Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Marheny Lukitasari, Indah Purnamasari, Sri Utami, Akhmad Sukri


Abstract


Critical thinking skills are one of the four main competencies that must be empowered in the 21st-century learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

Keywords


blended learning; critical thinking skills; problem-based learning

Full Text:

PDF

References


Adnan, A., & Bahri, A. (2018). Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry. In Journal of Physics: Conference Series (Vol. 954, p. 012022). doi: https://doi.org/10.1088/1742-6596/954/1/012022

Afip, L. B. A. (2014). Motivating adult learners using blended learning in higher education institution. International Refereed Research Journal, 5(3), 35–42. Retrieved from https://www.researchgate.net/publication/306240366

Akcay, B. (2009). Problem-based learning in science education. Journal of Turkish Science Education, 6(1), 26–36. Retrieved from https://www.pegem.net/dosyalar/dokuman/48116-20090429114931-04problem-based-learning-in-science-education.pdf

Akyüz, H. I., & Samsa, S. (2009). The effects of blended learning environment on the critical thinking skills of students. In Procedia - Social and Behavioral Sciences (Vol. 1, pp. 1744–1748). doi: https://doi.org/10.1016/j.sbspro.2009.01.308

Ammann, D., Vignoli, Y., & Kaap-Fröhlich, S. (2019). How can problem-based learning be realised in blended learning format? Contribution to the HoGe conference 2018 "Digital learning and teaching“. International Journal of Health Professions, 6(1), 90–96. doi: https://doi.org/10.2478/ijhp-2019-0010

Atef, H., & Medhat, M. (2015). Blended learning possibilities in enhancing education, training and development in developing countries: A case study in graphic design courses. TEM Journal, 4(4), 358–365. Retrieved from http://www.temjournal.com/content/44/07/TemJournalNovember2015_358_365.pdf

Ates, O., & Eryilmaz, A. (2011). Strengths and weaknesses of problem-based learning in engineeriing education: students’ and tutors’ perspectives. Buca Eğitim Fakültesi Dergisi, 28, 40–58. Retrieved from https://www.researchgate.net/publication/279682118%0ASTRENGTHS

Batdi, V. (2014). A Meta-analysis study comparing problem based learning with traditional instruction. Electronic Journal of Social Sciences, 13(51), 346–365. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=99171075&site=ehost-live

Belecina, R. R., & Ocampo, J. M. (2018). Effecting change on students’ critical thinking in problem solving. EDUCARE: International Journal for Educational Studies International Journal for Educational Studies Article Timeline: Accepted, 10(102), 109–118. Retrieved from http://www.mindamas-journals.com/index.php/educare/article/viewFile/949/857

Blackwell, J. A., & Roseth, N. E. (2018). Problem-based learning in a woodwind methods course: An action research study. Journal of Music Teacher Education, 28(1), 55–69. doi: https://doi.org/10.1177/1057083718769262

Car, L. T., Myint Kyaw, B., Dunleavy, G., Smart, N. A., Semwal, M., Rotgans, J. I., … Campbell, J. (2019). Digital problem-based learning in health professions: Systematic review and meta-analysis by the digital health education collaboration. Journal of Medical Internet Research, 21(2), 1–12. doi: https://doi.org/10.2196/12945

Chiang, C. L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779

Corso, R., & Robinson, C.-H. (2013). Enhancing creative thinking abilities through the use of social media. International Journal of Knowledge, Innovation and Entrepreneurship, 1(1–2), 92–105. Retrieved from https://pdfs.semanticscholar.org/3daf/0e64ab35877140b64aa3722cde89b2453f50.pdf

Crowley, Ú. (2015). Review of critical thinking skills. AISHE, 7(3), 2641–2645. Retrieved from http://ojs.aishe.org/index.php/aishe-j/article/download/264/361

de Jong, N., Krumeich, J. S. M., & Verstegen, D. M. L. (2017). To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs. Medical Teacher, 39(2), 203–211. doi: https://doi.org/10.1080/0142159X.2016.1248915

