The Effect of Project-Based Learning and Problem-Based Learning in the Order of Contextual Learning in Microbiology Lectures on the High Order Thinking Skills of Biology Students in FMIPA UNIMED

摘要

This study aimed to determine the effect of the application of project-based learning and problem-based learning to the students' High Order Thinking Skills in the fifth semester of biology education undergraduate students in FMIPA UNIMED. This study used a quasi-experimental method with one dependent variable and a study sample of 3 (three) classes determined by random class. Regular class C got treatment for the application of project-based learning, Extension class A got the treatment of application of problem-based learning, Extension class B (control) got direct learning treatment. The research instrument was a list of description questions to test students' high-level thinking skills. Data analysis techniques used covariate analysis (ANACOVA) at a significant level of a = 0.05 with SPSS 23 for Windows. The results showed that there was a significant effect among project-based learning (88.89 ± 2,592), problem-based learning (85.74 ± 2,115) and direct instruction learning (84.45 ± 2,154) to high order thinking skills with a value of F = 24,150, P = 0,000. The results of this study stated that the application of project-based learning can improve students' high order thinking skills.