Project Based Learning: Using Digital Storytelling to Improve Generation Z Students’ Botanical Literacy in Botanical Course

Dinar Arsy Anggarani, Murni Sapta Sari, Sulisetijono Sulisetijono

Abstract


This study aims to examine the effectiveness of implementing PjBL combined with DS in enhancing botanical literacy among biology students. This research follows a quasi-experimental non-equivalent control group design. The botanical literacy scores of students are normally distributed, and the data variance is homogeneous (sig>0.05). The findings indicate that the implementation of Project-Based Learning (PjBL) supported by digital storytelling can improve students' botanical literacy. The results of the LSD (Least Significant Difference) post-hoc test show no significant difference between the experimental group using PjBL with digital storytelling and the control group using PjBL without digital storytelling. There is an indication that the use of artificial intelligence (AI) in answering post-test questions may have influenced the research results. Nonetheless, digital storytelling remains a promising innovative approach in botany education. Its advantages during the learning process are evident in students' higher engagement, increased creativity in presenting material, and its ability to visualize complex botanical concepts effectively. Further integration of other technologies in learning is necessary, along with stricter control over AI usage during assessments.

Keywords


botanical literacy;project based learning; digital storytelling

Full Text:

PDF

References


Adams, R., Martin, S., & Boom, K. (2018). University culture and sustainability: Designing and implementing an enabling framework. Journal of Cleaner Production, 171, 434–445.

Ahrends, A., Rahbek, C., Bulling, M. T., Burgess, N. D., Platts, P. J., Lovett, J. C., Kindemba, V. W., Owen, N., Sallu, A. N., Marshall, A. R., Mhoro, B. E., Fanning, E., & Marchant, R. (2011). Conservation and the botanist effect. Biological Conservation, 144(1), 131–140. https://doi.org/10.1016/j.biocon.2010.08.008

Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals? In Environmental Education Research (Vol. 26, Issue 8, pp. 1065–1087). Routledge. https://doi.org/10.1080/13504622.2020.1768225

Balding, M., & Williams, K. J. H. (2016). Plant blindness and the implications for plant conservation. Conservation Biology, 30(6), 1192–1199. https://doi.org/10.1111/cobi.12738

Barrett, H. C. (n.d.). Researching and Evaluating Digital Storytelling as a Deep Learning Tool. http://schlechtycenter.org

Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem- and project-based learning courses in sustainability. Sustainability (Switzerland), 5(4), 1725–1746. https://doi.org/10.3390/su5041725

Buchholz, B. A., DeHart, J., & Moorman, G. (2020). Digital citizenship during a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11–17.

Buck, T., Bruchmann, I., Zumstein, P., & Drees, C. (2019). Just a small bunch of flowers: The botanical knowledge of students and the positive effects of courses in plant identification at German universities. PeerJ, 2019(3). https://doi.org/10.7717/peerj.6581

Buckingham, D. (2020). digital literacy: Media education. Digital Education Review, 37, 230–239.

Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100760

Chan, B. S. K. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. In Journal of International Education Research (Vol. 13, Issue 1). http://rubistar.4teachers.org/

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4

Davy Tsz Kit, N. G., Luo, W., Chan, H. M. Y., & Chu, S. K. W. (2022). Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100054

Fyfe, P. (2023). How to cheat on your final paper: Assigning AI for student writing. AI and Society, 38(4), 1395–1405. https://doi.org/10.1007/s00146-022-01397-z

Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. In European Journal of Educational Research (Vol. 10, Issue 1, pp. 97–113). Eurasian Society of Educational Research. https://doi.org/10.12973/EU-JER.10.1.97

Hehakaya, W., Matdoan, M. N., & Rumahlatu, D. (2022). Integrating STEAM with PjBL and PBL on biology education: Improving students’ cognitive learning results, creative thinking, and digital literacy. Biosfer, 15(1), 76–84. https://doi.org/10.21009/biosferjpb.24468

Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. https://www.researchgate.net/publication/286044876

Jose, S. B., Wu, C., & Kamoun, S. (2019). Overcoming plant blindness in science, education, and society. Plants, People, Planet, 1(3), 169–172.

