Improving the creative thinking and collaborative skills of prospective biology teachers using the EMKONTAN learning model in environmental science courses

N. Nurwidodo; I. Ibrohim; S. Sueb; Fadhlan Muchlas Abrori; Tubagus Ahmad Darojat

doi:10.22219/jpbi.v9i1.24382

Authors

N. Nurwidodo Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang
I. Ibrohim Doctoral Program of Biology Education, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang
S. Sueb Doctoral Program of Biology Education, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang
Fadhlan Muchlas Abrori STEM Education Department, Linz School of Education, Johannes Kepler University Linz
Tubagus Ahmad Darojat International College of Rajamangala Univesity of Technology Krungthep

DOI:

https://doi.org/10.22219/jpbi.v9i1.24382

Keywords:

collaboration, creativity, EMKONTAN, prospective biology teachers

Abstract

The implementation of the Environmental Science learning process so far has shown a lack of encouragement to improve students' 4C skills. The EMKONTAN learning model is one of the models that is believed to improve students' creativity, collaboration skills, and environmental literacy. This study aims to analyze the effectiveness of the EMKONTAN learning model in improving critical thinking and collaborative skills for prospective biology teacher students. EMKONTAN is a student-centered learning model (students’ active learning), oriented to creative learning, problem-based learning, collaborative learning, and provides opportunities for students to improve environmental learning. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang and FTTE Universitas Muhammadiyah Malang-Indonesia, involving 150 second-semester students through total sampling. Data was obtained through observation, questionnaires, and tests. The research used a pretest-posttest non-equivalent control group design. Data collection in this study was carried out using Google Forms, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) analysis results showed that EMKONTAN, PBL affected students' creativity and collaboration skills in biology teacher candidate students with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving students' creativities thinking, and collaboration skills. The EMKONTAN class gained the highest post-test score. Therefore, EMKONTAN could be applicable to improve students' creative thinking and collaborative skills outcomes in environmental learning.

Downloads

Download data is not yet available.

References

Adam, L., & Negara, S. D. (2015). Improving human capital through better education to support indonesia’s economic development. Economics and Finance in Indonesia, 61(2), 92–106. https://doi.org/10.7454/efi.v61i2.506

Al-kaabi, A. F. (2016). Effects of collaborative learning on the achievement of students with different learning styles at Qatar University (QU) (Issue November). Brunel University London.

Amalia, L. (2012). Higher Education Reform Implementation Of Improving The Quality Of Human Resources For Making Good Governance In Order National Development Of Indonesia. Forum Ilmiah, 9(2), 105–110.

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241(November 2019), 108224. https://doi.org/10.1016/j.biocon.2019.108224

Armstrong, P. (2015). Partnerships and collaboration for school improvement : A review of the evidence October 2015. In Research Report (Issue October).

Arsih, F., Zubaidah, S., Alberida, H., & Jamaluddin, A. Bin. (2023). Relationship of critical thinking skills and creative thinking skills through the RANDAI learning model. AIP Conference Proceedings, 2569(1), 20031. https://doi.org/10.1063/5.0112399

Avoyan, E. (2022). Collaborative governance for innovative environmental solutions: qualitative comparative analysis of cases from around the world. Environmental Management, 2022(0), 1–15. https://doi.org/10.1007/s00267-022-01642-7

Ayyildiz, P., & Yilmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41, 100879. https://doi.org/10.1016/j.tsc.2021.100879

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80. https://doi.org/10.18200/JGEDC.2015214253

Bryson, C. (2016). Engagement through partnership: Students as partners in learning and teaching in higher education. International Journal for Academic Development, 21(1), 84–86. https://doi.org/10.1080/1360144x.2016.1124966

Chauhan, A. (2020). Knowledge-based economic development : A comparative study of selected. Journal of Critical Reviews, 7(19), 6143–6169.

Cheruvelil, K. S., Palma-Dow, A. de, & Smith, K. A. (2020). Strategies to promote effective student research teams in undergraduate biology labs. The American Biology Teacher, 82(1), 18–27. https://doi.org/10.1525/abt.2020.82.1.18

Chhajer, A. S. K. (2022). Asia for Earth 2022. 8th GoGreen Summit.

Chiruguru, S. (2020). The essential skills of 21 st century classroom (Issue March). ResearchGate. https://doi.org/10.13140/RG.2.2.36190.59201

Collins, A. M., Coughlin, D., & Randall, N. (2019). Engaging environmental policy-makers with systematic reviews: challenges, solutions and lessons learned. Environmental Evidence, 8(1), 2. https://doi.org/10.1186/s13750-018-0144-0

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367

Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/roper research and related studies say about environmental literacy in the U.S. The National Environmental Education & Training Foundation.

Craft, A. (2003). The Limits to Creativity in Education: Dilemmas for the Educator. British Journal of Educational Studies, 51(2), 113–127.

