Application of Learning Based on Problem through Lesson Study

in Learning Biology in 21

Century Course for Developing

Biology Students Critical Thinking Skills and Collaboration Ability

Ahmad Kamal Sudrajat, Herawati Susilo, Sri Endah Indriwati

Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia

Keywords: Critical Thinking Skills, Collaboration Ability, Learning Based on Problem, Lesson Study.

Abstract: Learning based on problem has been done through Lesson Study in the learning biology in 21st century

course. This type of research is an action research. The study was conducted 2 times. The subjects of this

study were 26 students. Class are divided into 4 small groups of 6-7 students. The division of groups is done

randomly. The results of the first meeting indicate students' critical thinking skills with very good criteria of

52%, good criteria at 30%, and pretty good at 18%. Student collaboration ability with very good criteria is

61% and good criteria is 39%. The results of the second meeting indicate students' critical thinking skills with

very good criteria of 72% and good 28%. Student collaboration ability with very good criteria is 72% and

good 28%. The conclusion in this research is there are improvement of students’ critical thinking skills and

students’ collaboration ability by using Learning based on problem models (Problem Solving and Problem

Based Learning models).

1 INTRODUCTION

Education has an important role in improving the

ability and skills of students in facing the 21st

century. In the 21st century, students are required not

only to have high ability, but also to have skills in

various fields. According to Euro Pass Teacher

Academy (europass: teacher academy, no date), there

are several capabilities that must be acquired in order

to compete in the 21st century including

communication, collaboration, critical thinking, and

creativity. The ability to think critically will make

teachers more critical in improving their learning. In

addition, the critical thinking skills that teachers have

will affect the students’ critical thinking improvement

(Rumpagaporn and Darmawan, 2007). Similarly, the

collaborative skills (Dickinson, 2009; Killion, 2015),

with good collaboration of teachers will be able to

make good learning.

Critical thinking skills and collaboration ability

are needed by students in addressing problems in life,

with critical thinking the students are expected to be

able to organize, adjust, change, or improve their

thinking patterns so that they can make decisions to

take good action. Developing students' critical

thinking skills requires some support elements in the

form of experience, deep understanding of a topic,

basic processes of thought, and attitudes (Mahanal et

al., 2016). The ability of collaboration is the ability to

work together. Important collaborative skills

developed in the 21st century for students to learn

from each other to develop themselves (Anantyarta

and Sari, 2017). Critical thinking skills and

collaborative skills can be developed with some

learning models. Based on the results of research,

learning based on problem model is known to

improve critical thinking skills and collaboration

ability (Redhana, 2012; Jones et al., 2013; Chen,

Hernandez and Dong, 2015; Herman, 2017; Zakiyah,

Suryandari and Wahyudi., 2017).

Critical thinking skills and student collaboration

ability can be developed maximally if the lecturer can

do the learning well, one way to create a good quality

of learning is to use lesson study. Lesson study can be

used to improve the learning process because it has a

continuous stage so that the longer the learning is

done the better. Lesson Study has been widely used

in Asian or world countries to improve learning

(Rock and Wilson, 2005; Roback et al., 2006; Dotger,

Moquin and Hammond, 2009; Lenski, Caskey and Jr,

2009; Myers, 2012; Bjuland and Mosvold, 2015;

Gutierez, 2015b, 2015a; Djumingin, 2017).

Sudrajat, A., Susilo, H. and Indriwati, S.

Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology Students Critical Thinking Skills and Collaboration Ability.

DOI: 10.5220/0008409101450152

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 145-152

ISBN: 978-989-758-391-9

145

2 METHOD

This type of research is qualitative descriptive

research. The research was conducted in October and

November 2017 with the subject of the study are 26

undergraduate students of Biology Education who

took the learning biology in 21st century course. The

study was conducted twice in meetings when the

researcher acted as a teacher in a team of lesson study

on learning biology in 21st century course. This

research was conducted by a team of researchers who

consist of 6 S1 students with 3 S2 students from

Postgraduate Biology Education Program State

University of Malang and two lecturers of learning

biology in 21st century course. Learning based on

problem model used in this research are Problem

Solving and Problem Based Learning models.

