extensibility—An Example from Araneology. Diversity, 14(1), 5. https://doi.org/10.3390/d14010005
Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student Critical Thinking is Enhanced by Developing Exercise Prescriptions Using Online Learning Modules. Advances in Physiology Education, 26(3), 210–221. https://doi.org/10.1152/advan.00018.2001
Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in your Clasroom. ASCD Member Book. https://doi.org/10.1177/002205741808801819
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14. https://doi.org/10.1186/s42466-020-00059-z
Chigbu, U. (2019). Visually Hypothesising in Scientific Paper Writing: Confirming and Refuting Qualitative Research Hypotheses Using Diagrams. Publications, 7(1), 22. https://doi.org/10.3390/publications7010022
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Diana, N., & Sukma, Y. (2021). The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review. Journal of Physics: Conference Series, 1882(1), 012146. https://doi.org/10.1088/1742-6596/1882/1/012146
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Essien, A., Bukoye, O. T., O’Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865–882. https://doi.org/10.1080/03075079.2024.2316881
Gee, N. R., Griffin, J. A., & McCardle, P. (2017). Human–Animal Interaction Research in School Settings: Current Knowledge and Future Directions. AERA Open, 3(3), 233285841772434. https://doi.org/10.1177/2332858417724346
Grand-Guillaume-Perrenoud, J. A., Geese, F., Uhlmann, K., Blasimann, A., Wagner, F. L., Neubauer, F. B., Huwendiek, S., Hahn, S., & Schmitt, K.-U. (2023). Mixed methods instrument validation: Evaluation procedures for practitioners developed from the validation of the Swiss Instrument for Evaluating Interprofessional Collaboration. BMC Health Services Research, 23(1), 83. https://doi.org/10.1186/s12913-023-09040-3
Ismailov, M. (2021). Virtual exchanges in an inquiry-based learning environment: Effects on intra-cultural awareness and intercultural communicative competence. Cogent Education, 8(1), 1982601. https://doi.org/10.1080/2331186X.2021.1982601
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1
Li, M.-M., & Tu, C.-C. (2024). Developing a Project-Based Learning Course Model Combined with the Think–Pair–Share Strategy to Enhance Creative Thinking Skills in Education Students. Education Sciences, 14(3), 233. https://doi.org/10.3390/educsci14030233
Mahmud, M. S., & Mohd Drus, N. F. (2023). The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning. Frontiers in Education, 8, 1126816. https://doi.org/10.3389/feduc.2023.1126816
Naveed, A., Zhuparova, A., Ashfaq, M., & Rauf, A. (2023). The effect of average scores in reading, mathematics and science on innovation and income: A quantitative analysis for a group of countries. Heliyon, 9(9), e19213. https://doi.org/10.1016/j.heliyon.2023.e19213
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 160940691773384. https://doi.org/10.1177/1609406917733847
O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/10.1016/j.tsc.2022.101110
Pande, M., & Bharathi, S. V. (2020). Theoretical foundations of design thinking – A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637. https://doi.org/10.1016/j.tsc.2020.100637
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Rahayu, Y. A. D., Widoretno, S., Dwiastuti, S., & Rinanto, Y. (2019). Instructional technique questions in the evaluating stage of project based learning to improve concept map score. Journal of Physics: Conference Series, 1241(1), 012044. https://doi.org/10.1088/1742-6596/1241/1/012044
Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10(1), 424. https://doi.org/10.1057/s41599-023-01914-5
Rusdin, D., Mukminatien, N., Suryati, N., & Laksmi, E. D. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342. https://doi.org/10.1080/2331186X.2023.2290342
Scossa, F., & Fernie, A. R. (2020). The evolution of metabolism: How to test evolutionary hypotheses at the genomic level. Computational and Structural Biotechnology Journal, 18, 482–500. https://doi.org/10.1016/j.csbj.2020.02.009
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Sudarsono, B., Tentama, F., Mulasari, S. A., Sukesi, T. W., Sulistyawati, S., Ghozali, F. A., Yuliansyah, H., Nafiati, L., & Sofyan, H. (2022). Development of Integrated Project-based (PjBL-T) model to improve work readiness of vocational high school students. Jurnal Pendidikan Vokasi, 12(3), 222–235. https://doi.org/10.21831/jpv.v12i3.53158
Tan, A. J. Y., Davies, J. L., Nicolson, R. I., & Karaminis, T. (2023). Learning critical thinking skills online: can precision teaching help? Educational Technology Research and Development, 71(3), 1275–1296. https://doi.org/10.1007/s11423-023-10227-y
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Valletta, J. J., Torney, C., Kings, M., Thornton, A., & Madden, J. (2017). Applications of machine learning in animal behaviour studies. Animal Behaviour, 124, 203–220. https://doi.org/10.1016/j.anbehav.2016.12.005
Widodo, A., & Utomo, A. B. (2021). Media Pembelajaran Taksonomi Hewan Berbasis Augmented Reality dengan Fitur Multi Target. Edu Komputika Journal, 8(1), 1–8. https://doi.org/10.15294/edukomputika.v8i1.40611
Willi, M., Pitman, R. T., Cardoso, A. W., Locke, C., Swanson, A., Boyer, A., Veldthuis, M., & Fortson, L. (2019). Identifying animal species in camera trap images using deep learning and citizen science. Methods in Ecology and Evolution, 10(1), 80–91. https://doi.org/10.1111/2041-210X.13099
Zamiri, M., & Esmaeili, A. (2024). Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review. Administrative Sciences, 14(1), 17. https://doi.org/10.3390/admsci14010017
Author Biographies
Tunjung Nala Puti, Universitas Sebelas Maret
Puguh Karyanto, Universitas Sebelas Maret
Umi Fatmawati, Universitas Sebelas Maret
License
Copyright (c) 2024 Tunjung Nala Puti, Puguh Karyanto, Umi Fatmawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, 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 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 Jurnal Penelitian Pendidikan IPA.
- 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 (See The Effect of Open Access).
