THE APPLICATION OF PROBLEM BASED LEARNING ASSISTED BY BLENDED LEARNING IN ATOMIC SPECTROSCOPY MATERIAL ON COGNITIVE LEARNING OUTCOMES AND STUDENTS’ SELF SYSTEM BASED ON MARZANO TAXONOMY

Silvi Octaviani Asmi, Surjani Wonorahardjo, Hayuni Retno Widarti

Abstract


This study aims to determine differences in cognitive learning outcomes and self-systems based on the marzano taxonomy student’s who are taught with a problem based learning model assisted by blended learning on the material of atomic spectroscopy. This study uses cognitive knowledge test instruments that have content validation of 90.17% with very good criteria and Alpha Cronbach reliability coefficient of 0.634 in the high category. The research sample was conducted in two research classes at Malang State University. The results showed a statistically significant difference in students’ cognitive knowledge in both research classes (α = 0.050) and the influence of the problem based learning model assisted by blended learning on students' self-systems based on the marzano taxonomy. The results of the study on student cognitive knowledge showed that there were differences in the two research classes and the influence of the learning model on student self-systems. The results of students’ cognitive knowledge are supported by student pretest and posttest scores.

 

Article visualizations:

Hit counter

DOI

Keywords


problem based learning, blended learning, cognitive knowledge, self-system, Marzano taxonomy

Full Text:

PDF

References


Arends, Richard I. 2012. Learning to Teach. 9th Edition. New York: McGraw-Hill.

Donnelly, R. 2006. Blended Problem-Based Learning for Teacher Education: Lessons Learnt. Journal of Learning, Media and Technology, 31(2), 93-116.

Garrison, D. R., & Kanuka, H. 2004. Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 2004(7): 95-105.

Hmelo-Silver, C. E. 2004. Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235- 266.

Kaku, Michio. 2011. Physics of The Future: How Science Will Shape Human Destiny and Our Daily Lives by The Year 2100. New York: Knopf Doubleday Publishing Group.

Licker, M.D., 2003. “Dictionary of Chemistry”. New York: McGraw-Hill.

Marzano, Robert J. & Kendall, Jhon S. 2007. The New Taxonomy of Educational Objectives. California: Corwin Press.

Rusman, Kurniawan D., & Riyana C. (2012). Pembelajaran Berbasis Teknologi Informasi dan Komunikasi: Mengembangkan Profesionalitas Guru. Jakarta: PT. Rajagrafindo Persada.

Sanger, M. J. & Greenbowe. (2000). Common Student Misconception in Electrochemistry: Galvanic, Electrolytic, and Concentration Cells. Journal of Research in Science Teaching. Vol. 34. No 44 hal 377-398.

Sindu, I. G. Partha, et al. 2013. “Pengaruh Model E-Learning Berbasis Masalah dan Motivasi Belajar terhadap Hasil Belajar KKPI Siswa Kelas X di SMK 2 Singaraja”. E-Journal Pascasarjana Universitas Pendidikan Ganesha,Volume 3. (hal. 1-10).

Skoog, D. A., 1982. Fundamentals of Analytical Chemistry. New York: Holtz Saunders International.

Wolters, C. A. 1998. Self-Regulated Learning and College Students’ Regulation of Motivation. Journal of Educational Psychology, 90(2): 224-235.




DOI: http://dx.doi.org/10.46827/ejoe.v0i0.2454

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).