Critical thinking skills and collaboration ability are

measured using critical thinking skills rubric and

collaboration ability rubric. The scores obtained are

converted into 5 categories which are very good,

good, pretty good, not good, and very bad. The

improvement of critical thinking skills and

collaboration ability are measured by comparing the

percentage of students' critical thinking skills and

collaboration ability at the first meeting and the

second meeting.

3 RESULT AND DISCUSSION

For the mutual benefit and protection of Authors and

Publishers, it is necessary that Authors provide

formal written Consent to Publish and Transfer of

Consent ensures that the publisher has the Author’s

authorization to publish the Contribution.

3.1 Lesson Study Exercise 1

Meeting

3.1.1 Plan Phase

Plan phase was attended by a research team

consisting of 6 S1 students and 3 KPL students as

research partners. Implementation of the Plan phase

is done 2 times. In the first plan held on 14 October

2017 discussed about the learning model that will be

selected to teach the material "Development and

measurement of critical and creative thinking skills in

21st century biological learning" and 21st century life

skills that will be developed in students. In the first

plan it was decided to use Problem Solving learning

model through discussion methods and the life skills

of the 21st century to be developed are critical

thinking skills, and collaboration ability. The second

plan was held on October 17, 2017 to develop chapter

design and lesson design. In the preparation of lesson

design it was agreed to use a teacher-centred learning

videos for apperception with the web address

(https://www.youtube.com/watch?v=ZwAZGWdD7j

g). In the second plan the team also prepared rubrics

for measuring the 21st century life skills developed

and the division of the group at the time of learning.

Results of Chapter Design and Lesson Design in the

second Plan stage can be seen in Figure 1 and Figure

3.1.2 Do Phase

The Do phase was held on October 19, 2017 for 2 x

50 minutes by dividing the class into 4 groups

randomly consist of 6-7 students. Each group is given

a problem in the form of a school whose students are

less interested in biology learning, then the students

are asked to discuss with members of the group on

the cause of the problem, the plan to solve the

problem, and make a simple learning design to solve

the problem. The last stage is the group presentation

in turn in front of the class on learning designs they

made.

3.1.3 See Phase

See phase is implemented by all class members with

one student as minutes and one student as moderator.

At the see phase KPL students act as clinical

supervisors. The results of See phase are: (1) model

lecturers still feel nervous in learning, especially

when the lecturer forgot to bring stationery while

teaching, in addition there are some students who are

difficult to be given instruction in the class; (2)

according to observer 1, Group 3 has followed the

learning well, but there are one/two students who play

alone with the stationery during the presentation of

the learning design; (3) according to observer 2,

critical thinking skills and collaboration ability in the

observed group had been seen, but there was one

student who ass less focused and daydreaming at the

time of apperception; (4) according to observer 3, all

of students discuss the problems well, the division of

group tasks is good, and the group members do their

respective tasks; (5) according to observer 4, most of

the students have studied well, but there was one

member of the group during the class discussion still

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discussing with his group and paying less attention to

the presentation of the other group.

Figure 1: Result of chapter design at the first meeting.

Figure 2: Result of lesson design at the first meeting.

The comments from the clinical supervisors in this

meeting are (1) the learning was well done, the use of

gadgets outside the task has been reduced, all the

students are enthusiastic, and in the discussion there

have been collaboration and critical thinking, (2)

learning has been implemented in accordance with

the Lesson Plan, critical thinking skills, and

collaboration ability have been developed well, (3)

the firmness of the teacher should be improved in

conditioning the class, (4) the model lecturer did not

explain the procedure of the discussion and did not

explain the existing design, so the students were at

first confused on what they will do. The lessons

learned from the first lesson study are (1) it is

important to condition the class when the discussion

takes place, especially when focusing on all students,

(2) instructions given to students should be clear and

easily understood, (3) there are groups that are

slightly more effective at work, (4) group rotation is

necessary because there are members who strongly

dominate one group and there are passive members.

