Deskripsi Kemampuan Komunikatif dan Kolaboratif Mahasiswa Pendidikan Biologi Melalui Penerapan Model Pembelajaran Project Based Learning
DOI:
https://doi.org/10.33394/bioscientist.v11i2.9318Keywords:
Communicative, Collaborative, Project Based Learning.Abstract
This research was conducted using descriptive research methods. This method was chosen to describe the communicative and collaborative abilities of Biology Education students through the application of the Project Based Learning (PjBL) model. The research stages are adapted to a model consisting of 6 stages, namely determining the project, planning steps to complete the project, preparing a schedule for implementing the project schedule, implementing the project with lecturer monitoring, preparing reports and publishing project results, and evaluating the implementation of activities, as well as the final results of the project. The research instrument used in this research is a questionnaire to measure communicative and collaborative abilities which was completed by 64 Biology Education student respondents, Faculty of Teacher Training and Education, Tanjungpura University. The results of the analysis of the communicative questionnaire which is composed of 6 aspects, obtained aspects of task presentation 88% in the very good category, asking questions 58% in the sufficient category, responding to presentation results 92% in the very good category, discussion 89% in the very good category, cooperation in groups 89% in the very good category, and decision making 76% in the good category. Meanwhile, the results of the collaborative questionnaire analysis showed that the group contribution aspect was 95% in the very good category, mutual assistance was 64% in the sufficient category, and flexibility was 95% in the very good category. From these results it was found that the average for each communicative and collaborative questionnaire was respectively 76% in the good category and 84.7% in the very good category. So it can be concluded that the application of the Project Based Learning (PjBL) model can improve students' communicative and collaborative abilities in the learning process.References
Al-Tabany, T. I. B. (2015). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual: Konsep, Landasan, dan Implementasinya pada Kurikulum 2013 (Kurikulum Tematik Integratif/KTI). Jakarta: Kencana.
Anggraini, P. D., & Wulandari, S. S. (2021). Analisis Penggunaan Model Pembelajaran Project Based Learning dalam Peningkatan Keaktifan Siswa. Jurnal Pendidikan Administrasi Perkantoran, 9(2), 292-299. https://doi.org/10.26740/jpap.v9n2.p292-299
Hendrawanto, Y., & Mulyani, M. (2017). Kelayakan Kebahasaan dan Isi Buku Teks Bahasa Indonesia Kelas XII Semester 1 SMA. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 2(2), 58-62. https://doi.org/http://dx.doi.org/10.26737/jp-bsi.v2i2.246
Kariadi, D., & Suprapto, W. (2018). Model Pembelajaran Active Learning dengan Strategi Pengajuan Pertanyaan untuk Meningkatkan Kualitas Proses Pembelajaran PKn. Educatio : Jurnal Ilmu Kependidikan, 12(1), 11-21. https://doi.org/10.29408/edc.v12i1.838
Nadhiroh, P. S., & Trilisiana, N. (2020). Keterampilan Kolaborasi Mahasiswa Teknologi Pendidikan dalam Mata Kuliah Kewirausahaan Berbasis Proyek. Epistema, 1(1), 23-30. https://doi.org/10.21831/ep.v1i1.32322
Pratiwi, D. I., Kamilasari, N. W., Nuri, D., & Supeno. (2019). Analisis Keterampilan Bertanya Siswa pada Pembelajaran IPA Materi Suhu dan Kalor dengan Model Problem Based Learning di SMP Negeri 2 Jember. Jurnal Pembelajaran Fisika, 8(4), 269-274. https://doi.org/10.19184/jpf.v8i4.15236
Purnamawati, H. (2021). Mengembangkan Keterampilan Komunikasi dan Kolaborasi melalui Pembelajaran Aktif dengan Pendekatan MIKiR. Jurnal Ilmiah Universitas Batanghari Jambi, 21(2), 664-668. https://doi.org/10.33087/jiubj.v21i2.1521
Purwanto, M. (2010). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Riani, W. S., & Rozali, Y. A. (2014). Hubungan antara Self Efficacy dan Kecemasan saat Presentasi pada Mahasiswa Univeristas Esa Unggul. Jurnal Psikologi : Media Ilmiah Psikologi, 12(1), 1-9.
Saeful, K. S. A. (2022). Peningkatan Kemampuan Kolaborasi dan Komunikasi Siswa Kelas VII melalui Model Pembelajaran Kooperatif Teknik Jigsaw. Jurnal Pakar Guru, 2(2), 189-195.
Titin., Ferella, E., & Sundawiyani, G. (2022). Profil Keterampilan Berpikir Kreatif Mahasiswa Pendidikan Biologi Universitas Tanjungpura dalam Mengelola Sampah Menjadi Produk. Bioscientist : Jurnal Ilmiah Biologi, 10(2), 613-619. https://doi.org/10.33394/bioscientist.v10i2.5164
Widyaningsih, E. E. (2017). Model Pembelajaran Team Assisted Individualization (TAI) sebagai Upaya Optimalisasi Kontribusi Anggota Kelompok dalam Praktikum IPA Materi Cahaya. Jurnal Materi dan Pembelajaran Fisika, 7(2), 57-60. https://doi.org/10.20961/jmpf.v7i2.31468
Yokhebed. (2019). Profil Kompetensi Abad 21: Komunikasi, Kreativitas, Kolaborasi, Berpikir Kritis pada Calon Guru Biologi. Bio-Pedagogi : Jurnal Pembelajaran Biologi, 8(2), 94-97. https://doi.org/10.20961/bio-pedagogi.v8i2.36154
Zubaidah, S. (2018). Mengenal 4C: Learning and Innovation Skills untuk Menghadapi Era Revolusi Industri 4.0. In 2nd Science Education National Conference (pp. 1-18). Madura, Indonesia: Universitas Trunojoyo Madura.
