Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education
DOI:
https://doi.org/10.36312/esaintika.v8i1.1662Keywords:
Remap-STAD, GitMind, Problem Solving Skills, Biology EducationAbstract
Several studies have highlighted the essential nature of students' problem-solving skills. However, these studies have also revealed that students' problem-solving skills in Indonesia are currently lacking. Consequently, there is a need to empower and improve these skills. This research aims to investigate the impact of implementing the Remap-STAD learning model, with the assistance of the GitMind application, in order to enhance students' problem-solving abilities in the field of biology. The research design employed in this study is a pretest-posttest non-equivalent control group design. The research sample comprises 70 students from class X MIPA at SMAN 9 Malang, East Java. The experimental group was taught using the Remap-STAD learning model, supplemented with the GitMind application, while the control group was taught using the STAD learning model alone. Problem-solving skills were assessed through a description test comprising eight questions. Greenstein's (2012) scoring rubric, which encompasses eight indicators including problem identification, application of problem-solving steps, identification and evaluation of solutions, defense of solutions, real-world applications, inductive reasoning, and deductive reasoning, was employed for scoring. ANCOVA was utilized to analyze the data on problem-solving skills, with a significance level set at 5%. The Kolmogorov-Smirnov test was conducted to assess the normality of the data, while Levene's Test of Equality of Variances was used to evaluate homogeneity. The data analysis findings indicate significant treatment effects for the learning model (p < 0.05), thereby accepting the research hypothesis. The results demonstrate that the Remap-STAD learning model, combined with the GitMind application, can notably enhance students' problem-solving skills in the context of biology education. Consequently, the implementation of Remap-STAD, with assistance from the GitMind application, necessitates the development of instructional tools tailored to the chosen learning model and the specific skills being measured. This approach will promote and enhance learning activities, particularly in improving students' problem-solving capabilities.
Downloads
References
Abd Karim, R., & Mustapha, R. (2022). TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia. Journal of Technical Education and Training, 14(1). https://doi.org/10.30880/jtet.2022.14.01.001
Agustin, P. N., Suprapto, N., & Kuntjoro, S. (2022). Learning Materials of Concept Attainment Model with Concept Mapping Techniques to Improve Students’ Creative Thinking Skills and Concept Mastery. IJORER?: International Journal of Recent Educational Research, 3(3), 323–339. https://doi.org/10.46245/ijorer.v3i3.216
Alsaeedi, Z. S., Ngadiran, N. B. Md., Kadir, Z. A., & Altowayti, W. A. H. (2021). An Overview of Reading Habits and Medium Preference Among University Students. 2021 International Congress of Advanced Technology and Engineering (ICOTEN), 1–5. https://doi.org/10.1109/ICOTEN52080.2021.9493486
Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 104121. https://doi.org/10.1016/j.compedu.2020.104121
Ardithayasa, I. W., Gading, I. K., & Widiana, I. W. (2022). Project Based Learning Modules to Improve Scientific Literacy and Problem-Solving Skill. Journal for Lesson and Learning Studies, 5(2), 316–325. https://doi.org/10.23887/jlls.v5i2.52607
Aslan, A. (2021). Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, 104237. https://doi.org/10.1016/j.compedu.2021.104237
Badri?ah, L., Mahanal, S., Luki?Ati?, B., & Saptasari?, M. (2023). Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills. Participatory Educational Research, 10(4), 166–180. https://doi.org/10.17275/per.23.65.10.4
Bahri, A., Putriana, D., & Idris, I. S. (2018). Peran PBL dalam Meningkatkan Keterampilan Pemecahan Masalah Biologi. Sainsmat?: Jurnal Ilmiah Ilmu Pengetahuan Alam, 7(2), 114. https://doi.org/10.35580/sainsmat7273642018
Baran, M., & Sozbilir, M. (2018). An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics. Research in Science Education, 48(4), 663–689. https://doi.org/10.1007/s11165-016-9583-1
Bhattacharya, D., & Mohalik, R. (2020). Digital Mind Mapping Software: A New Horizon in the Modern Teaching-Learning Strategy. Journal of Advances in Education and Philosophy, 4(10), 400–406. https://doi.org/10.36348/jaep.2020.v04i10.001
Canas, A. J., Novak, J. D., & Reiska, P. (2015). How good is my concept map? Am I a good Cmapper? Knowledge Management & E-Learning: An International Journal, 7(1), Article 1. https://doi.org/10.34105/j.kmel.2015.07.002
Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779
Dhull, P., & Verma, G. (2020). Use of Concept Mapping for Teaching Science. The International Journal of Analytical and Experimental Modal Analysis, 12(3), 2481–2491. https://app.box.com/s/hgzq0o9pgawecjqmj7g4tvc1kuum8io5
Fitriani, A., Zubaidah, S., Susilo, H., & Muhdhar, M. H. I. A. (2020). The Effects of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-Solving Skills and Self-Efficacy. Eurasian Journal of Educational Research, 20(85), 45–64. https://doi.org/10.14689/ejer.2020.85.3
Greenstein, L. M. (2012). Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning. Corwin Press.
