Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory

Authors

Hendri Saputra , Juli Firmansyah , Ahmad Ihsan

DOI:

10.29303/jppipa.v9i9.5038

Published:

2023-09-25

Issue:

Vol. 9 No. 9 (2023): September

Keywords:

Collaborative, Critical Thinking, Inquiry-Project, Laboratory, Problem Solving

Review

Downloads

How to Cite

Saputra, H., Firmansyah, J. ., & Ihsan, A. . (2023). Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory. Jurnal Penelitian Pendidikan IPA, 9(9), 704–711. https://doi.org/10.29303/jppipa.v9i9.5038
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Collaborative problem-solving is one of the important soft skills in project-based laboratory activities to equip students with critical thinking skills. A study that systematically reviews literature relevant to the successful implementation of the Inquiry Project Laboratory (IPro-Lab) which is carried out in 5 main stages. A systematic review of relevant qualitative research findings using an integrative approach to gain a deeper understanding (meta-synthesis) through summarization techniques (meta-aggregation). The review stage begins with extracting relevant studies, identifying important findings, categorizing findings, and developing a conceptual framework. The studies and reviews are focused on the success of the IPro-Lab practicum in equipping critical thinking, creative, collaboration and communication skills. In addition, it was also found that the successful track record of the IPro-Lab practicum has been tested and valid to support the formation of scientific thinking, solving complex problems and the needs of the 21st century. IPro-Lab also provides opportunities for the self-development of teachers so that they are more innovative, creative and structured

References

Albay, E. M. (2019). Analyzing the effects of the problem-solving approach on the performance and attitude of first-year university students. Social Sciences & Humanities Open, 1(1), 100006. https://doi.org/10.1016/j.ssaho.2019.100006

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367

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

De Prada Creo, E., Mareque, M., & Portela-Pino, I. (2020). The acquisition of teamwork skills in university students through extra-curricular activities. Education + Training, 63(2), 165–181. https://doi.org/10.1108/ET-07-2020-0185

Dingot, H. I. (n.d.). Literature Review: Soft Skill Needed by Gen Z in the Era RI 4.0 and Society 5.0.

Fan, J.-Y., & Ye, J.-H. (2022). The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University. Frontiers in Psychology, 13, 859164. https://doi.org/10.3389/fpsyg.2022.859164

Fan, M., & Cai, W. (2022). How does a creative learning environment foster student creativity? An examination of multiple explanatory mechanisms. Current Psychology, 41(7), 4667–4676. https://doi.org/10.1007/s12144-020-00974-z

Farida, I., & Setiawan, D. (2022). Business Strategies and Competitive Advantage: The Role of Performance and Innovation. Journal of Open Innovation: Technology, Market, and Complexity, 8(3), 163. https://doi.org/10.3390/joitmc8030163

Firmansyah, J., Suhandi, A., Setiawan, A., & Permanasari, A. (2022a). Evaluation of Virtual Workspace Laboratory: Cloud Communication and Collaborative Work on Project-Based Laboratory. Journal on Efficiency and Responsibility in Education and Science, 15(3), 131–141. https://doi.org/10.7160/eriesj.2022.150301

Firmansyah, J., Suhandi, A., Setiawan, A., & Permanasari, A. (2022b). PJB-Lab: Practicing 4C skills in physics practicum. Physics Education, 57(3), 035004. https://doi.org/10.1088/1361-6552/ac3dc4

Forsell, J., Forslund Frykedal, K., & Hammar Chiriac, E. (2020). Group Work Assessment: Assessing Social Skills at Group Level. Small Group Research, 51(1), 87–124. https://doi.org/10.1177/1046496419878269

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hamed, G., & Aljanazrah, A. (2020). The Effectiveness of Using Virtual Experiments on Students’ Learning in the General Physics Lab. Journal of Information Technology Education: Research, 19, 977–996. https://doi.org/10.28945/4668

Hannes, K., Petry, K., & Heyvaert, M. (2018). The meta-aggregative approach to qualitative evidence synthesis: A worked example on experiences of pupils with special educational needs in inclusive education. International Journal of Research & Method in Education, 41(3), 291–305. https://doi.org/10.1080/1743727X.2017.1299124

Hastuti, P. W., Tiarani, V. A., & Nurita, T. (2018). The Influence of Inquiry-Based Science Issues Learning on Practical Skills of Junior High School Students in Environmental Pollution Topic. Jurnal Pendidikan IPA Indonesia, 7(2), 232–238. https://doi.org/10.15294/jpii.v7i2.14263

Javaid, M., Haleem, A., Singh, R. P., Suman, R., & Gonzalez, E. S. (2022). Understanding the adoption of Industry 4.0 technologies in improving environmental sustainability. Sustainable Operations and Computers, 3, 203–217. https://doi.org/10.1016/j.susoc.2022.01.008