De Prada, E., Mareque, M., & Pino-Juste, M. (2022). Teamwork skills in higher education: is university training contributing to their mastery? Psicologia: Reflexao e Critica, 35(1), 1–13. https://doi.org/10.1186/s41155-022-00207-1

Duff, M. C., Kurczek, J., Rubin, R., Cohen, N. J., & Tranel, D. (2013). Hippocampal amnesia disturb creative thinking. Hippocampus, 23(12), 1143–1149. https://doi.org/10.1002/hipo.22208.Hippocampal

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Erdoğan, V. (2019). Integrating 4C Skills of 21st Century into 4 Language Skills in EFL Classes. International Journal of Education and Research, 7(11), 113–124.

Farwati, R., Permanasari, A., Firman, H., & Suhery, T. (2017). Integrasi problem based learning dalam STEM education berorientasi pada aktualisasi literasi lingkungan dan kreativitas. Prosiding Seminar Nasional Pendidikan IPA, 198–206.

Ferronato, N., & Torretta, V. (2019). Waste mismanagement in developing countries: A review of global issues. International Journal of Environmental Research and Public Health, 16(6). https://doi.org/10.3390/ijerph16061060

Fleming, D. J., Culclasure, B. T., & Zhang, D. (2019). The Montessori model and creativity. Journal of Montessori Research, 5(2), 1–14. https://doi.org/10.17161/jomr.v5i2.7695

Gafour, O. W. A., & Gafour, W. A. S. (2020). Creative thinking skills – A review article. Journal of Education and E-Learning, 4(May), 44–58.

Gauvain, M. (2018). Collaborative problem solving: Social and developmental considerations. Psychological Science in the Public Interest, 19(2), 53–58. https://doi.org/10.1177/1529100618813370

Green, B. N., & Johnson, C. D. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. Journal of Chiropractic Education, 29(1), 1–10. https://doi.org/10.7899/jce-14-36

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Corwin A SAGE Company.

Grover, S. M. (2005). Shaping effective communication skills and therapeutic relationship: The Foundation of Collaboration. AAOHN Journal, 53(4), 177–182.

Gulacar, O., Bowman, C. R., & Feakes, D. a. (2013). Observational investigation of student problem solving: The role and importance of habits. Science Education International, 24(2), 344–360.

Hairida, H., Marmawi, M., & Kartono, K. (2021). An analysis of students’ collaboration skills in science learning through inquiry and project-based learning. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(2), 219–228. https://doi.org/10.24042/tadris.v6i2.9320

Häkkinen, T., & Mäkelä, K. (1996). Environmental adaption of concrete. Environmental impact of concrete and asphalt pavements. VTT Tiedotteita - Valtion Teknillinen Tutkimuskeskus, 8(1752), 172–181. https://doi.org/10.1187/cbe.08

Hasan, A., & Pardjono, P. (2019). The Correlation of Higher Order Thinking Skills and Work Readiness of Vocational High School Students. Jurnal Pendidikan Teknologi Dan Kejuruan, 25(1), 52–61. https://doi.org/10.21831/jptk.v25i1.19118

Hidayati, N. (2019). Collaboration Skill Of Biology Students At Universitas Islam Riau, Indonesia. International Journal of Scientific & Technology Research, 8(11), 208–211.

Hudson, R. (2011). From knowledge-based economy to knowledge-based economy? Reflections on changes in the economy and development policies in the North East of England. Regional Studies, 45(7), 997–1012. https://doi.org/10.1080/00343400802662633

Husamah, H., Fatmawati, D., & Setyawan, D. (2018). OIDDE learning model: Improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2), 249–264. https://doi.org/10.12973/iji.2018.11217a

Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2022a). Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 32–39. https://doi.org/10.22219/jpbi.v8i1.17622

Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2022b). Students Collaboration Skills in Science Learning. Proceedings of the 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020), 619(Iciep 2020), 204–208. https://doi.org/10.2991/assehr.k.211219.037

Indriwati, S. E., Susilo, H., & Hermawan, I. M. S. (2019). Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 177–184. https://doi.org/10.22219/jpbi.v5i2.7888

Kairuddin, K., Siregar, B. H., & Siregar, N. H. (2020). Improvement of students’ high order thinking skills (HOTS) ability through the application of Van Hiele theory assisted by video animation. Journal of Mathematical Pedagogy (JoMP), 2(1), 32–39. https://doi.org/10.26740/jomp.v2n1.p%25p

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389

Little, J. W. (2007). Professional communication and collaboration. The Keys to Effective Schools: Educational Reform as Continuous Improvement, Second Edition, 51–66. https://doi.org/10.4135/9781483329512.n4

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3(49), 1–10. https://doi.org/10.3389/feduc.2018.00049

Malik, R. S. (2018). Educational challenges in 21St century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 10–20. https://doi.org/10.17509/jsder.v2i1.12266

Martinich, J. A., Solarz, S. L., & Lyons, J. R. (2006). Preparing Students for Conservation Careers through Project-Based Learning. Conservation Biology, 20(6), 1579–1583. https://doi.org/https://doi.org/10.1111/j.1523-1739.2006.00569.x

McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5). https://doi.org/10.1890/ES13-00075.1

Mullet, D. R., Willerson, A., N. Lamb, K., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30. https://doi.org/https://doi.org/10.1016/j.tsc.2016.05.001

Nambiar, D., Karki, S., Rahardiani, D., Putri, M., & Singh, K. (2019). Study on skills for the future in Indonesia. Oxford Policy Management, July, 1–117.

