Open AccessProblem-based learning skills and reflection skills of biology education students through the problem-based online tutorial
Author(s) -
Mestika Sekarwinahyu,
Nuryani Y. Rustaman,
Ari Widodo,
Riandi Riandi
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1280/3/032004
Subject(s) - rubric , problem based learning , mathematics education , reflection (computer programming) , portfolio , psychology , plan (archaeology) , medical education , computer science , biology , medicine , paleontology , financial economics , economics , programming language
This study is part of the development of problem-based learning research in plant development using the Gibbs’ reflective cycle and e-portfolio, namely the program implementation phase The Study aims to find out the problem-based learning skills and reflection skills of biology education students. The study conducted in the semester 2018.1 involving 24 biology education students participating in the Plant Development online tutorial. The study was conducted by providing discourse related to differences in Algae and Moss and asking students to carry out problem-based learning processes (PBL) and reflect on what they had done in the PBL process. The instruments used were the rubric of PBL and reflection skills five scales (range 0-4). The results showed that the average PBL skills score of biology education students is lower than their average reflection skills score. Of the six PBL components assessed, the students’ ability to formulate problems is the highest ability, and the ability to answer the problem formulation is the lowest ability). Meanwhile, from the six components of reflection assessed, the students’ ability to conclude is the highest ability, and the ability to provide an action plan is the lowest ability.