Meningkatkan Kualitas dan Kuantitas Pertanyaan dan Pernyataan Peserta Didik Melalui Problem Based Learning pada Pelajaran Biologi

Luh Putu Tami, Riezky Maya Probosari, Sri Widoretno


This research aims to increase the quality and quantity of student’s question and statement through the application of Problem-Based Learning model on the biology subject. The research is conducted into 3 cycles with the research object of the students grade XI MIA 3 State High School 2 of Surakarta in the school year of 2015/2016. The result of observation at pre-cycle shows the question and statement is that appears 1 question and 16 statements. The quality of question and statement is in the knowledge dimension of factual C1. Based on the result of observation, shows the low quality and quantity of the student’s question and statement, thus it needs to increase by applying the Problem-Based Learning model.This research is included as a Classroom Action Research (CAR) which consists of 3 activity cycles. The collecting data are conducted by observing, interviewing, and documenting. To validate the data is used the techniques of triangulation and descriptive qualitative analysis. The data analysis of the quality of the question and statement is used the revised Taxonomy Bloom. The quantitative data analysis of the question and statement is based on the appeared amounts. The result of the research shows the quality of the question at cycles of I,II, and III sequentially detected FC1, FC3, FC4, KC1, KC2; FC1, FC2, KC1, KC2, KC3, PC2; KC2, PC2, MC2. And, in the statement sequentially FC1, FC2, KC1, KC2, KC4, PC2; FC1, FC2, KC1, KC2; FC1, FC2, FC3, KC2, KC4, PC2. The quantity of the question at cycles of I,II, and III sequentially as much as 27, 28, dan 17. Meanwhile in the statement sequentially 71, 81, 90. The conclusion of this research is that the quality and quantity of student’s question and statement through the application of Problem-Based Learning model which varies in each cycle is increased.


question; statement; problem based learning

Full Text:



Bowker, m. H. (2010). Teaching students to asl questions instead of answering them. The nea higher educat ion journal , 127-134.

Gagne, r. M., briggs, l. J., & wager, w. W. (1992). Principles of instructional design, fort worth. Texas: harcourt brace jovanovich collage publishers

Gojkov, g., stojanovic, a., & rajic, a. G. (2014). Critical thinking of students - indicator of quality in higher educatin. Social and behavioral sciences , 591-596.

Grimm, s. D., & blazovich, j. I. (2016). Developing student competencies: an integrated approach to a financial statement analysis project. J. Of acc. Ed , 1-33.

Hidayat, r., & patras, y. E. (2013). Survey terhadap guru-guru sekolah dasar mengenai wacana perubahan. Pendidikan abad 21 dan kurikulum 2013 , 1-10.

Jurik, v., groschner, a., & seidel, t. (2014). Predicting students' cognitive learning activity and intrinsic learning motivation: how powerful are teacher statements, student profiles, and gender? Learning and individual differences , 132-139.

Kashefi, h., ismail, z., & yusof, y. M. (2012). The impact of blended learning on communication skills and. International conference on teaching and learning in higher education (ictlhe 2012) in (hal. 1-7). Malaysia: elsevier ltd.

Klegeris, a., & hurren, h. (2011). Impact of problem-based learning in a large classroom setting: student. Advances in physiology education , 35, 408-415.

Kyllonen, p. C. (2012). Measurement of 21st century skills within. Invitation research symposium on technology echanced assessment , 1-24.

Lin, y.-f. L.-c. (2011). Evaluation and improvement of student’s questionposing. Australasian journal of , 27 (4), 581-599.

Nielsen, c., roslender, r., & schaper, s. (2015). Continuties in the use of the intellectual capital statement approach : elements of an institutional theory analysis. Acconting forum , 13-25.

Pradeep kumar sahu1, j. I. (2015). An evaluation of pbl delivery process in the faculty of medical sciences, st. Augustine, and ways forward. Conference on institutionalising best practice in higher education (june24-26, 2015) (hal. 1-16). Indie: conference on institutionalising best practice in higher education (june24-26, 2015).

Rusdi, s. H., & umar, i. N. (2015). Student's level of critical thinking, supportive behavios and types of question in an online forum learning enviroment. Social and behavioral sciences , 1752-1758.

Rusmono. (2014). Strategi pembelajaran dengan problem based learning itu perlu. Bogor. Ghalia indonesia

Sahin, alpaslan. (2007). The effectiv of tyeps, quantity, and quality of questions in improving students’ understanding. Eylul university at izmir, turkey

Smith, patricia l. & tillman j ragan. (1993). Intructional design. New york: macmillan publishing company

Spangenberg, e. R., kareklas, i., devezer, b., & sprott, d. E. (2015). A meta-analytic synthesis of the question-behavior effect. Question-behavior effect meta-analysis 2 (hal. 1-57). United state of america: journal of consumer psychology.

Stepien, w., & gallagher, s. (1993). Problem-based learning: as authentic as it gets. Educational leadership , 50 (7), 25-28.

Sumarna, n. U. (2014). Pendekatan pembelajaran saintifik berbasis keterampilan proses pada pelajaran kimia madrasah aliyah. Widyaiswara balai diklat keagamaan bandung , 1-8.

Tan, o.-s. (2009). Problem-based learning and creativity. Singapore: paul tan.

Tandoğan, o. A. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia journal of mathematics, science & technology education , 71-81.

Toyin tofade, p. M. (2013). Best practice strategies for effective use of questions as a teaching tool. American journal of pharmaceutical education , 77 (7), 1-9.

Turiman, p., omar, j., daud, a. M., & osman, k. (2011). Fostering the 21st century skills through scientific literacy and. Social and behavioral sciences. 59, hal. 110-116. Malaysia: elsevier ltd.

Zandieh, m., roh, k. H., & knapp, j. (2014). Conceptual blendin : student reasoning when proving "conditional implies conditional" statement. The journal of mathematical behavior , 209-229.



  • There are currently no refbacks.

Copyright (c) 2019 Bioedukasi: Jurnal Pendidikan Biologi

BIOEDUKASI: Jurnal Pendidikan Biologi

Print p-ISSN: 1693-265X
Online ISSN: 2549-0605
Published by: Department of Biology Education,Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta