Guided discovery-blended learning (GDBL) for critical thinking skill empowerment: A learning strategy in human excretory system
DOI:
https://doi.org/10.21009/biosferjpb.v13n2.266-279Keywords:
Critical Thinking, Guided Discovery, GDBL, Human ExcretionAbstract
The research purpose is to learn Guided Discovery-Blended Learning (GDBL) strategy on students’ critical thinking skills in the human excretory system. The research method is quasi-experiment with pretest-posttest experiment and control group design. The research population includes all Grade XI MIPA in a senior high school in East Jakarta, Indonesia, of 144 students. As regards the sample, 71 students are selected that are divided into two classes, namely: XI MIPA-2 as a control class and XI MIPA-4 as an experimental class with GDBL. Data collection uses an integration test in an essay, student response to learning strategy and observation sheet of syntax implementation—the data analysis result using ANCOVA test proofs that the GDBL affects students’ critical thinking skill. The GDBL could foster thinking habits through independent rearrangement of a concept with guidance from the teacher using sourcebooks and online media. It is necessary to prepare biology teacher creativity to improve student’s critical thinking skills and to modify the GDBL so as it brings a better effect.
References
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Ennis, R. H. (1985). Goal for a critical Thinking Curriculum, Bright Minds: A Resource Book for Teaching Thinking. Virginia: ASDC.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186. https://doi.org/10.1080/00405849309543594
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Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model? Biosfer: Jurnal Pendidikan Biologi, 13(1), 86–100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Heinze, A., Procter, C., & Scott, B. (2007). Use of conversation theory to underpin blended learning. International Journal of Teaching and Case Studies, 1, 108–120. https://doi.org/10.1504/IJTCS.2007.014213
Hokanson, B. (2018). Developing Creative Thinking Skills. New York: Routledge, https://doi.org/10.4324/9781315674872
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Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769–781. https://doi.org/10.1007/s10639-014-9353-5
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Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Montoro, M. A., Hinojo-Lucena, F. J., & Sánchez, F. R. (2015). A study on ICT training among faculty members of spanish faculties of education. New Educational Review, 42(4), 27–39. https://doi.org/10.15804/tner.2015.42.4.02
Mahfuzah, B. A., Utomo, Y., & Munzil. (2018). Efektivitas GDL (guided discovery learning) dan problem solving terhadap KBK (keterampilan berpikir kritis) dan HOTS (higher order thingking skills). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(6), 739–744. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/11131/5346
Musyaddad, A., Suyanto, S., Education, B., Science, N., Yogyakarta, U. N., & Citation, S. (2019). Biosfer : Jurnal Pendidikan Biologi. 12(2), 194–210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Nair, T., S., & Bindu, R. . (2016). Effect of blended learning strategy on achievement in biology and social and environmental attitude of students at secondary leve. I-Manager’s Journal on School Educational Technology, 11(4), 39. https://doi.org/10.26634/jsch.11.4.6011
Ningsih, L. R., Rusdi, R., & Miarsyah, M. (2019). Exploring respiratory system to improve biological learning motivation: resysmart media application. Biosfer: Jurnal Pendidikan Biologi, 12(2), 211–222. https://doi.org/10.21009/biosferjpb.v12n2.211-222
Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery learning based on internet and self concept: enhancing student's critical thinking in biology. Indonesian Journal of Biology Education, 2(1), 7-14. https://doi.org/10.31002/ijobe.v2i1.1196
Nuroifah, N. (2014). Pengembangan media pembelajaran berbasis aplikasi android materi sistem ekskresi siswa kelas xi SMA negeri 1 Dawarblandong Mojokerto. Jurnal Mahasiswa Teknologi Pendidikan, 6(1), 1-10. Retrieved from https://jurnalmahasiswa.unesa.ac.id/index.php/jmtp/article/view/12074/11245
Permana, F. H., & Chamisijatin, L. (2019). Project-based learning through edmodo: improving critical thinking and histology concepts. Biosfer: Jurnal Pendidikan Biologi, 12(1), 58–69. https://doi.org/10.21009/biosferjpb.v12n1.58-69
Plessis, A. Du. (2015). Rethinking traditional science teaching through infusing ICT learning embedded by a ‘learning-as-design’ approach. Journal of Baltic Science Education, 14(1), 4-6. Retrieved from http://www.scientiasocialis.lt/jbse/files/pdf/vol14/4-6.DuPlessis_JBSE_Vol.14_No.1.pdf
Rindah, M. A. K., Dwiastuti, S., & Rinanto, Y. (2019). Excretory system learning in senior high school: comparative analysis of students’ problem solving skills. Biosfer: Jurnal Pendidikan Biologi, 12(2), 249–257. https://doi.org/10.21009/biosferjpb.v12n2.249-257
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Rusdi, R., Evriyani, D., & Praharsih, D. K. (2016). Pengaruh model pembelajaran peer instruction flip dan flipped classroom terhadap hasil belajar kognitif siswa pada materi sistem ekskresi. Biosfer: Jurnal Pendidikan Biologi, 9(1), 15–19. https://doi.org/10.21009/biosferjpb.9-1.3
Sartono, N., Rusdi, R., & Handayani, R. (2017). Pengaruh pembelajaran process oriented guided inquiry learning (pogil) dan discovery learning terhadap kemampuan berpikir analisis siswa sman 27 jakarta pada materi sistem imun. Biosfer: Jurnal Pendidikan Biologi, 10(1), 58–64. https://doi.org/10.21009/biosferjpb.10-1.8
Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007
Sugiharto, B., Corebima, A. D., Susilo, H., & Ibrohim. (2019). The pre-service biology teacher readiness in blended collaborative problem based learning (BCPBL). International Journal of Instruction, 12(4), 113–130. https://doi.org/10.29333/iji.2019.1248a
Sugiyono. (2015). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta. Suryati.
