Electronic Theses and Dissertation

Rendahnya keterampilan problem solving dan kolaborasi peserta didik dapat menghambat prestasi akademik. Penelitian ini meneliti optomalisasi Assessment for Learning (AfL) berbasis Problem Based Learning (PBL) untuk meningkatkan keterampilan tersebut. Penelitian ini bertujuan untuk (1) mengetahui perbedaan peningkatan keterampilan problem solving, (2) mengetahui perbedaan keterampilan kolaborasi, dan (3) mengetahui hubungan antara keterampilan problem solving dan kolaborasi setelah penerapan PBL berbasis AfL dalam pembelajaran biologi. Desain penelitian yang digunakan adalah pre-test post-test control group. Sampel terdiri dari dua kelas X di SMAN 1 Takengon, dipilih menggunakan metode purposive sampling dari delapan kelas paralel. Data dikumpulkan melalui tes problem solving dan lembar observasi kolaborasi serta dianalisis melalui skor N-gain, independent sample t-test, dan analisis korelasi Pearson Product Moment. Hasil penelitian mengungkapkan bahwa (1) kedua kelas menunjukkan peningkatan pada kategori “sedang” dalam keterampilan problem solving, tetapi kelas eksperimen lebih unggul daripada kelas kontrol; (2) terdapat perbedaan dalam keterampilan kolaborasi antara kelas eksperimen dan kontrol; dan (3) ditemukan korelasi positif antara keterampilan problem solving dan kolaborasi. Temuan ini menunjukkan bahwa AfL berbasis PBL dapat menjadi pendekatan pedagogis yang efektif untuk meningkatkan keterampilan problem solving dan kolaborasi siswa dalam pendidikan biologi.

The low level of students’ problem solving and collaboration skills can impede their academic achievement. This research investigates the potential of optimizing Assessment for Learning (AfL) within a Problem Based Learning (PBL) framework to improve these essential skills. The research aims was (1) examine differences in the improvement of problem solving skills, (2) examine differences in collaboration skills, and (3) analyze the relationship between problem solving and collaboration skills following the implementation of AfL based PBL in biology instruction. A pre-test–post-test control group design was employed. The sample consisted of two tenth-grade classes from SMAN 1 Takengon, selected purposively from eight parallel classes. Data were collected using problem solving tests and collaboration observation sheets and analyzed through N-gain scores, independent samples t-tests, and Pearson product moment correlation analysis. The results revealed that (1) both groups showed a moderate improvement in problem solving skills, but the experimental group outperformed the control group significantly; (2) there were significant differences in collaboration skills between the groups; and (3) a positive correlation was found between problem solving and collaboration skills. These findings suggest that AfL based PBL can be an effective pedagogical approach for enhancing students’ problem-solving and collaboration skills in biology education.