Learning Ownership PBL Approach Enhancing Concept Understanding on Student
Abstract
Through a process known as "Learning Ownership," students actively engage in the educational process and gain an understanding of the context, goal, and application of the material they have studied. The abilities and routines needed to acquire ownership are quite adaptable and can be used in any type of learning setting. Aim of this study was to unveil the effect of learning ownership-PBL model on students' concept understanding. The sampling technique used on this research was the random sampling technique that consisted of 2 group: the control group use PBL model and the experimental group uses learning ownership-PBL model. For learning ownership parameter we use a questionnaire consisting of 33 questions and for critical thinking parameter use multiple choice consisting of 10 questions. The test used is an independent sample T-test and Spearman test to see correlation between learning ownership and critical thinking skill. The analysist revealed that student in experimental group have learning ownership and concept understanding score improvement higher than PBL model alone in all indicators. The learning ownership-PBL is moderately correlated and significantly increase students concept understandings. Thus, we conclude that learning ownership-PBL can increase student concept understandings.
References
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Dural, E., Leinone, T., Virnes, M., Gros, B. (2020). Ownership of learning in monitoring technology. Interaction Design and Architecture(s)(45) : 133-154. DOI: 10.55612/s-5002-045-006.
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Enghag, M., & Niedderer, H.(2008). “Two Dimensions of Student Ownership of Learning during Small-Group Work in Physics.” International Journal of Science and Mathematics Education 6 (4): 629–53. https://doi.org/10.1007/s10763-007-9075-x.
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Faye, J. (2014). The Nature of Scientific Thinking : On Interpretation, Explanetion, and Understanding Jan. New York : Palgrave Macmillan.
Fisher, D., & Frey, N. (2010). Releasing responsibility: Giving students ownership of learning. Educational Leadership, 66(3).
Ghaemi, R. V., & Potvin, G.(2020). “Students’ Perspective: Does Problem-Based Learning Increase Ownership of One’S Education?” Proceedings of the Canadian Engineering Education Association (CEEA), 1–7. https://doi.org/10.24908/pceea.vi0.14128.
Hardiyanti, D. (2022). Penerapan model Problem Based Learning (PBL) untuk meningkatkan pemahaman konsep dan hasil belajar siswa sekolah dasar pada pembelajaran IPA. Jurnal Pendidikan dan Konseling 4 (4) : 3135-3143.
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Inez, G., & Guerrero, G.(2019). Ownership Of Learning Through Task-Based Teaching In A Group Of High School Students At A Public School. Tesis diterbitkan, Medellin : Magister Universidad Pontificia Bolivarina.
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Juenda, L. A., Djumhana, N., Rengganis, I. (2017). Penerapan model problem based learning untuk meningkatkan pemahaman konsep IPA kelas IV. Jurnal Pendidikan Guru Sekolah Dasar 11 (1) : 38-51.
Klegeris, A.(2021). “Mixed-Mode Instruction Using Active Learning in Small Teams Improves Generic Problem-Solving Skills of University Students.” Journal of Further and Higher Education 45 (7): 871–85. https://doi.org/10.1080/0309877X.2020.1826036.
Li, W., Huang, J. Y., Liu, C. Y., Tseng, J. C. R., Wang, S. P. (2023). A study on the relationship between student' learning engagements and higher-older thinking skills in programming learning. Thinking Skills and Creativity 49 (101369). https://doi.org/10.1016/j.tsc.2023.101369.
Lv, S., Chen, C., Zheng, W., & Zhu, Y.(2022). “The Relationship Between Study Engagement and Critical Thinking Among Higher Vocational College Students in China: A Longitudinal Study.” Psychology Research and Behavior Management 15 (October): 2989–3002. https://doi.org/10.2147/PRBM.S386780.
Maulani, E. (2019).‘Pengaruh Kemandirian Belajar dan Sikap Ilmiah terhadap Pemahaman Konsep Biologi ( Survei Pada SMA Swasta di Jakarta Selatan )’. Jurnal Pendidikan MIPA, 2(3), p. 239.
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Mentz, E. & Lubbe, A. (eds.), 2021, ‘Learning through assessment: An approach towards Self-Directed Learning’, in NWU Self-Directed Learning Series Volume 7, pp. i–286, AOSIS, Cape Town.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
Miarsyah, M., Putrawan, I. M., Hermadianti, D. 2016. Hubungan antara ketekunan (persistence) dengan hasil belajar biologi : studi korelasional terhadap siswa kelas X MIA di SMA Negeri 102 Jakarta. Biosfer : Jurnal Pendidikan Biologi (BIOSFERJPB) 9 (2) : 29-36.
Moffett, J., & Wagner, B. J. (1992). Student-centered language arts, K-12. Portsmouth, NH: Boynton/Cook Publishers Heinemann.
Mulyarosa, N. and Rahmawati, E. Y. (2019) ‘Peran Gaya Belajar dan Kemandirian Belajar terhadap Pemahaman Konsep’, Diskusi Panel Nasional …, 0812(80), pp. 253–260. Available at: http://www.proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/583.
Mustofa, R. F., Nabiila, A. & Suharsono, S. (2019) ‘Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City’, International Journal for Educational and Vocational Studies, 1(6), pp. 647–650. doi: 10.29103/ijevs.v1i6.1750.
Mutia, S. J., & Darussyamsu, R.(2021). “Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Biologi.” Prosiding … 1: 987–96.
Nurlia, N. et al. (2017).‘Hubungan Antara Gaya Belajar, Kemandirian Belajar, dan Minat Belajar dengan Hasil Belajar Biologi Siswa’. Jurnal Pendidikan Biologi, 6(2). doi: 10.24114/jpb.v6i2.6552.
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Ossa, C. J., Rivas, S.F., & Saiz, C. 2023. Relation between metacognitive strategies, motivation to think, and critical thinking skills. Front. Psychol. 14:1272958. doi: 10.3389/fpsyg.2023.1272958
Patall, E. A., Harris, C., & Susan, R. W.(2010). “The Effectiveness and Relative Importance of Choice in the Classroom.” Journal of Educational Psychology 102 (4): 896–915. https://doi.org/10.1037/a0019545.
Paul, R & Elder, L. (2006). The Miniature Guide to Critical Thinking Concepts and Tools. The Foundation for Critical Thinking.
Rahmat, R. A. A. O. K., & Aziz, N. A.(2012). “Stimulating Learning Ownership to Engineering Students via Learning Contract.” Asian Social Science 8 (16): 57–64. https://doi.org/10.5539/ass.v8n16p57.
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Published
2024-10-12
How to Cite
PRABANINGTYAS, Sitoresmi; RISQILLAH, Ulfi.
Learning Ownership PBL Approach Enhancing Concept Understanding on Student.
BIOEDUKASI, [S.l.], p. 481-491, oct. 2024.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/51944>. Date accessed: 14 nov. 2024.
doi: https://doi.org/10.19184/bioedu.v22i3.51944.
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Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://orcid.org/0000-0003-1920-0515
