Publisher

UMMUMM

Journal JPBI (Jurnal Pendidikan Biologi Indonesia)JPBI (Jurnal Pendidikan Biologi Indonesia) Abstract

The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Based Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge, a moderate effect on attitude and skill, and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.

Conclusion

The implementation of Project-Based Learning (PjBL) using a laboratory approach effectively enhances student learning outcomes and critical thinking skills in marine biology.The study demonstrated a strong correlation between the integration of PjBL and students critical thinking abilities, with a significant contribution of 93.These findings underscore the potential of PjBL as an innovative learning strategy for improving students understanding and engagement in marine biology concepts.

Future Research

Further research should investigate the long-term effects of PjBL with a laboratory approach on students retention of marine biology concepts and their application of critical thinking skills in real-world scenarios. Additionally, studies could explore the effectiveness of integrating digital tools and virtual laboratories into PjBL to enhance accessibility and engagement, particularly in resource-limited settings. Finally, research is needed to examine how PjBL can be tailored to address diverse learning styles and needs within marine biology education, potentially through differentiated instruction and personalized learning pathways, to maximize its impact on all students. These investigations, building upon the current studys findings, will contribute to a more comprehensive understanding of how to optimize PjBL for fostering deeper learning and critical thinking in marine biology and related fields, ultimately preparing students for success in future scientific endeavors and environmental stewardship.

References

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