3.2 Lesson Study Exercise 2

Meeting

3.2.1 Plan Phase

The plan phase of second time lesson study was

conducted twice, attended by a research team

consisting of 6 S1 students and 3 KPL students as

research partners. The first plan on 27 November

2017 discussed about the learning model that will be

used to teach the material "Utilization of Technology

in Supporting Learn/Development of Learning Media

in 21st Century" and life skills 21 which will be

developed in students. Based on the results at the first

meeting it was decided that the model used is Problem

Based Learning based IT. The method used is

discussion and critical analysis of the article. Life

skills of the 21st century developed are critical

thinking skills and collaboration ability. The second

plan of 29 November 2017 discussed apperception,

division of groups, and preparation of student

worksheets used and articles used by each group. In

this second plan, group members were rotated based

on the evaluation result of the first phase of the

meeting. In addition, it was also agreed that a video

about the technological progress of Education

in the 21st century would be used for the

apperception with the source

(https://www.facebook.com/graciaschool.malang/vid

eos/?ref=page_internal&mt_nav=1). Results of

Chapter Design and Lesson Design in the second Plan

stage can be seen in Figure 3 and Figure 4.

Figure 3: Result of chapter design at the second meeting.

Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology

Students Critical Thinking Skills and Collaboration Ability

147

Figure 4: Result of lesson design at the second meeting.

3.2.2 Do Phase

Implementation of the second stage is held on 30

November 2017 for 2 x 50 minutes. Classes are

divided into 4 groups. Each group is asked to

download the specified article through whats-app

application. Furthermore, the students are asked to

analyse the article which are about (1) Journal

identity (title and author's name), (2) Background,

(3) Method, (4) Result, (5) Discussion, and (6)

Unique things found. Furthermore, the students are

asked to make mind maps about the design

plan/learning pattern that will be applied to the

unique thing when become an educator. The next

stage each group presents their mind map that was

made and other groups respond to the presentation.

3.2.3 See Phase

Phase see was implemented after the lesson study

process with members of all members of the class and

one moderator and one minutes. The results of the

second phase of the meeting are: (1) the model

lecturer was nervous because the preparation was too

abrupt because the previously designated lecturer

model was unable to attend due to a disaster and

forgot to name the journal and the site providing the

journal; (2) according to observer 1, all students learn

well and can follow the learning. Model lecturers

have come to each group to admonish a rowdy student

when another group presents. There are some

students who have not used the mind map and still use

concept maps; (3) according to observer 2, model

lecturers have been good at teaching, the observed

group already understood because the model lecturer

came to the group; (4) according to observer 3, most

students learn well, divide the task, and at the end

inform each other about their work. However, when

one observed group was still doing their group work

during the time of group presentation, the model

lecturer's response was good by going around each

group and speaking to the students who were still

working; (5) according to observer 5, all students

learn well, active, and always check progress work.

The comments from the clinical supervisors in this

meeting are the model lecturers have been well

educated students, the control of the class was good,

the model lecturer had also provided motivation and

strengthening to each group well. At this meeting the

class atmosphere is less fun so it is better to apply the

learning method that is fun. The valuable lessons

learned from this second meeting are students

interested in IT-based learning. Lesson Study Stages

performed can be seen in Figures 5, 6, and 7.

Figure 5: Plan phase.

Figure 6: Do phase.

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Figure 7: See phase.

3.3 Results of Critical Thinking Skills

Development

Critical thinking is a directional process used in

mental activities to solve problems (Johnson, 2007).

According to (Sutawijaja and Jarnawi, 2011), critical

thinking is a systematic process that allows students

to formulate and evaluate their own beliefs and

opinions. Developing critical thinking skills is an

important element in modern education (Karakoç,

2016). Critical thinking increases creativity and uses

time effectively (Hader, 2005). Critical thinking is

one of the essential skills that must be possessed in

the 21st century (Vogler et al., 2011; Bermingham,

2015; Kivunja, 2015; Zare and Othman, 2015;

Cahyono, 2017). A person who has good high critical

thinking skills will easily adapt to changing

conditions and be valued in both academic and

workplace contexts (Rudd, Baker and Hoover, 2000;

Kosciulek and Wheaton, 2003; Mason, 2008). In the

opinion of (Arend, 2009) the ability to think critically

can be possessed by students if the student is

consistently trained through good learning.

