Problem Based Learning to Improve Students' Problem Solving Skills on Environmental Change Material

Authors

  • Cicilia Angelina Priska SMA N 3 Bengkayang
  • Yokhebed Yokhebed Biology Education, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia

DOI:

https://doi.org/10.32585/jbl.v6i1.4593

Abstract

This research aims to determine the application of problem-based learning to improve problem-solving skills in environmental change material. The type of research used is classroom action, which consists of 2 cycles. Each cycle consists of planning, action, observation, and reflection. The subjects in this research were 30 students in class X MIPA 1 SMA Negeri 3 Bengkayang. The research instrument used was a problem-solving skills observation sheet. The results showed that problem-solving skills increased from quite skilled to skilled. The percentage of each indicator of problem-solving skills has increased. Increase indicators identifying information gaps and the need for action by 18.97%, processing information to understand problems and making decisions by 19.83%, reaching solutions by 23.27%, and communicating decisions by 18.98%. Thus, problem-based learning can improve problem-solving skills.

Downloads

Download data is not yet available.

Author Biography

Yokhebed Yokhebed, Biology Education, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia

Leturer of Biology Education, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia

Downloads

Published

2024-03-30

How to Cite

Cicilia Angelina Priska, & Yokhebed, Y. (2024). Problem Based Learning to Improve Students’ Problem Solving Skills on Environmental Change Material. Journal of Biology Learning, 6(1), 1–6. https://doi.org/10.32585/jbl.v6i1.4593

Issue

Vol. 6 No. 1 (2024): March 2024

Section

Artikel

License

Copyright (c) 2024 Yokhebed Yokhebed, Cicilia Angelina Priska

Creative Commons License

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

Authors who publish with the Journal of Biology Learning agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.