Problem-based Learning Through Lesson Study Activities Effectively Improves Collaboration Skills of Biology Students

Abstract

Online learning during the Covid-19 pandemic is an alternative even though it runs with limitations. Collaboration skills in online learning have not been optimally empowered, which is an urgency to be developed in order to prevent individualistic life and train social character. This research is a quantitative descriptive study aimed at analyzing differences in student collaboration skills before and after learning using the Problem-based Learning model through Lesson Study activities. The research population is Biology Department students who program the Plant Physiology course in the odd semester of the 2021/2022 academic year with a sample size of 32 students. Collaboration skills are measured through observation by paying attention to the assessment rubric adapted from Greenstein including indicators of working productively, showing respect, compromising, and being responsible for contributing. Data analysis used paired sample t-test. A significance value was obtained of 0.000 <0.05, which means that there was a significant difference between the initial collaboration and the final collaboration of students. The Problem-based Learning learning model through Lesson Study activities effectively improves student collaboration skills.