Tudor, S. L. (2013). The Role of Multimedia Strategies in Educational Process. Procedia - Social and Behavioral Sciences, 78, 682–686. https://doi.org/10.1016/j.sbspro.2013.04.375
Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition. New York: Harper and Row.
Zubaidah, S., Corebima, A. D., & Mistianah. (2015). Asesmen berpikir kritis terintegrasi tes essay. In Symbion: Symposium on Biology Education (pp. 200–213). Jogjakarta: Universitas Ahmad Dahlan. Retrieved from https://drive.google.com/file/d/0B4keDkb86kWpd0xRTjFlYVBjcEE/view
Zubaidah, S., Mahanal, S., Rosyida, F., Kurniawati, Z. L., Sholihah, M. A., & Ismirawati, N. (2018). Using remap-TmPS learning to improve low-ability students' critical thinking skills. Asia-Pacific Forum on Science Learning & Teaching, 19(1), 1-28. Retrieved from: https://eric.ed.gov/?id=EJ1192368
Ark, T. Vander, Hudson, T., & Baugh, J. (2014). Blended learning: Best practices for empowering students and educator. Presented in Dreambox Learning, A District Administration Web Seminar Digest. Retrieved from https://www.questia.com/magazine/1G1-368473030/blended-learning-best-practices-for-empowering-students
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students. 11(4), 48–55. http://dx.doi.org/10.3991/ijet.v11i04.5325
Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017). Who or what contributes to student satisfaction in different blended learning modalities?. British Journal of Educational Technology, 48(2), 473–489. https://doi.org/10.1111/bjet.12431
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004.
Ennis, R. H. (1985). Goal for a critical Thinking Curriculum, Bright Minds: A Resource Book for Teaching Thinking. Virginia: ASDC.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186. https://doi.org/10.1080/00405849309543594
Ennis, R. H. (2011). Ennis, Robert H. The Nature of Critical Thinking : An Outline of Critical Thinking Dispositions. Emeritus Professor, University of Illinois Last Revised, May, 2011. 1–8.
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model? Biosfer: Jurnal Pendidikan Biologi, 13(1), 86–100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Heinze, A., Procter, C., & Scott, B. (2007). Use of conversation theory to underpin blended learning. International Journal of Teaching and Case Studies, 1, 108–120. https://doi.org/10.1504/IJTCS.2007.014213
Hokanson, B. (2018). Developing Creative Thinking Skills. New York: Routledge, https://doi.org/10.4324/9781315674872
Isnaini, M., Aini, K., & Angraini, R. (2016). Pengaruh strategi pembelajaran mind mapp terhadap pemahaman konsep pada materi sistem ekskresikelas xi ipa sma negeri 1 Pampangan Oki. Jurnal Bioilmi, 2(2), 142–150. Retrieved from http://jurnal.radenfatah.ac.id/index.php/bioilmi/article/view/1138
Kanematsu, H., & Barry, D. M. (2016). STEM and ICT Education in Intelligent Environments. Springer International Publish.
