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Destri Ratna Ma'rifah
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joubins@pbio.uad.ac.id
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Biology Education Department Faculty of Teacher and Training Education Universitas Ahmad Dahlan Jl. Ahmad Yani, Ringroad Selatan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta
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Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Journal on Biology and Instruction (JouBIns)
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 27980863     DOI : https://10.26555/joubins
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology
This journal presents articles on research results or studies related to the fields of biology education and biology science. The article in this journal contains a discussion on the use of biology as a means of education and living things as biological objects. The scope contained in this journal includes: development of biology teaching materials, development of learning technology in biology learning, exploration of the potential of nature as a source of learning biology, germplasm wealth, environmental biology, biotechnology.
Arjuna Subject : Umum - Umum
Articles 32 Documents
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An An Innovative SETS-Based Problem-Based Learning Model to Improve Critical Thinking and Cognitive Outcomes in Biology Fitria Nurhafisah; Bea Hana Siswati; Inggrit Aulya Hartono; Gita Eka Ayu Saputri
Journal on Biology and Instruction Vol. 5 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In order to enhance students’ cognitive learning outcomes and critical thinking abilities in Biology classes, this study implements a SETS-based Problem-Based Learning (PBL) model. The purpose of this study was to determine the effect of the SETS-based Problem-Based Learning (PBL) model on the cognitive learning outcomes and critical thinking skills of Grade X Biology students in industrial agricultural settings. A quasi-experimental design was applied, consisting of a control class and an experimental class that was taught using the SETS-based PBL approach. Students’ cognitive learning outcomes were evaluated through ANCOVA, while their critical thinking skills were analyzed using the non-parametric Mann–Whitney test. The ANCOVA results revealed a significance value of 0.041 (<0.05), indicating a significant improvement in students’ cognitive learning outcomes, whereas the Mann–Whitney test produced a significance value of 0.002 (<0.05), confirming a significant enhancement in critical thinking skills. Based on these findings, it can be concluded that the implementation of the SETS-based PBL model effectively improves both cognitive learning outcomes and critical thinking skills of Grade X students in industrial agricultural areas.
Literature Study Analysis of the Effect of the Problem-Based Learning Model on Critical Thinking and Problem-Solving Skills Jumiah Jumiah; Jeklin Hutagaol
Journal on Biology and Instruction Vol. 5 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i2.15327

Abstract

Learning at school requires students to be able to develop their own learning skills, including critical thinking skills and problem-skills. Students will get various values that will bring changes to student actions. The research aims to re-analyze the effect of the PBL learning model on students' learning skills in biology learning. This research is a study that uses literature study techniques with a sample of 12 national journal articles and 4 international journal articles to be analysed. This journal article will show the effect size of each article that has been obtained will then be interpreted according to the effect size classification. The results of this study show that the effect size of students' learning skills on the average effect size of critical thinking skills is 1.56 and problem-solving skills is 1.22. In this study it can be concluded that the results of the meta-analysis show that there is an influence of the problem-based learning model on student learning skills.

Page 4 of 4 | Total Record : 32

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