Greiff, S., Holt, D. V., & Funke, J. (2013). Perspectives on Problem Solving in Educational Assessment: Analytical, Interactive, and Collaborative Problem Solving. The Journal of Problem Solving, 5(2), 71–91. https://doi.org/10.7771/1932-6246.1153
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model? Biosfer, 13(1), 86–100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Hidayanti, E., Diana, S., & Zumrohatin, S. (2023). Peranan Model Problem-Based Learning dalam Memperbaiki Kemampuan Pemecahan Masalah Siswa Kelas X SMA Negeri 7 Bandung pada Materi Perubahan Lingkungan. EduBiologia: Biological Science and Education Journal, 3(2), 122. https://doi.org/10.30998/edubiologia.v3i2.17842
Hidayatulloh, R., Suyono, S., & Azizah, U. (2020). Development of STEM-Based Chemistry Textbooks to Improve Students’ Problem Solving Skills. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 4(3), 308. https://doi.org/10.36312/e-saintika.v4i3.306
Hoi, P. T. T., Bao, D. Q., Nghe, P. K., & Nga, N. T. H. (2018). Developing Problem-Solving Competency for Students in Teaching Biology at High School in Vietnam. American Journal of Educational Research, 6(5), 539–545. https://doi.org/10.12691/education-6-5-27
Irawan, F., Muh. Rafi’y, & Dharma Gyta Sari Harahap. (2023). Pengaruh Model Pembelajaran REMAP STAD dalam Melatih Keterampilan Literasi Sains Peserta Didik. Indo-MathEdu Intellectuals Journal, 4(2), 683–694. https://doi.org/10.54373/imeij.v4i2.246
Kinchin, I. M., Möllits, A., & Reiska, P. (2019). Uncovering Types of Knowledge in Concept Maps. Education Sciences, 9(2), 131. https://doi.org/10.3390/educsci9020131
Kök, F. Z., & Duman, B. (2023). The effect of problem-based learning on problem-solving skills in English language teaching. Journal of Pedagogical Research, 1. https://doi.org/10.33902/JPR.202318642
Krauja, I., & Birzina, R. (2018). Meaningful Reading Skills for Improvement of Biological Literacy in Primary School. 185–193. https://doi.org/10.22616/REEP.2018.022
Lantajo, J. T., & Tipolo, R. L. (2019). Student-Team Achievement Division (STAD) and Its Effect on the Academic Performance of Grade 8 Students. Journal of Physics: Conference Series, 1254, 012014. https://doi.org/10.1088/1742-6596/1254/1/012014
Leedy, P. D., Ormrod, J. E., & Johnson, L. R. (2019). Practical research: Planning and design (Twelfth edition). Pearson.
