Problem-based learning skills and reflection skills of biology education students through problem-based online tutorial M Sekarwinahyu 1,2*, N Y Rustaman 1, A Widodo 1, Riandi 1
1 Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2 Program Studi Pendidikan Biologi, Universitas Terbuka, Jl. Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15418, Indonesia
*tika[at]ecampus.ut.ac.id
Abstract
This Study aims to find out the problem-based learning skills and reflection skills of biology education students through the problem-based online tutorial model using Gibbs reflective Cycles on the topic of algae and moss. The study is part of development research that is program implementation phase that was conducted in the semester 2018.1, involving 24 biology education students participating in the Plant Development online tutorial. The study is conducted by giving discourse related to Algae and moss difference and ask students to do problem-based learning process (PBL) and reflect on what they have done in the PBL process. The instruments used were the rubric of PBL and reflection skills 5 scales (range 0-4). The results showed that the PBL skills score of biology education student is at 1.9 and the reflection skill score is at 2.65. From the 6 PBL components assessed, the ability to formulate the problem is the highest ability (score 2.9) and the ability to answer the problem formulation is the lowest ability (score 1.3). Meanwhile, from the 6 reflection components assessed, the ability to conclude is the highest ability (score 3.8) and the ability to give the action plan is the lowest ability (score 0.9).
Keywords: Problem based learning, reflection, online tutorial, Gibbs Reflective Cycle
