Integrating STEAM with PjBL and PBL on biology education: Improving students’ cognitive learning results, creative thinking, and digital literacy
DOI:
https://doi.org/10.21009/biosferjpb.24468Keywords:
Creative thinking ;, Digital literacy, Project based learning;, Problem based learning;, STEAMAbstract
STEAM (Science, Technology, Engineering, Art, and Mathematics) is an innovative interdisciplinary learning approach that can be integrated with PjBL and PBL learning models. This research investigates the effect of STEAM combined with PjBL and PBL learning models on the cognitive learning results, creative thinking skills and digital literacy of Class X senior high school students at SHS 3 Maluku Tengah and SHS 39 Salahutu. This research was conducted in the even semester of the 2020/2021 academic year. The research instruments included an essay test and digital literacy observation sheets. The research data were analyzed using inferential statistics (ANCOVA and ANOVA). The research results indicate that the integration of STEAM with PjBL and PBL learning models significantly affects students’ cognitive learning results and creative thinking (p<0.05). However, the integration of STEAM and PjBL and PBL learning models does not significantly affect students’ digital literacy (p>0.05). The integration of STEAM with PjBL and PBL learning models provides innovation in implementing the two learning models, which improves the learning steps and the learning process. The integration of STEAM with the PjBL learning model can be used to enhance cognitive learning outcomes and creative thinking skills for other biological concepts in senior high school level learning.
References
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Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning, 13(1), 104-110. https://doi.org/10.11591/edulearn.v13i1.11189
Launuru, A., Rumahlatu, D., & Matdoan, M. N. (2021). PjBL-HOTS Learning Models: It’s application and effect on cognitive learning outcomes, critical thinking, and social attitudes. Bioedupat: Pattimura Journal of Biology and Learning, 1(1), 1-10. https://doi.org/10.30598/bioedupat.v1.i1.pp1-10
Leasa, M., Fenanlampir, A., Batlolona, J. R., & Saimima, A. S. (2021). Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system. Biosfer,Jurnal Pendidikan Biologi,14(2), 154-166. https://doi.org/10.21009/biosferjpb.20825
Saidaturrahmi, I., Susilo, S., & Amirullah, G. (2021). Does STEM-project based learning improve students’ literacy as scientific competencies?. Biosfer: Jurnal Pendidikan Biologi, 14(2), 167-174. https://doi.org/10.21009/biosferjpb.20354
Saxena, P., Gupta, S. K., Mehrotra, D., Kamthan, S., Sabir, H., Katiyar, P., & Prasad, S. S. (2018). Assessment of digital literacy and use of smart phones among Central Indian dental students. Journal of Oral Biology and Craniofacial Research, 8, 40-43. https://doi.org/10.1016/j.jobcr.2017.10.001
Sayuti, H. A. M., Ann, T. G., Saimi, W. M. S. A., Bakar, M. A., Bakar, A., Dawawi, S. N. A., & Mohamad, M. (2020). Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper. Creative Education, 11(10), 1873-1889. https://doi.org/10.4236/ce.2020.1110137
Sheu, F. R., & Chen, N. S. (2014). Taking a signal: A review of gesture-based computing research in education. Computers & Education, 78, 268-277. https://doi.org/10.1016/j.compedu.2014.06.008
Simbolon, R., & Koeswanti, H. D. (2020). Comparison of PBL (project based learning) models with PBL (problem based learning) models to determine student learning outcomes and motivation. International Journal of Elementary Education, 4(4), 519-529. http://doi.org/10.23887/ijee.v4i4.30087
Simone, C. D. (2014). Problem-based learning in teacher education: trajectories of change. International Journal of Humanities and Social Science, 4(12), 17-29.