Kimani, B. (2024). Effectiveness of Project-Based Learning in Enhancing Critical Thinking Skills among High School Students. American Journal of Education and Practice, 8(2), 54–65.

Krajcik, J. S., & Shin, N. (2022). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (3rd ed., pp. 72–92). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108888295.006

Kubiatko, M., Fančovičová, J., & Prokop, P. (2021). Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education, 43(9), 1426–1440. https://doi.org/10.1080/09500693.2021.1917790

Leedy, P. D., Ormrod, J. E., & Johnson, L. R. (n.d.). Practical research : planning and design.

Munawar, M. R., Jaenudin, D., & Retnowati, R. (2023). Project-Based Learning with Digital Storytelling to Improve Science Literacy of 10th-Grade Students in MA Al Manshuriyah School. JSEP (Journal of Science Education and Practice), 7(1). https://journal.unpak.ac.id/index.php/jsep

Pandian, A., Baboo, S. B., & Yi, L. J. (2020). Digital storytelling: Engaging young people to communicate for digital media literacy. Jurnal Komunikasi: Malaysian Journal of Communication, 36(1), 187–204. https://doi.org/10.17576/JKMJC-2020-3601-11

Parsley, K. M. (2020). Plant awareness disparity: A case for renaming plant blindness. Plants People Planet, 2(6), 598–601. https://doi.org/10.1002/ppp3.10153

Pedrera, O., Ortega-Lasuen, U., Ruiz-González, A., Díez, J. R., & Barrutia, O. (2023). Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students. Journal of Biological Education, 57(3), 566–591.

Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A review of literature. International Journal of Technoethics (IJT), 11(2), 65–94.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9

Ryplova, R., & Pokorny, J. (2020). Saving water for the future via increasing plant literacy of pupils. European Journal of Sustainable Development, 9(3), 313–323. https://doi.org/10.14207/ejsd.2020.v9n3p313

Sá, M. J., Santos, A. I., Serpa, S., & Ferreira, C. M. (2021). Digital Literacy in Digital Society 5.0: Some Challenges. Academic Journal of Interdisciplinary Studies, 10(2), 1–9. https://doi.org/10.36941/ajis-2021-0033

Saenab, S., Rahma Yunus, S., Husain, dan, & Daeng Tata Raya Kampus FMIPA Parangtambung, J. (2019). Pengaruh Penggunaan Model Project Based Learning Terhadap Keterampilan Kolaborasi Mahasiswa Pendidikan IPA. Jurnal Biology Science & Education, 8(1), 29–41.

Sari, M. S., Sri Sulasmi, E., Biologi, J., & Matematika dan Ilmu Pengetahuan Alam, F. (2018). Pengaruh Model Pembelajaran Berbasis Proyek Terhadap Keterampilan Literasi Botani Calon Guru Biologi. In Online (Vol. 9, Issue 2). http://journal2.um.ac.id/index.php/jpb

Singha, R., & Singha, S. (2024). Application of Experiential, Inquiry-Based, Problem-Based, and Project-Based Learning in Sustainable Education. In Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices (pp. 109–128). IGI Global.

Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753–1759. https://doi.org/10.3732/ajb.0900025

Wulandari, S., Sunandar, A., & Setiadi, A. E. (2023). The Plant Blindness Profile of Secondary School Students. Journal of Education Research and Evaluation, 7(3), 502–510. https://doi.org/10.23887/jere.v7i3.65315

Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352. https://doi.org/https://doi.org/10.1016/j.compedu.2011.12.012

Yustika, G. P., & Iswati, S. (2020). Digital Literacy in Formal Online Education: A Short Review. Dinamika Pendidikan, 15(1), 66–76. https://doi.org/10.15294/dp.v15i1.23779

Žalėnienė, I., & Pereira, P. (2021). Higher Education For Sustainability: A Global Perspective. Geography and Sustainability, 2(2), 99–106. https://doi.org/https://doi.org/10.1016/j.geosus.2021.05.001




DOI: https://doi.org/10.33394/bioscientist.v13i1.14916

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
Bioscientist : Jurnal Ilmiah Biologi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Editorial Address: Pemuda Street No. 59A, Catur Building Floor I, Mataram City, West Nusa Tenggara Province, Indonesia