Needhidasan, S., Samuel, M., & Chidambaram, R. (2014). Electronic waste - An emerging threat to the environment of urban India. Journal of Environmental Health Science and Engineering, 12(1), 1–9. https://doi.org/10.1186/2052-336X-12-36

Nugraheni, E. (2014). Pengantar Ilmu Lingkungan. In Pengetahuan Dasar Ilmu Lingkungan (pp. 1–49). Universitas Terbuka.

Nurwidodo, N., Al Muhdar, M. H. I., Rohman, F., Iriani, D., Herlina, H., & Fausan, M. M. (2019). Building pro-environmental behavior among school community of Adiwiyata green school. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 23–32. https://doi.org/10.22219/jpbi.v5i1.7233

Nurwidodo, N., Hadi, S., Ibrohim, I., & Sueb, S. (2021). Validity and practicality of the EMKONTAN learning model to improve creative thinking, collaborative and literacy environment of prospective biology teacher students. The 12th International Conference on Lesson Study (ICLS-XII), 221–232.

Nurwidodo, N., Romdaniyah, S. W., Sudarmanto, S., Rosanti, D., Kurniawati, K., & Abidin, Z. (2021). Analisis profil berpikir kritis, kreatif, keterampilan kolaboratif, dan literasi lingkungan siswa kelas 8 SMP Muhammadiyah sebagai impak pembelajaran modern. Bioscientist: Jurnal Ilmiah Biologi, 9(2), 605–619. https://doi.org/10.33394/bioscientist.v9i2.4642

Nurwidodo, N., Wahyuni, S., & Hindun, I. (2023). Enhancing environmental literacy using EMKONTAN learning for biology teacher candidates. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 11(1), 175–189. https://doi.org/10.33394/j-ps.v11i1.6976

Nyhus, P. J. (2016). Human-Wildlife conflict and coexistence. Annual Review of Environment and Resources, 41, 143–171. https://doi.org/10.1146/annurev-environ-110615-085634

O’Leary, R., Choi, Y., & Gerard, C. M. (2012). The skill set of the successful collaborator. Public Administration Review, 72(s1), S70–S83. https://doi.org/10.1111/j.1540-6210.2012.02667.x

OECD, & ADB. (2015). Education in Indonesia: Rising to the Challenge. In Far Eastern Survey (Vol. 20, Issue 15).

Partnership for 21st Century Skills. (2015). P21 Framework Definitions. Partnership for 21st Century Skills.

Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. GESJ: Education Sciences and Psychology, 2(19), 24–31.

Rohimah. (2021). Knowledge-Based Economy As Human Capital Investment to Drive The Nation’s Economic Growth. Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam, 4(1), 29–46.

Santoso, A. M., Primandiri, P. R., Zubaidah, S., & Amin, M. (2021). Improving student collaboration and critical thinking skills through ASICC model learning. Journal of Physics: Conference Series, 1806(1), 012174. https://doi.org/10.1088/1742-6596/1806/1/012174

Schmitz, M. J., & Winskel, H. (2008). Towards effective partnerships in a collaborative problem-solving task. British Journal of Educational Psychology, 78(4), 581–596. https://doi.org/10.1348/000709908X281619

Sibiya, M. N. (2018). Effective Communication in Nursing. IntechOpen.

Soller, A. (2001). Supporting social interaction in an intelligent collaborative learning system. International Journal of Artificial Intelligence in Education, 12(1), 1–24.

Sumarni, W., Sudarmin, S., & Kadarwati, S. (2021). Creative skill improvement of the teacher candidates in designing learning programs through a project-based blended learning. Journal of Physics: Conference Series, 1918(3), 1–5. https://doi.org/10.1088/1742-6596/1918/3/032026

Torkar, G. (2014). Learning experiences that produce environmentally active and informed minds. NJAS - Wageningen Journal of Life Sciences, 69, 49–55. https://doi.org/https://doi.org/10.1016/j.njas.2014.03.002

Treffinger, D., Young, G., Selby, E., & Shepardson, C. (2002). Assessing creativity: A guide for educators. National Research Center on the Gifted and Talented.

Unilever, P. (2017). Annual Report PT Unilever Tahun 2017 (Vol. 12). PT Unilever.

Valli, P., Perkkilä, P., & Valli, R. (2014). Adult Pre-Service Teachers Applying 21st Century Skills in the Practice. Athens Journal of Education, 1(2), 115–130. https://doi.org/10.30958/aje.1-2-2

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: A systematic literature review. SAGE Open, 10(1), 1-14. https://doi.org/10.1177/2158244019900176

Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 3(18 SE-Articles), 408–421. https://doi.org/10.18502/kss.v3i18.4732