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All Journal Biosfer: Jurnal Pendidikan Biologi Journal on Biology and Instruction (JouBIns)
Adityaningsih, Shafira Ramadhanty
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology

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The key to success in biology learning : A meta-analysis of the effectiveness Problem-Based Learning (PBL) model on cognitive domain learning outcomes Adityaningsih, Shafira Ramadhanty; Arum, Dewi Sekar; Ristanto, Rizhal Hendi; Isfaeni, Hanum; Gayatri, Dyah Ayu
Journal on Biology and Instruction Vol. 3 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v3i2.9578

Abstract

Learning is a form of communication that is the basis for achieving information by students. The learning model that can improve students' activeness and learning outcomes is Problem Based Learning (PBL). The relevance found between the principles of the PBL model and the Biology learning process makes many studies linking the application of PBL with the achievement of cognitive learning outcomes. This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on cognitive learning outcomes in biology using quantitative methods with meta-analysis techniques by reviewing 15 journal articles. The effectiveness of the PBL model on cognitive learning outcomes used the Effect Size (ES) formula. Based on the results obtained from the Effect Size test, the results obtained with moderate criteria ranged from 0.51 to 1.00 so it means that the Problem Based Learning (PBL) learning model has a positive impact on biology learning outcomes for students.
Mengintegrasikan Model RADEC dan Iklim Kelas untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaboratif Peserta Didik pada Topik Perubahan Lingkungan Adityaningsih, Shafira Ramadhanty; Sigit, Diana Vivanti; Supriyatin, Supriyatin
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58489

Abstract

Critical thinking and collaborative skills are essential 21st-century competencies, yet many high school students still show limited development in these areas due to lack of conducive classroom environments and innovative learning models. This study aims to investigate the effects of the RADEC model and classroom climate on students’ critical thinking and collaborative skills related to environmental change. A quasi-experimental design with a 2×2 factorial model was applied to 132 tenth-grade students selected through simple random sampling. Students were divided into experimental and control groups. The findings revealed that (1) the RADEC model significantly improved students’ critical and collaborative thinking skills (p < 0.001), (2) classroom climate significantly affected these skills (p = 0.001), and (3) there was a significant interaction between the model and classroom climate (p = 0.023). These results indicate that integrating the RADEC model with a supportive classroom climate can effectively enhance students’ 21st-century learning skills and provide practical insights for improving biology education.
Co-Authors Arum, Dewi Sekar Diana Vivanti Sigit Gayatri, Dyah Ayu Hanum Isfaeni Rizhal Hendi Ristanto Supriyatin Supriyatin