Therefore, every learning implementation must

empower the students to think.

The indicators of critical thinking skills used to

measure students' critical thinking skills are (1)

applying (students searching information and data,

using information and data, and linking previous

experiences); (2) evaluating (great to evaluating

evidence, comparing multiple criteria and

perspectives, (3) analyse (students identify the main

problem, set priority problems, and be able to explain

a problem), and (4) synthesize (identify arguments,

combine several arguments, and make new

conclusions that are cohesive). The percentage of the

result of developing critical thinking skills can be

seen in Figure 8.

Figure 8: Percentage of developing results of critical

thinking skills.

In addition to good learning, improving the ability

to think critically is also caused by the use of

appropriate models and learning methods. In the

second meeting the learning model used is problem

based learning, the problem-based learning model is

known to be effective/influential on the improvement

of critical thinking skills (Burris and Garton, 2007;

Masek and Yamin, 2011; Saiz and Rivas, 2011;

Birgili, 2015; Rahman et al., 2016; Radulović and

Stančić, 2017). In addition, critical thinking skills in

this second meeting were developed through the

method of learning in the form of finding solutions of

problem at the first meeting and critical analysis of

scientific articles at the second meeting. Finding a

solution to solving a problem is one of the critical

thinking development process (Husen, Indriwati and

Lestari, 2017). After finding solutions, students are

asked to make a mind map on the solutions offered.

Make mind map train students to think critically

(Santiago, 2011). Article analysis is also one way in

developing critical thinking skills (Martínez and

Niño, 2013).

3.4 Results of Collaboration Ability

Development

Collaboration is a group work activity on a joint

project (Gokhale, 1995; Styron, 2014). The

collaboration ability is one of the capabilities that

needs to be developed in the 21st century (Huang et

al., 2010; Lamb, Maire and Doecke, 2017).

Collaboration ability are important developed for

prospective teachers (Gentry, 2012). Collaboration

ability can be developed by providing issues with less

obvious topics (Almajed et al., 2016). Sharing

activities in groups can enhance students'

Application of Learning Based on Problem through Lesson Study in Learning Biology in 21st Century Course for Developing Biology

Students Critical Thinking Skills and Collaboration Ability

149

collaboration and thinking skills (Muhlisin et al.,

2016).

Indicators of collaboration ability that used to

measure students 'collaborative skills are (1) work

productively (students focus on discussions, issue

opinions during discussions, and do discussion tasks),

(2) respect (students pay attention to opinions of other

members, respect other members' opinions, and

discuss such opinions), (3) compromise (work

flexibly, work as closely as possible, and work on its

part). Percentage of results of collaborative ability

development can be seen in Figure 9.

Figure 9: Percentage of developing results of collaboration

ability.

Based on Figure 9 the percentage of student

collaboration skills has increased from meetings 1 to

2. Improved collaboration ability in this learning are

developed through random group formation. Random

group formation give advantage of maximizing

heterogeneity (Burke, 2011), so that low-ability

students will be motivated by highly ability students.

In addition, the application of problem-based learning

model influences/effectively improves students'

collaboration skills (Blumhof, Hall and Honeybone,

2001; Remedios, Clarke and Hawthorne, 2008;

Miftari, 2014; Babayi and Arshad, 2015; Rakhudu,

Davhana-Maselesele and Useh, 2016).

4 CONCLUSION

The conclusion of this research is the application of

learning based on problem model through lesson

study can improve critical thinking skill and

collaboration ability seen from percentage of students

who have critical thinking skill and excellent

collaboration ability. Lesson Study is very well used

in learning planning so that learning can be done as

well as possible and development of critical thinking

skill and collaboration ability can be done maximally.

The recommendation of this research is that critical

analysis of article and mind map of learning design

made by students during the learning process are also

assessed, so that the measurement of critical thinking

skill and collaboration ability were not only measured

by the observation sheet but also from the assignment

given to the students.

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