Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology

Abstract

The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students' learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge (0.003 <p 0.005), a moderate effect on attitude and skill (0.000 <p 0.005), and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.

Peningkatan Hasil Belajar Peserta Didik pada Pembelajaran IPAS Menggunakan Model Project Based Learning di Kelas V SDN 17 Manggis Ganting

“…(2) mendesain perencanaan proyek (design a plan for the project), (3) menyusun jadwal (create a schedule), (4) memonitor siswa dan kemajuan proyek (monitor the students and the progress of the project), menguji hasil (assess the outcome), dan (6) mengevaluasi pengalaman (evaluate the experience) (Sari & Angreni, 2018). mengungkapkan beberapa keunggulan model project based learning yaitu (1) meningkatkan motivasi belajar peserta didik untuk belajar, mendorong kemampuan mereka untuk melakukan pekerjaan penting, dan mereka perlu untuk dihargai, (2) meningkatkan kemampuan pemecahan masalah, (3) membuat peserta didik menjadi lebih aktif dan berhasil memecahkan problem-problem kompleks, (4) meningkatkan kolaborasi, (5) mendorong peserta didik untuk mengembangkan dan mempraktikkan keterampilan komunikasi (Mahanal et al, 2010), ( 6) meningkatkan keterampilan peserta didik dalam mengelola sumber, (7) memberikan pengalaman kepada peserta didik pembelajaran dan praktik dalam mengorganisasi proyek, dan membuat alokasi waktu dan sumbersumber lain seperti perlengkapan untuk menyelesaikan tugas, serta (8) menyediakan pengalaman belajar yang melibatkan peserta didik secara kompleks dan dirancang untuk berkembang sesuai dengan dunia nyata (Tuaputty et al, 2023)…”