Problem solving in plant ecology: Enhancing cognitive learning outcomes

Abstract

Cognitive learning outcomes (CLO) are the most important part of learning. CLO the basis of students' understanding for further learning. CLO play an important role in students' readiness to face the real world. Therefore, CLO needs to be facilitated in learning. CLO is related to the problem-solving process. This study aims to produce a problem-solving-based textbook to improve conceptual understanding in the Plant Ecology course. This research and development follow the 4D model consisting of define, design, develop, and disseminate. The instruments used in this study were questionnaires, validation sheets, and problem-solving-based test instruments in the form of essay questions. Data collection techniques used were observation, questionnaires, and tests. To determine the feasibility of problem-solving-based test instruments, the data analyzed were the results of validation by material experts and media experts. To determine the practicality of problem-solving-based tests, the data analyzed were the results of lecturer validation and student responses. The result of problem-solving-based textbook that has been compiled has met the validity criteria and practicality. In addition, problem-solving-based textbooks have an effect on CLO. Therefore, problem-solving-based textbooks are highly recommended in improving students' CLO. This means that there is an influence of problem-solving-based textbooks on CLO in the Plant Ecology course. Therefore, problem-solving based textbooks are highly recommended in improving students' CLO.Hasil belajar kognitif merupakan bagian terpenting dari suatu pembelajaran. Oleh karena itu Hasil belajar kognitif perlu difasilitasi dalam pembelajaran. Hasil belajar kognitif memiliki keterkaitan dengan proses pemecahan masalah. Penelitian ini bertujuan untuk menghasilkan buku ajar berbasis pemecahan masalah untuk meningkatkan hasil belajar kognitif pada mata kuliah Ekologi Tumbuhan. Penelitian dan pengembangan ini mengikuti model 4D yang terdiri dari define, design, develop, and disseminate. Instrument dalam penelitian ini adalah Hasil pengembangan Buku ajar berbasis pemecahan masalah yang disusun telah memenuhi kriteria kevalidan. Persentase validitas aspek materi 88 (layak), aspek media 85 (layak), dan praktisi 90 (sangat layak). Persentase uji kepraktisan yaitu aspek konteks 82 (praktis), aspek proses 85 (praktis), dan aspek konten 80 (praktis). Hasil uji efektivitas memperoleh nilai 0.000 < 0.05 atau Fhitung > Ftabel  (6.211 > 2.380). Artinya terdapat pengaruh buku ajar berbasis pemecahan masalah terhadap hasil belajar kognitif pada mata kuliah Ekologi Tumbuhan. Oleh karena itu buku ajar berbasis pemecahan masalah sangat direkomendasikan dalam meningkatkan hasil belajar kognitif siswa.