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Hujjatusnaini, N.
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The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills Hujjatusnaini, N.; Corebima, A. D.; Prawiro, S. R.; Gofur, A.
Jurnal Pendidikan IPA Indonesia Vol 11, No 1 (2022): March 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i1.27148

Abstract

Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.
The Influence of WE-ARe (Warm-Up, Exploring, Argumentation, Resume) Model Integrated with 21st-Century Skills on Prospective Biology Teachers' Communication Skills Amin, A. M.; Adiansyah, R.; Mustami, M. K.; Yani, A.; Hujjatusnaini, N.; Ahmed, M. A.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v13i1.47911

Abstract

The research aims to identify the influence of the WE-ARe (Warm-up, Exploring, Argumentation, Resume) model integrated with 21st-century skills on prospective biology teachers’ communication skills. The research type was quantitative, using a quasi-experiment research design. The research sample consisted of 60 biology education students in three classes. The research instruments used were valid and reliable observation sheets and questionnaires to measure communication skills. Data were analyzed using Covariate Analysis (ANCOVA) with a significant level of 5%. The research shows that the average communication in the experimental group after receiving treatment is 90.63, while in the positive control group, it is 73.54, and in the negative control group, it is 39.14. The test results to find out the difference in communication skills between the experimental and control groups obtained a calculated F value of 2846.491 with a significance value of 0.000. The significance value is smaller than the real level alpha 5% or (0.05). The research concludes that there is an influence of the WE-ARe model integrated with 21st-century skills on prospective biology teachers’ communication skills. The learning phases of the WE-ARe model integrated with 21st-century skills are proven to improve verbal and non-verbal communication skills. WE-ARe is a new learning model developed by researchers to accommodate the learning needs of students in the Industry 4.0 era towards the Society 5.0 era by using the principles of constructivism, collaborative, and participatory elaboration. The research is expected to contribute to increasing the global competence of university graduates, especially teachers.
Co-Authors A. D. Corebima A. Yani Adiansyah, R. Ahmed, M. A. Amin, A. M. Gofur, A. Mustami, M. K. Prawiro, S. R.