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All Journal JPBIO (Jurnal Pendidikan Biologi) International Journal of Educational Practice and Policy
Firdaus Daud
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar
Education Social Sciences

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Enhancing students’ communication and collaboration skills through project-based learning in biology Muhammad Isrul; Andi Asmawati Azis; Nurhayati B; Firdaus Daud; Muhiddin Palennari
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6356

Abstract

Biology learning requires mastery of concepts as well as communication and collaboration skills relevant to the 21st century. This study aims to analyze the effect of implementing deep learning-based Project-Based Learning (PjBL) compared to deep learning-based Direct Instruction (DI) on students’ communication and collaboration skills. The study employed a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample consisted of two 12th-grade classes at State High School 3 Makassar, selected through purposive sampling. The instruments consisted of validated questionnaires on communication and collaboration skills. Data were analyzed using ANCOVA at a significance level of 0.05. The results showed that the learning model had a significant effect on communication skills (F=53.59; p<0.05) and collaboration skills (F=8.89; p<0.05) after controlling for initial ability. The posttest average for communication in the PjBL class (84.81) was higher than that in the DI class (70.60), as was the case for collaboration (81.26 vs. 74.00). This study concludes that the deep learning-based PjBL model is more effective than the deep learning-based DI model in improving students’ communication and collaboration skills in biotechnology learning.
The Effect of Learning Motivation and Science Literacy Skills on The Higher-Order Thinking Skills of High School Students in Maros District Marwah Mahmud; Firdaus Daud; Muhammad Junda; Syamsiah; Yusminah Hala
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.1001

Abstract

The ability to think critically, analyze information, and solve problems has become an important aspect of learning in the 21st century. However, students’ Higher Order Thinking Skills (HOTS) are not developed solely through classroom instruction and may be influenced by other factors, including learning motivation and scientific literacy. This research examined the contribution of learning motivation and scientific literacy to the HOTS of Grade XII students in public senior high schools in Maros Regency. An ex post facto design with a quantitative approach was employed. Data were collected using a learning motivation questionnaire, a scientific literacy test, and a HOTS test. The data were subsequently analyzed through descriptive statistics and multiple linear regressions. The analysis showed that learning motivation, scientific literacy, and HOTS were generally at a moderate level. Regression testing demonstrated that learning motivation and scientific literacy jointly contributed significantly to HOTS. Similar results were obtained from the partial analysis, where each variable showed a positive and significant contribution. Among the two predictors, scientific literacy accounted for a greater contribution to students’ HOTS. These results suggest that strengthening students’ scientific literacy alongside maintaining their learning motivation may support the development of higher-order thinking skills in science learning.
Co-Authors Andi Asmawati Azis Marwah Mahmud Muhammad Isrul Muhammad Junda Muhiddin Palennari Nurhayati B Syamsiah Yusminah Hala