.png)
.png)
The effect of problem-based learning using VARK approach on biology students’ creative thinking skills
Abstract
Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.
Abstrak
Pembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.
Keywords
Full Text:
PDFReferences
Boholano, H. (2017). Smart social networking: 21st Century teaching and learning skills. Research in Pedagogy, 7(2), 21–29. https://doi.org/10.17810/2015.45
Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H., & Mundia, L. (2016). The benefits of adopting a problem-based learning approach on students’ learning developments in secondary geography lessons. International Education Studies, 9(2), 51-65. https://doi.org/10.5539/ies.v9n2p51
Guilherme, E., Faria, C., & Boaventura, D. (2016). Exploring marine ecosystems with elementary school Portuguese children: inquiry-based project activities focused on ‘real-life’ contexts. Education 3-13, 44(6), 715–726. https://doi.org/10.1080/03004279.2015.1007884
Hariadi, B., Jatmiko, P. B., Sunarto, M. J., Prahani, B. K., & ... (2018). Buku model sciencetific hybrid learning menggunakan aplikasi BRILIAN untuk meningkatkan kemampuan literasi data dan berpikir kritis mahasiswa. Retrieved from http://repository.dinamika.ac.id/id/eprint/3269/
Haslinda, P., Wijaya, T., & Yasdar, M. (2020). Pengembangan pendekatan creative problem solving. EduPsyCouns Journal: Journal of Educations, Psychology and Counseling, 2(2), 45–59. https://ummaspul.e journal.id/Edupsycouns/article/view/884
Jannah, T. M., & Bharata, H. (2020). The analysis of dyscalculia that referred to the learning style of fleming and mills theory on matrix materials of MAN 1 Metro students. Journal of Physics: Conference Series, 1563(1). https://doi.org/10.1088/1742-6596/1563/1/012068
John, W., & Sons, I. (2019). The wiley handbook of problem‐based learning. Warnock by SPi Global.
Hilmi, S. A., Suwarma, I. R., Rusnayati, H., Kaniawati, I., & Suhendi, E. (2020). Analisis pengaruh pembelajaran fisika berbasis STEM terhadap keterampilan creative problem solving siswa. In Seminar Nasional Fisika (Vol. 1, No. 1, pp. 91-98).
Kang, K. A., Kim, S., Kim, S. J., Oh, J., & Lee, M. (2015). Comparison of knowledge, confidence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis. Nurse Education Today, 35(2), 315–321. https://doi.org/10.1016/j.nedt.2014.10.006
Kong, L. N., Qin, B., Zhou, Y. qing, Mou, S. yu, & Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), 458–469. https://doi.org/10.1016/j.ijnurstu.2013.06.009
Kurniati, F., Indana, S., Studi, P., Sains, P., Surabaya, U. N., & Kreatif, K. B. (2018). Membangun keterampilan berpikir kreatif siswa melalui pembelajaran berbasis inkuiri terbimbing. Jurnal Penelitian Pendidikan IPA, 3(1), 15–20.
Ledesma, D. (2016). Latinos in Linked Learning and California Partnership Academies: Sources of self-efficacy and social capital. ProQuest Dissertations and Theses, 10254651 PG-165, 165. https://search.proquest.com/docview/1871696007?accountid=12378 NS -
Liliawati, M. W. (2011). Pembekalan keterampilan berpikir kreatif siswa SMA melalui pembelajaran fisika berbasis masalah. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 16(2), 93-98. https://doi.org/10.18269/jpmipa.v16i2.227
Mayarnimar, D., & Taufina, D. (2017). Validity analysis of the VARK (Visual, Auditory, Read-Write, and Kinesthetic) model-based basic reading and writing instructional materials for the 1st grade students of elementary school. 9th International Conference for Science Educators and Teachers (ICSET) (Vol. 118, pp. 870–874). https://doi.org/10.2991/icset-17.2017.141
Muharrima, F. (2021). Scaffolding sesuai gaya belajar terhadap kemampuan berpikir kreatif matematis siswa SMP dalam menyelesaikan soal HOTS. Jurnal Ilmiah Pendidikan Matematika, 10(3), 162–171.
Musaidah, E., Purnomo, D., & Setyowati, R. D. (2020). Analisis Kemampuan berpikir kreatif ditinjau dari gaya belajar siswa kelas VIII SMP Negeri 1 Sayung Tahun 2019/2020. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 2(5), 382–390. https://doi.org/10.26877/imajiner.v2i5.6520
Nengsih, J., Rahmat, A., Ana Ratna, W., & Rahman, T. (2021). Representasi mental mahasiswa dalam memabaca gamabar struktur membran sel setelah perkuliahan biologi sel dengan pendekatan VARK. Jurnal Inovasi Pembelajaran Biologi, 2(1), 9–18. https://doi.org/2721-03089
Othman, N., & Amiruddin, M. H. (2010). Different perspectives of learning styles from VARK model. Procedia - Social and Behavioral Sciences, 7(2), 652–660. https://doi.org/10.1016/j.sbspro.2010.10.088
Pan, L., Xi, H. Q., Shen, X. W., & Zhang, C. Y. (2018). Toolbox of teaching strategies. Frontiers of Nursing, 5(4), 249–255. https://doi.org/10.1515/fon-2018-0033
Parinduri, S. H., Sirait, M., & Sani, R. A. (2017). The effect of cooperative learning model type group investigation for student’s conceptual knowledge and science process skills. IOSR Journal of Research & Method in Education, 7(4), 49–54. https://doi.org/10.9790/7388-0704034954
Partnership for 21st. (2012). 21st century student outcomes. 1–9. http://www.p21.org/our-work/p21-framework
Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113. https://doi.org/10.5296/jse.v2i1.1007
Rotherham, A. J., & Willingham, D. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16–21.
Sani, R. A. (2014). Metode pembelajaran saintifik. PT Bumi Aksaa, 53(9), 1689–1699.
Singh, P. M., Singh, S., Nagpal, J., Acharya, S., & Rach, H. (2020). 21St Century skills: A handbook (p. 98). https://www.edglossary.org/21st-century-skills/ accessed on 13.03.2020
Sitorus, J. (2016). Students’ creative thinking process stages: Implementation of realistic mathematics education. Thinking Skills and Creativity, 22, 111-120. https://doi.org/10.1016/j.tsc.2016.09.007
Widiansah, K. N., Rusilowati, A., Al, S. M. P., & Pemalang, M. (2019). Development of assessment instruments mathematic creative thinking ability on junior high school students. Journal of Research and Educational Research Evaluation, 8(1), 84–90. https://doi.org/10.15294/jere.v8i1.32242
Wilcox, D., Liu, J. C., Thall, J., & Howley, T. (2017). Integration of teaching practice for students’ 21st century skills: Faculty practice and perception. International Journal of Technology in Teaching and Learning, 13(2), 55–77.
Yaqoob, M. (2012). Developing creative thinking: using a cognitive teaching model in literature classroom. The International Journal of Learning, 18(6), 71–81.
Zubaidah, S. (2016, December). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. In Seminar Nasional Pendidikan (Vol. 2, No. 2, pp. 1-17). Program Studi Pendidikan Biologi STKIP Persada Khatulistiwa Sintang-Kalimantan Barat.
DOI: http://dx.doi.org/10.20527/bino.v4i2.13138
Article Metrics
Abstract view : 1268 timesPDF - 736 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