Setiawan, D., Mahanal, S., & Zubaidah, S. (2021). RICOSRE: Effect and potential to enhance biology students’ digital literacy at Universitas Negeri Malang. AIP Conference Proceedings, 2330, 030041. http://doi.org/10.1063/5.0043139
Suciari, N. K. D., lbrohim, & Suwono, H. (2021). The impact of PjBL integrated STEAM on students’ communication skills and concept mastery in high school biology learning. AIP Conference Proceedings, 2330, 030060. https://doi.org/10.1063/5.0043395
Supratman, Zubaidah, S., Corebima, A. D., & Ibrohim. (2021). The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students. International Journal of Instruction, 14(3), 187-206. https://doi.org/10.29333/iji.2021.14311a
Torlakson, T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in california public education. California: State Superintendent of Public Instruction. https://www.cde.ca.gov/pd/ca/sc/documents/innovate.pdf
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 10-21. https://doi.org/10.7771/1541-5015.1649
Utama, C., Sajidan., Nurkamto, J., & Wiranto. (2019). Investigating Biology Pre-service Teacher Perception of General Biology and Digital Literacy. IOP Conference Series: Earth and Environmental Science, 243, 012046. https://doi.org/10.1088/1755-1315/243/1/012046
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno., & Umamah, N. (2020). The effectiveness of STEAM-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463-476. https://doi.org/10.29333/iji.2020.13232a
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student's thinking skills. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355. https://doi.org/10.15294/jpii.v6i2.11100
Anwar, Y., Rahmayanti, R., & Ermayanti. (2021). Biodiversity with problem-based learning: impact on quality of students’ scientific argumentation. Biosfer: Jurnal Pendidikan Biologi, 14(2), 216-227. https://doi.org/10.21009/biosferjpb.14133
Awang, D. (2007). Comparison between “project-oriented” learning and problem-based learning (PBL) in design subject. Regional Conference on Engineering Education, 290-329.
Boy, G. A. (2013). From STEM to STEAM: Toward a human-centred education, creativity & learning thinking. Proceedings of the 31st European conference on cognitive ergonomics, 1-7. https://doi.org/10.1145/2501907.2501934
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5, 1725-1746. https://doi.org/10.3390/su5041725
Buckingham, D. (2016). Defining digital literacy. Nordic journal of digital literacy, 4(4), 59-71. https://doi.org/10.1007/978-3-531-92133-4_4
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), 1-18.
Guyotte, K., Sochacka, N., Costantino, T., Walther, J., & Kellam, N. (2015). STEAM as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 12-19. https://doi.org/10.1080/00043125.2014.11519293
Herro, D., & Quigley, C. (2016). Innovating with STEAM in middle school classrooms: Remixing education. On the Horizon, 24(3), 190-204. https://doi.org/10.1108/OTH-03-2016-0008
Kutlu, N., & Gökdere, M. (2015). The effect of purdue model based science teaching on creative thinking. International Journal of Education and Research, 3(3), 589-600.
Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306-320. https://doi.org/10.1016/j.intell.2013.04.008
Mills, J. E., & Treagust, D. F. (2003). Engineering Education–is Problem-based learning the answer. Australasian Journal Of Engineering Education, 3, 1-14.
Naji, K. K., Ebead, U., Al-Ali, A. K., & Du, X. (2020). Comparing models of problem and project-based learning (PBL) courses and student engagement in civil engineering in Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), 1-16. https://doi.org/10.29333/ejmste/8291
Nelson, K., Courier, M., & Joseph, G. W. (2011). An investigation of digital literacy needs of students. Journal of Information Systems Education, 22(2), 95-110.
Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series 1156, 012033. https://doi.org/10.1088/1742-6596/1156/1/012033
Retnowati, L., Sugianto, S., & Alimah, S. (2021). The development of integrated biology-entrepreneurship learning design based STEAM. Journal of Innovative Science Education, 10(2), 124-129. https://doi.org/10.15294/JISE.v913.40833
Ridlo, Z. R., Nuha, U., Terra, I. W. A., & Afafa, L. (2020). The implementation of project-based learning in STEM activity (water filtration system) in improving creative thinking skill. Journal of Physics: Conference Series, 1563, 012073. https://doi.org/10.1088/1742-6596/1563/1/012073
Rosikhoh, D., Mardhiyatirrahmah, L., Abdussakir, A., Abtokhi, A., & Rofiki, I. (2019). Experienced teachers’ perceptions: Math-focused steam learning. Abjadia: International Journal of Education, 4(2), 118-128. https://doi.org/10.18860/abj.v4i2.8123
Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning, 13(1), 104-110. https://doi.org/10.11591/edulearn.v13i1.11189
Launuru, A., Rumahlatu, D., & Matdoan, M. N. (2021). PjBL-HOTS Learning Models: It’s application and effect on cognitive learning outcomes, critical thinking, and social attitudes. Bioedupat: Pattimura Journal of Biology and Learning, 1(1), 1-10. https://doi.org/10.30598/bioedupat.v1.i1.pp1-10
Leasa, M., Fenanlampir, A., Batlolona, J. R., & Saimima, A. S. (2021). Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system. Biosfer,Jurnal Pendidikan Biologi,14(2), 154-166. https://doi.org/10.21009/biosferjpb.20825
Saidaturrahmi, I., Susilo, S., & Amirullah, G. (2021). Does STEM-project based learning improve students’ literacy as scientific competencies?. Biosfer: Jurnal Pendidikan Biologi, 14(2), 167-174. https://doi.org/10.21009/biosferjpb.20354
Saxena, P., Gupta, S. K., Mehrotra, D., Kamthan, S., Sabir, H., Katiyar, P., & Prasad, S. S. (2018). Assessment of digital literacy and use of smart phones among Central Indian dental students. Journal of Oral Biology and Craniofacial Research, 8, 40-43. https://doi.org/10.1016/j.jobcr.2017.10.001
Sayuti, H. A. M., Ann, T. G., Saimi, W. M. S. A., Bakar, M. A., Bakar, A., Dawawi, S. N. A., & Mohamad, M. (2020). Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper. Creative Education, 11(10), 1873-1889. https://doi.org/10.4236/ce.2020.1110137
Sheu, F. R., & Chen, N. S. (2014). Taking a signal: A review of gesture-based computing research in education. Computers & Education, 78, 268-277. https://doi.org/10.1016/j.compedu.2014.06.008
Simbolon, R., & Koeswanti, H. D. (2020). Comparison of PBL (project based learning) models with PBL (problem based learning) models to determine student learning outcomes and motivation. International Journal of Elementary Education, 4(4), 519-529. http://doi.org/10.23887/ijee.v4i4.30087
Simone, C. D. (2014). Problem-based learning in teacher education: trajectories of change. International Journal of Humanities and Social Science, 4(12), 17-29.
Setiawan, D., Mahanal, S., & Zubaidah, S. (2021). RICOSRE: Effect and potential to enhance biology students’ digital literacy at Universitas Negeri Malang. AIP Conference Proceedings, 2330, 030041. http://doi.org/10.1063/5.0043139
Suciari, N. K. D., lbrohim, & Suwono, H. (2021). The impact of PjBL integrated STEAM on students’ communication skills and concept mastery in high school biology learning. AIP Conference Proceedings, 2330, 030060. https://doi.org/10.1063/5.0043395
Supratman, Zubaidah, S., Corebima, A. D., & Ibrohim. (2021). The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students. International Journal of Instruction, 14(3), 187-206. https://doi.org/10.29333/iji.2021.14311a
Torlakson, T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in california public education. California: State Superintendent of Public Instruction. https://www.cde.ca.gov/pd/ca/sc/documents/innovate.pdf
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 10-21. https://doi.org/10.7771/1541-5015.1649
Utama, C., Sajidan., Nurkamto, J., & Wiranto. (2019). Investigating Biology Pre-service Teacher Perception of General Biology and Digital Literacy. IOP Conference Series: Earth and Environmental Science, 243, 012046. https://doi.org/10.1088/1755-1315/243/1/012046
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno., & Umamah, N. (2020). The effectiveness of STEAM-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463-476. https://doi.org/10.29333/iji.2020.13232a
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2022-04-07
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Hehakaya, W., Matdoan, M. N., & Rumahlatu, D. (2022). Integrating STEAM with PjBL and PBL on biology education: Improving students’ cognitive learning results, creative thinking, and digital literacy. Biosfer: Jurnal Pendidikan Biologi, 15(1), 76–84. https://doi.org/10.21009/biosferjpb.24468
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