Mahanal, S., Zubaidah, S., Setiawan, D., Maghfiroh, H., & Muhaimin, F. G. (2022). Empowering College Students’ Problem-Solving Skills through RICOSRE. Education Sciences, 12(3), 196. https://doi.org/10.3390/educsci12030196
Md, M. R. (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 64–74. https://doi.org/10.34256/ajir1917
Muhfahroyin, M., & Santoso, H. (2020). The Effect of STAD and TPS Inte- gration in Biology Learning Toward the Students Cognitive Achievement. International Journal of Innovation, Creativity and Change, 5(4), 1–13.
Muhlisin, A., Sarwanti, S., Jalunggono, G., Yusliwidaka, A., Mazid, S., & Mohtar, L. E. (2022). Improving students’ problem-solving skills through RIAS model in science classes. Jurnal Cakrawala Pendidikan, 41(1), Article 1. https://doi.org/10.21831/cp.v41i1.47263
Nikat, R. F., Parno, P., & Latifah, E. (2018). The Evaluation of Physics Students’ Problem-Solving Ability Through Mauve Strategy (Magnitude, Answer, Units, Variables, and Equation). PEOPLE: International Journal of Social Sciences, 3(3), 1234–1251. https://doi.org/10.20319/pijss.2018.33.12341251
Novkovic-Cvetkovic, B., & Stanojevic, D. (2017). Educational needs of teacher for introduction and application of innovative models in educational work to improve teaching. International Journal of Cognitive Research in Science, Engineering and Education, 5(1), 49–56. https://doi.org/10.5937/IJCRSEE1701049N
Nurlia, R. (2023). The Effectiveness of Student Team Achievement Division Method with Gitmind in the Teaching Writing for Junior High School Students. Journal of Development Research, 7(2), Process. https://doi.org/10.28926/jdr.v7i2.347
Özreçbero?lu, N., & Ça?ana?a, Ç. K. (2018). Making It Count: Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers’ Classroom Management. EURASIA Journal of Mathematics, Science and Technology Education, 14(4). https://doi.org/10.29333/ejmste/82536
Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042–1058. https://doi.org/10.1080/0020739X.2019.1648893
Palennari, M., Lasmi, L., & Rachmawaty, R. (2021). Keterampilan Pemecahan Masalah Peserta Didik: Studi Kasus di SMA Negeri 1 Wonomulyo. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 5(2), 208–216. https://doi.org/10.33369/diklabio.5.2.208-216
Purnawan, R. A. (2018). Increasing Biology Learning Result With Cooperative Learning Type Student Teams Achievement Division (STAD). Biosfer, 7(1), 58–63. https://doi.org/10.21009/biosferjpb.7-1.9
Purwaningsih, E., Sari, A. M., Yuliati, L., Masjkur, K., Kurniawan, B. R., & Zahiri, M. A. (2020). Improving the problem-solving skills through the development of teaching materials with STEM-PjBL (science, technology, engineering, and mathematics-project based learning) model integrated with TPACK (technological pedagogical content knowledge). Journal of Physics: Conference Series, 1481(1), 012133. https://doi.org/10.1088/1742-6596/1481/1/012133
Puspita, L., Komarudin, K., & Astriani, M. (2020). Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 347–354. https://doi.org/10.22219/jpbi.v6i2.11240
Rintaningrum, R. (2019). Explaining the Important Contribution of Reading Literacy to the Country’s Generations: Indonesian’s Perspectives. International Journal of Innovation, Creativity and Change, 5(3), 936–953.