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6

Khishfe, R. (2022). Improving Students’ Conceptions of Nature of Science: A Review of the Literature. Science & Education. https://doi.org/10.1007/s11191-022-00390-8

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the Effectiveness of Work Groups and Teams. Psychological Science in the Public Interest, 7(3), 77–124. https://doi.org/10.1111/j.1529-1006.2006.00030.x

Lamri, J., & Lubart, T. (2023). Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach. Journal of Intelligence, 11(6), 107. https://doi.org/10.3390/jintelligence11060107

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review. Frontiers in Education, 3, 49. https://doi.org/10.3389/feduc.2018.00049

Mengist, W., Soromessa, T., & Legese, G. (2020). Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX, 7, 100777. https://doi.org/10.1016/j.mex.2019.100777

Narvaez Rojas, C., Alomia Peñafiel, G. A., Loaiza Buitrago, D. F., & Tavera Romero, C. A. (2021). Society 5.0: A Japanese Concept for a Superintelligent Society. Sustainability, 13(12), 6567. https://doi.org/10.3390/su13126567

Oh, P. S. (2010). How Can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science. International Journal of Science Education, 32(4), 541–560. https://doi.org/10.1080/09500690903104457

Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

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

Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of technology and impact on skills. International Journal of Training Research, 17(sup1), 26–40. https://doi.org/10.1080/14480220.2019.1629727

Rahayu, A., & Sari, R. S. (2023). Guided Inquiry-Based Basic Chemistry Practicum Guidelines and Its Impact on Students’ Science Process Skills and Critical Thinking Skills. Jurnal Pendidikan Kimia Indonesia, 7(1), 1–9. https://doi.org/10.23887/jpki.v7i1.46212

Raymundo, M. R. D. R. (2020). Fostering creativity through online creative collaborative group projects. Asian Association of Open Universities Journal, 15(1), 97–113. https://doi.org/10.1108/AAOUJ-10-2019-0048

Reith-Hall, E., & Montgomery, P. (2022). The Teaching and Learning of Communication Skills in Social Work Education. Research on Social Work Practice, 32(7), 793–813. https://doi.org/10.1177/10497315221088285

Ritter, S. M., & Mostert, N. (2017). Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training. Journal of Cognitive Enhancement, 1(3), 243–253. https://doi.org/10.1007/s41465-016-0002-3

Saputra, H., Suhandi, A., & Setiawan, A. (2019). Profile of inquiry skills pre-service physics teacher in Aceh. Journal of Physics: Conference Series, 1157, 032046. https://doi.org/10.1088/1742-6596/1157/3/032046

Sellars, M., Fakirmohammad, R., Bui, L., Fishetti, J., Niyozov, S., Reynolds, R., Thapliyal, N., Smith, Y., & Ali, N. (2018). Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century? Education Sciences, 8(4), 205. https://doi.org/10.3390/educsci8040205

Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007

Shariff, S. M., Johan, Z. J., & Jamil, N. A. (2013). Assessment of Project Management Skills and Learning Outcomes in Students’ Projects. Procedia - Social and Behavioral Sciences, 90, 745–754. https://doi.org/10.1016/j.sbspro.2013.07.148

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

Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha De Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1

Suradika, A., Dewi, H. I., & Nasution, M. I. (2023). Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students. Jurnal Pendidikan IPA Indonesia, 12(1), 153–167. https://doi.org/10.15294/jpii.v12i1.39713

Ten Cate, O., & Schumacher, D. J. (2022). Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated. Advances in Health Sciences Education, 27(2), 491–499. https://doi.org/10.1007/s10459-022-10098-7

Tong, D. H., Uyen, B. P., & Van Anh Quoc, N. (2021). The improvement of 10th students’ mathematical communication skills through learning ellipse topics. Heliyon, 7(11), e08282. https://doi.org/10.1016/j.heliyon.2021.e08282

Van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., & Van Gog, T. (2021). Enhancing students’ critical thinking skills: Is comparing correct and erroneous examples beneficial? Instructional Science, 49(6), 747–777. https://doi.org/10.1007/s11251-021-09559-0

Vedi, N., Dulloo, P., & Singh, P. (2022). Digital technology for facilitating inquiry-based learning during the COVID pandemic for human anatomy course. Journal of Education and Health Promotion, 11(1), 344. https://doi.org/10.4103/jehp.jehp_38_22

Wijayanti, A., Fajriyah, K., & Priyanto, W. (2020). Implementation of Scientific Approach Based on STEM Education to Increase Scientific Literacy. Unnes Science Education Journal, 9(2), 84–90. https://doi.org/10.15294/usej.v9i2.39285

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728

Author Biographies

Hendri Saputra, Universitas Samudra

Juli Firmansyah, Universitas Serambi Mekkah

Ahmad Ihsan, Universitas Samudra

License

Copyright (c) 2023 Hendri Saputra, Juli Firmansyah, Ahmad Ihsan

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).