Karakoç, M. (2016). The significance of critical thinking ability in terms of education. International Journal of Humanities and Social Science, 6(7), 81-84. Retrieved from http://www.ijhssnet.com/journals/Vol_6_No_7_July_2016/10.pdf
Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769–781. https://doi.org/10.1007/s10639-014-9353-5
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417–434. https://doi.org/10.29333/iji.2019.12227a
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Montoro, M. A., Hinojo-Lucena, F. J., & Sánchez, F. R. (2015). A study on ICT training among faculty members of spanish faculties of education. New Educational Review, 42(4), 27–39. https://doi.org/10.15804/tner.2015.42.4.02
Mahfuzah, B. A., Utomo, Y., & Munzil. (2018). Efektivitas GDL (guided discovery learning) dan problem solving terhadap KBK (keterampilan berpikir kritis) dan HOTS (higher order thingking skills). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(6), 739–744. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/11131/5346
Musyaddad, A., Suyanto, S., Education, B., Science, N., Yogyakarta, U. N., & Citation, S. (2019). Biosfer : Jurnal Pendidikan Biologi. 12(2), 194–210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Nair, T., S., & Bindu, R. . (2016). Effect of blended learning strategy on achievement in biology and social and environmental attitude of students at secondary leve. I-Manager’s Journal on School Educational Technology, 11(4), 39. https://doi.org/10.26634/jsch.11.4.6011
Ningsih, L. R., Rusdi, R., & Miarsyah, M. (2019). Exploring respiratory system to improve biological learning motivation: resysmart media application. Biosfer: Jurnal Pendidikan Biologi, 12(2), 211–222. https://doi.org/10.21009/biosferjpb.v12n2.211-222
Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery learning based on internet and self concept: enhancing student's critical thinking in biology. Indonesian Journal of Biology Education, 2(1), 7-14. https://doi.org/10.31002/ijobe.v2i1.1196
Nuroifah, N. (2014). Pengembangan media pembelajaran berbasis aplikasi android materi sistem ekskresi siswa kelas xi SMA negeri 1 Dawarblandong Mojokerto. Jurnal Mahasiswa Teknologi Pendidikan, 6(1), 1-10. Retrieved from https://jurnalmahasiswa.unesa.ac.id/index.php/jmtp/article/view/12074/11245
Permana, F. H., & Chamisijatin, L. (2019). Project-based learning through edmodo: improving critical thinking and histology concepts. Biosfer: Jurnal Pendidikan Biologi, 12(1), 58–69. https://doi.org/10.21009/biosferjpb.v12n1.58-69
Plessis, A. Du. (2015). Rethinking traditional science teaching through infusing ICT learning embedded by a ‘learning-as-design’ approach. Journal of Baltic Science Education, 14(1), 4-6. Retrieved from http://www.scientiasocialis.lt/jbse/files/pdf/vol14/4-6.DuPlessis_JBSE_Vol.14_No.1.pdf
Rindah, M. A. K., Dwiastuti, S., & Rinanto, Y. (2019). Excretory system learning in senior high school: comparative analysis of students’ problem solving skills. Biosfer: Jurnal Pendidikan Biologi, 12(2), 249–257. https://doi.org/10.21009/biosferjpb.v12n2.249-257
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Rusdi, R., Evriyani, D., & Praharsih, D. K. (2016). Pengaruh model pembelajaran peer instruction flip dan flipped classroom terhadap hasil belajar kognitif siswa pada materi sistem ekskresi. Biosfer: Jurnal Pendidikan Biologi, 9(1), 15–19. https://doi.org/10.21009/biosferjpb.9-1.3
Sartono, N., Rusdi, R., & Handayani, R. (2017). Pengaruh pembelajaran process oriented guided inquiry learning (pogil) dan discovery learning terhadap kemampuan berpikir analisis siswa sman 27 jakarta pada materi sistem imun. Biosfer: Jurnal Pendidikan Biologi, 10(1), 58–64. https://doi.org/10.21009/biosferjpb.10-1.8
Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007
Sugiharto, B., Corebima, A. D., Susilo, H., & Ibrohim. (2019). The pre-service biology teacher readiness in blended collaborative problem based learning (BCPBL). International Journal of Instruction, 12(4), 113–130. https://doi.org/10.29333/iji.2019.1248a
Sugiyono. (2015). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta. Suryati.
Tudor, S. L. (2013). The Role of Multimedia Strategies in Educational Process. Procedia - Social and Behavioral Sciences, 78, 682–686. https://doi.org/10.1016/j.sbspro.2013.04.375
Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition. New York: Harper and Row.
Zubaidah, S., Corebima, A. D., & Mistianah. (2015). Asesmen berpikir kritis terintegrasi tes essay. In Symbion: Symposium on Biology Education (pp. 200–213). Jogjakarta: Universitas Ahmad Dahlan. Retrieved from https://drive.google.com/file/d/0B4keDkb86kWpd0xRTjFlYVBjcEE/view
Zubaidah, S., Mahanal, S., Rosyida, F., Kurniawati, Z. L., Sholihah, M. A., & Ismirawati, N. (2018). Using remap-TmPS learning to improve low-ability students' critical thinking skills. Asia-Pacific Forum on Science Learning & Teaching, 19(1), 1-28. Retrieved from: https://eric.ed.gov/?id=EJ1192368
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2020-10-22
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S, R, & Rizhal Hendi. (2020). Guided discovery-blended learning (GDBL) for critical thinking skill empowerment: A learning strategy in human excretory system . Biosfer: Jurnal Pendidikan Biologi, 13(2), 266–279. https://doi.org/10.21009/biosferjpb.v13n2.266-279
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