Ristiana, E., Amin, M., Zubaidah, S., & Al Muhdar, M. H. I. (2017). Improving Problem-Solving Ability Through Culture-Based Learning Model Of Tudang Sipulung. IOSR Journal of Pharmacy and Biological Sciences, 12(03), 11–14. https://doi.org/10.9790/3008-1203031114
Sari, T. M., Ernawati, E., & Amaliah, N. (2023). Application of Remap-STAD Learning Model to Improve Student Cognitive Learning Outcomes in Teaching and Learning Strategy Course. Indonesian Journal of Educational Science (IJES), 5(2), 127–133. https://doi.org/10.31605/ijes.v5i2.1859
Savitri, E. N., Amalia, A. V., Prabowo, S. A., Rahmadani, O. E. P., & Kholidah, A. (2021). The Effectiveness of Real Science Mask with QR Code on Students’ Problem-Solving Skills and Scientific Literacy. Jurnal Pendidikan IPA Indonesia, 10(2), 209–219. https://doi.org/10.15294/jpii.v10i2.29918
Shen, K.-M., Li, T.-L., & Lee, M.-H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: Studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013
Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106–117. https://doi.org/10.1016/j.chb.2016.05.047
Simatupang, H., & Ionita, F. (2020). Pengaruh Model Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Materi Pencemaran Lingkungan Siswa Sma Negeri 13 Medan. Jurnal Biolokus, 3(1), 245. https://doi.org/10.30821/biolokus.v3i1.680
Singh, I. S., & Moono, K. (2015). The Effect of using Concept Maps on Student Achievement in Selected Topics in Chemistry at Tertiary Level. Journal of Education and Practice, 6(15), 106.
Togatorop, S. R. I., & Dito, S. B. (2023). The implementation of STAD model assissted worksheets to improve students’ activities and understanding in learning biology. Jurnal Biolokus, 6(1), 66. https://doi.org/10.30821/biolokus.v6i1.1368
Utaminingsih, M., Widjanarko, M., & Ismaya, E. A. (2022). The Effect of Problem-Based Learning Assisted by Peer Tutoring on Student’s Critical Thinking Ability. ANP Journal of Social Science and Humanities, 3(2), 101–106. https://doi.org/10.53797/anp.jssh.v3sp2.14.2022
Von Hippel, E., & Von Krogh, G. (2016). CROSSROADS—Identifying Viable “Need–Solution Pairs”: Problem Solving Without Problem Formulation. Organization Science, 27(1), 207–221. https://doi.org/10.1287/orsc.2015.1023
Wegner, C., & Schmiedebach, M. (2020). Interest in Biology: Grade-dependent Differences and Benefits of Participating in Out-of-school Interventions. International Journal of Research in Education and Science, 6(3), 427. https://doi.org/10.46328/ijres.v6i3.1051
Wu, H.-Z., & Wu, Q.-T. (2020). Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. Journal of International Medical Research, 48(3), 030006051989322. https://doi.org/10.1177/0300060519893225
Xu, X., & Pang, W. (2020). Can Concept Mapping Facilitate Verbal Divergent Thinking? Creativity Research Journal, 32(4), 344–356. https://doi.org/10.1080/10400419.2020.1843124
Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4
Yurtseven, R., Akkas Baysal, Ö. Ü. E., & Ocak, G. (2021). Analysis of the Relationship between Decision Making Skills and Problem Solving Skills of Primary School Students. International Online Journal of Education and Teaching, 8(3), 2117–2130.
Zb, A., Ananda, R., & Mensah, B. (2022). Effect of the STAD Type Cooperative Learning Model with the Help of Crossword Worksheet on Biology Learning Outcomes, especially the Cognitive Domain. International Journal of Education and Teaching Zone, 1(2), 69–77. https://doi.org/10.57092/ijetz.v1i2.31
Zubaidah, S. (2014). Pemberdayaan Keterampilan Penemuan dalam Scientific Approach Melalui Pembelajaran Berbasis Remap Coople. Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning, 11(1), Article 1.
Zubaidah, S., Mahanal, S., Ramadhan, F., Tendrita, M., & Ismirawati, N. (2018). Empowering Critical and Creative Thinking Skills through Remap STAD Learning Model. Proceedings of the 2nd International Conference on Education and Multimedia Technology, 75–79. https://doi.org/10.1145/3206129.3239435
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Rena Silvia Agustina, Siti Zubaidah, Hendra Susanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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.
- 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 (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