Dewi, C. A. (2013). Pengaruh blended learning dalam pembelajaran berbasis masalah (PBL) terhadap hasil belajar mahasiswa IKIP Mataram pada materi pencemaran lingkungan. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 1(1), 1–11. doi: https://doi.org/10.33394/j-ps.v1i1.514

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. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Retrieved from http://faculty.education.illinois.edu/rhennis/ documents/TheNatureofCriticalThinking_51711_000.pdf

Fauzi, A., & Fariantika, A. (2018). Courses perceived difficult by undergraduate students majoring in biology. Biosfer: Jurnal Pendidikan Biologi, 11(2), 78–89. https://doi.org/10.21009/biosferjpb.v11n2.78-89

Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16–21. doi: https://doi.org/10.1016/j.nedt.2016.06.007

Greiff, S., Niepel, C., & Wüstenberg, S. (2015). 21st century skills: International advancements and recent developments. Thinking Skills and Creativity, 18, 1–3. https://doi.org/10.1016/j.tsc.2015.04.007

Haghparast, M., Nasaruddin, F. H., & Abdullah, N. (2014). Cultivating critical thinking through E-learning environment and tools: A review. In Procedia - Social and Behavioral Sciences (Vol. 129, pp. 527–535). Elsevier B.V. doi: https://doi.org/10.1016/j.sbspro.2014.03.710

Husamah, H. (2015). Blended project based learning: metacognitive awareness of biology education new students. Journal of Education and Learning, 9(4), 274–281. doi: https://doi.org/10.11591/edulearn.v9i4.2121

Isabekov, A., & Sadyrova, G. (2018). Project-based learning to develop creative abilities in students. In J. Drummer, G. Hakimov, M. Joldoshov, T. Köhler, & S. Udartseva (Eds.), Vocational Teacher Education in Central Asia: Developing Skills and Facilitating Success (pp. 43–49). Cham: Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-73093-6_4

Krishnan, S., Gabb, R., & Vale, C. (2011). Learning cultures of problem-based learning teams. Australasian Journal of Engineering Education, 17(2), 67–78. doi: https://doi.org/10.1080/22054952.2011.11464057

Kumar, R., & James, R. (2015). Evaluation of critical thinking in higher education in Oman. International Journal of Higher Education, 4(3), 33–43. doi: https://doi.org/10.5430/ijhe.v4n3p33

Lai, E. (2011). Motivation: A literature review. Alwasy Learning. Retrieved from http://www.datec.org.uk/CHAT/chatmeta1.htm

Lalima, L., & Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129–136. doi: https://doi.org/10.13189/ujer.2017.050116

Lopes, R. M., Hauser-Davis, R. A., Oliveira, M. M., Pierini, M. F., de Souza, C. A. M., Cavalcante, A. L. M., … Tinoca, L. A. da F. (2020). Principles of problem-based learning for training and professional practice in ecotoxicology. Science of The Total Environment, 702, 134809. doi: https://doi.org/10.1016/j.scitotenv.2019.134809

Lukitasari, M, Handhika, J., & Murtafiah, W. (2018). Higher order thinking skills: Using e-portfolio in project-based learning. In Journal of Physics: Conference Series (Vol. 983, p. 012047). doi: https://doi.org/10.1088/1742-6596/983/1/012047

Lukitasari, Marheny, Handhika, J., & Murtafiah, W. (2016). Analisis kebutuhan e-portofolio berbasis metakognisi untuk meningkatkan ketrampilan Abad 21. In Proceeding Biology Education Conference (Vol. 13, pp. 93–96). Surakarta: FKIP UNS. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/5664/5032

Lukitasari, Marheny, & Susilo, H. (2014). The improvement of students’ ability to learn cell biology and discuss its application in live through the implementation of the Student Team Achievement Divisions (STAD) with Lesson Study (LS). In International Conference on Education and Language (ICEL) (Vol. 1, pp. 128–133). Bandar Lampung: Universitas Bandar Lampung. Retrieved from http://artikel.ubl.ac.id/index.php/icel/article/view/272

