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All Journal Jurnal Pendidikan Biologi Indonesia Research and Development in Education (RaDEn)
Siti Zaenab
Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Agriculture, Biological Sciences & Forestry Education

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Development of problem orientation model and work organization in problem-based learning at Muhammadiyah Senior High School of Batu city N. Nurwidodo; Siti Zaenab; Iin Hindun; Sri Wahyuni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.40190

Abstract

The problem-based learning (PBL) model consists of five steps: orienting students to the problem, organizing work, guiding investigations, compiling work and presenting it, and evaluating the process and results. However, many teachers have not implemented the first and second steps properly, so that the goal of developing students' critical and creative thinking is not achieved. This study aims to develop a problem orientation and work organization model in PBL. This study uses the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The results of the analysis show that teachers still have difficulty in implementing PBL steps and need more operational guidance. The model developed includes systematic steps to formulate problems and organize student work to be more effective. The validation results show that this model is valid and has been tested practically, with positive responses from teachers to its implementation. This guide can improve the effectiveness of PBL teaching, ensure its implementation is in accordance with the correct concept, and minimize errors in learning practices.
Integrating project-based and experiential learning for lower secondary competencies: A mixed-methods study Siti Zaenab; Lise Chamisijatin; S. Sukarsono; Diani Fatmawati
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42884

Abstract

Project-Based Learning (PjBL) is widely promoted for fostering higher-order thinking, collaboration, and problem-solving, yet its application in lower secondary schools often encounters issues of fluctuating motivation and uneven engagement. This study examined the effectiveness of a PjBL model explicitly structured through Experiential Learning phases in enhancing Grade 8 students’ cognitive, affective, and psychomotor competencies at SMP Muhammadiyah 02 Batu, Indonesia, and explored its implementation across six subjects and students’ perceptions of their learning. Using a mixed-methods Concurrent Triangulation design, 12 teachers joined a professional development workshop before six “model teachers” designed and implemented PjBL units aligned with Kolb’s cycle (experiencing–reflecting–thinking–acting). Data were obtained from teacher knowledge tests, student pre- and post-tests, attitude and skill ratings, student perception and experience questionnaires, and systematic classroom observations, and were analyzed descriptively and thematically. Teacher understanding improved (mean score 8.0 to 9.0/10), and students’ knowledge increased in Science, Social Studies, Mathematics, Indonesian Language, and Arts & Culture, with skills averaging 73–80 and most attitudes rated A or B. Students strongly agreed that PjBL improved collaboration but reported limited consistent reading of project materials. Overall, the integrated model enhanced multiple competence dimensions and was positively received, though stronger support for self-regulated learning and more rigorous future research designs is recommended.
Co-Authors Diani Fatmawati Iin Hindun Lise Chamisijatin N. Nurwidodo S. Sukarsono Sri Wahyuni