Educational Revolution : Digital Project-Based Rotation Learning (DPBRL) Model to Improve Students' Critical Thinking Skills

Dydik Kurniawan, Siti Masitoh, Bachtiar Sjaiful Bachri, Taufik Hidayat, Tri Wahyuningsih

Abstract


The research aimed to develop and assess the effectiveness of the Digital Project-Based Rotation Learning (DPBRL) model in enhancing students' critical thinking skills. The study employed a research and development method, using a non-equivalent control group design during the pilot phase, a research method used to describe and measure the characteristics of populations or phenomena systematically using numerical data, involving 83 undergraduate students from Mulawarman University Guidance and Counseling Study Program, divided into two heterogeneous classes. Validation of the DPBRL model was conducted by experts in learning model design, materials, and media, with data collected through validation sheets, interviews, document analysis, questionnaires, observation, and documentation. The data was analyzed using descriptive technique and Independent Samples t-test. The results demonstrated that the DPBRL model effectively improved students' critical thinking skills and digital literacy, particularly through the use of digital modules with Flipbook Maker. The model’s rotation structure and presentation stage provided a structured learning approach, highlighting the importance of feedback. The study concluded that integrating technology and collaboration in project-based learning through the DPBRL model significantly benefited students’ critical thinking, digital literacy, and teamwork, offering a comprehensive and effective learning experience.

Keywords


Digital Project; Rotation Model Learning; Critical Thinking; Digital Literacy.

Full Text:

PDF

References


Abbie, H., & Timothy, D. (2016). The Essentials of Instructional Design.

Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on critical thinking and decision making of nursing students. 1–8.

Alharthi, A. D., Almotairi, K. H., & Elsigini, W. T. (2023). International Journal of Advanced and Applied Sciences COVID-19 era at Umm Alqura University. 10(6), 36–47.

Antonis, K., Lampsas, P., & Katsenos, I. (2023). Flipped classroom with teams-based learning in emergency higher education : methodology and results. 5279–5295.

Astuti, T. A., Nurhayati, N., Ristanto, R. H., & Rusdi, R. (2019). JPBIO ( Jurnal Pendidikan Biologi ). 4(2), 67–74. https://doi.org/10.31932/jpbio.v4i2.473

Chamo, N., & Biberman-shalev, L. (2023). education sciences ‘ Nice to Meet You Again ’: When Heutagogy Met Blended Learning in Teacher Education , Post-Pandemic Era.

Changes, C., & Education, T. (2023). education sciences Contextual Changes and Shifts in Pedagogical Paradigms : Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education.

Dewi, N. R., Listiaji, P., Akhlis, I., Kurniawan, I. O., & Widyaningrum, R. A. (2023). Project-based Laboratory Rotation Blended Learning Model to Train Students ’ Critical Thinking and Collaboration in Physics Course. 01023.

Dick and Carey. (2015). The Systematic Design of Instruction.

Golinelli, D., Boetto, E., Carullo, G., Nuzzolese, A. G., Landini, M. P., & Fantini, M. P. (2020). Adoption of digital technologies in health care during the COVID-19 pandemic: Systematic review of early scientific literature. Journal of Medical Internet Research, 22(11). https://doi.org/10.2196/22280

Haryono, K., & Hamzah, A. (2023). Blended learning : Adoption pattern of online classrooms in higher education. 12(1), 302–310. https://doi.org/10.11591/ijere.v12i1.23772

Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The Relationship between Critical Thinking , Self-regulation , and Teaching Style Preferences among EFL Teachers : A Path Analysis Approach. 7(1), 96–108.

Horn, S. (2019). Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland. https://doi.org/10.1177/1475240919830003

Huang, W., London, J. S., & Perry, L. A. (2023). Project-Based Learning Promotes Students ’ Perceived Relevance in an Engineering Statistics Course : A Comparison of Learning in Synchronous and Online Learning Environments Project-Based Learning Promotes Students ’ Perceived Relevance in an Engineering Statistics Course : A Comparison of Learning in Synchronous and Online Learning. 0(0), 1–18. https://doi.org/10.1080/26939169.2022.2128119

Kömür, İ. A., Kılınç, H., & Okur, M. R. (2023). The Rotation Model in Blended Learning. 18(2), 63–74.

L.Gustafson, K. (2002). Instructional Development Model.

Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1720946

Nuryadin, A. (2023). Blended Learning after the Pandemic : The Flipped Classroom as an Alternative Learning Model for Elementary Classrooms Karlimah Karlimah Dindin Abdul Muiz Lidinillah Ika Fitri Apriani. 10(May), 209–225.

Obeidat, A., & Yaqbeh, R. (2023). Implementation of blended learning approach in teaching introductory computer science course. 12(4), 2513–2520. https://doi.org/10.11591/eei.v12i4.5111

Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. 5.

Serkina, Y., Vobolevich, A., & Petunina, I. (2023). Analysis of the Information and Communication Technology in Blended Learning for Economics Students in the Context of Digitalization. 15(3), 33–43. https://doi.org/10.5815/ijmecs.2023.03.03

Sharma, L., & Shree, S. (2023). education sciences Exploring the Online and Blended Modes of Learning for Post-COVID-19 : A Study of Higher Education Institutions.

Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, R&D. Bandung: Alfabeta




DOI: https://doi.org/10.33394/jk.v10i3.12634

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 The Author(s)

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

Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran

E-ISSN: 2442-7667

Published by LPPM Universitas Pendidikan Mandalika

Email: [email protected] 

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