Marra, R. M., Jonassen, D. H., & Palmer, B. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25, 221–238. doi: https://doi.org/10.1111/j.1600-0722.2010.00745.x

Marta, C. (2011). Using problem based learning to achieve lifelong learning. In The International Lifelong Learning Conference (pp. 465–471). Retrieved from http://iclll2011.oum.edu.my/extfiles/pdf/Using Problem Based Learning to Achieve Lifelong Learning.pdf

Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: A theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215–221. Retrieved from https://pdfs.semanticscholar.org/4f47/2dc06281c45f765dc945599e92525b4c5679.pdf

Muis, A., & Bahri, A. (2018). Respon guru dan siswa SMA terhadap penggunaan Quipper School dalam blended learning pada pembelajaran biologi. Biology Teaching and Learning, 1(2), 162–171. Retrieved from http://ojs.unm.ac.id/btl/article/view/8493/4932

Pagander, L., & Read, J. (2014). Is Problem-Based Learning (PBL) an effective teaching method? A study based on existing reserch. Institutionen för Kultur och Kommunikation (Vol. 581). Retrieved from http://www.diva-portal.org/smash/get/diva2:726932/FULLTEXT01.pdf

Ramdiah, S., Mayasari, R., Husamah, & Fauzi, A. (2018). The effect of TPS and PBL learning models to the analytical ability of students in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 19(2). Retrieved from https://www.eduhk.hk/apfslt/download/v19_issue2_files/ramdiah.pdf

Roberto, L., & Ribeiro, C. (2011). The pros and cons of problem-based learning from the teacher’s standpoint. Journal of University Teaching and Learning Practise, 8(1), 1–17. Retrieved from https://files.eric.ed.gov/fulltext/EJ940100.pdf

Sangrà, A., & González-Sanmamed, M. (2010). The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools. ALT-J, 18(3), 207–220. doi: https://doi.org/10.1080/09687769.2010.529108

Schmaltz, R. M., Jansen, E., & Wenckowski, N. (2017). Redefining critical thinking: Teaching students to think like scientists. Frontiers in Psychology, 8(MAR), 2015–2018. doi: https://doi.org/10.3389/fpsyg.2017.00459

Shimizu, I., Nakazawa, H., Sato, Y., Wolfhagen, I. H. A. P., & Könings, K. D. (2019). Does blended problem-based learning make Asian medical students active learners?: A prospective comparative study. BMC Medical Education, 19(147), 1–9. https://doi.org/10.1186/s12909-019-1575-1

Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 9293, 1–14. doi: https://doi.org/10.1016/j.compedu.2015.10.006

Suwono, H., & Dewi, E. K. (2019). Problem-based learning blended with online interaction to improve motivation, scientific communication and higher order thinking skills of high school students. In AIP Conference Proceedings (Vol. 2081). doi: https://doi.org/10.1063/1.5094001

Temel, S. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), 1–20. doi: https://doi.org/10.15700/201412120936

Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2012). The impact of blended and traditional instruction in students’ performance. In Procedia Technology (Vol. 1, pp. 439–443). doi: https://doi.org/10.1016/j.protcy.2012.02.098

Wai, C. C., & Seng, E. L. K. (2014). Exploring the effectiveness and efficiency of blended learning tools in a school of business. In Procedia - Social and Behavioral Sciences (Vol. 123, pp. 470–476). Elsevier B.V. doi: https://doi.org/10.1016/j.sbspro.2014.01.1446

Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725–738. doi: https://doi.org/10.1007/s10459-009-9154-6

Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. doi: https://doi.org/10.1016/j.hpe.2016.01.004

Zubaidah, S., Corebima, A. D., & Mistianah, M. (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




DOI: https://doi.org/10.22219/jpbi.v5i3.10048 | Abstract views : 201 | PDF views : 0 |

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Lukitasari et al

License URL: https://creativecommons.org/licenses/by-sa/4.0/

View JPBI Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.