Empowering Biology Students Creative Thinking Skills in Biology

Learning of 21st Century: Guided Inquiry-Based Lesson Study

Nova Fitriani Wahdah

, Aminatur Rosyidah

, Warni Makmur

, Herawati Susilo

, Sri Endah

Indriwati

Student of Magister Programme, Universitas Negeri Malang, Malang, Indonesia

Biology Department, Universitas Negeri Malang, Malang, Indonesia.

Keywords: Creative Thinking Skills, Guided Inquiry-Based Lesson Study

Abstract: Observation result on Thursday 7th September 2017 shows that students in biology learning of 21st century

tend to be quiet and not focus on learning during the discussion process, while students who are active only

some students and tend to remain. Based on these facts, we need a strategy that help students more creative

in their learning in the classroom, one of them is guided inquiry. The aim of this study is to describe the

implementation of guided inquiry-based lesson study to improve the creative thinking skills of biology

students who take Biology learning of 21st century course. The type of this research is Classroom Action

Research. The subject of this study is all of biology education students in VII semester who took Biology

learning of 21st century course. The result of this research are (1) Guided Inquiry-Based Lesson Study can

improve students’ creative thinking skills, which can be known from observation result of students creative

thinking skills in cycle I is 70,8% increase to 73,2% in cycle II.

1 INTRODUCTION

The general skills of master program is to increase the

capacity of learning independently (Kemendikbud,

2014). Training the students to be a self-supporting

and lifelong learners for master students could be

conducted through Field Experience Practice (Susilo,

2015). This activity was conducted in a group of 3 or

4 people who then formed Lesson Study (LS) Team.

LS team learn to teach students of biology education

FMIPA UM in different courses, depending on the

interest and choice of students. Practice activity

facilitate master students to learn, and apply directly

the knowledge and skills acquired during classroom

activities.

The Aims of Field Experience Practice (FEC) that

was conducted by the author on Biology learning of

21st century were to teach 21

century life skills, to

develop 21

century life skills, form a profesional

learning society, and produce article. Master students

guide the students of Biology learning of 21st century

to teach and trained 21

century life skills of their

friends through Lesson study to achieve this goals.

The role of Master students in this activity is as a

clinical supervisor. Master students provide a

guidance for students who are in charge to teach their

friends to develop chapter design, lesson design,

student worksheets, determine the instrument to

measure students skills that they want to develop.

Biology learning of 21

century course is a course

that teach students about many kinds of 21

century

life skills. This requires students to be able to master

and develop the necessary 21

century skills. Master

students are given the task of helping undergraduate

students develop their life skills, so that

undergraduate students are asked to directly practice

designing how to develop life skills of the 21st

century, then implementing it and finally measuring

the achievement of the design that has been

implemented. During the mentoring process of

undergraduate students, FEC students also carry out

LS in guiding students to implement LS in order to

develop 21

century skills.

Observations have been conducted in Biology

learning of 21

century course two times, ie on

August 24 and September 7, 2017. The results of the

observations indicated that the class was dominated

by only a few students. Students who asked questions

only five students and students who answered were

also only those students. If these five students were

distributed in different groups then this active student

Wadah, N., Rosyidah, A., Makmur, W., Susilo, H. and Indriwati, S.

Empowering Biology Students Creative Thinking Skills in Biology Learning of 21st Century: Guided Inquiry-Based Lesson Study.

DOI: 10.5220/0008409201530158

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 153-158

ISBN: 978-989-758-391-9

153

will dominate in the group, thus preventing other

students from contributing their creative ideas. This

fact indicates that a learning model is needed, because

it can help students more actively study in the

classroom, so that each student can convey his idea

freely. There are a variety of learning models that can

be applied to overcome this problem. The learning

model chosen by the writer was guided inquiry model

based on lesson study with scaffolding method.

Guided inquiry model is a learning model that

helps students to find answers of questions or

problems they encounter through investigation. This

model is very suitable to help students to be active in

learning because each student in each group is asked

to look for a problem and then seek answers from

these problems. Implementation of this model is

expected to improve students' creative thinking skills

in seeking answers and solutions from problems in

the field of learning they encounter in the classroom.

Learning models that require students to conduct an

inquiry can guide students to increase the curiosity

that can be seen from the investigation of the

problems undertaken during the learning processes,

the smoothness in finding solutions, flexible thinking

that will help students look for many different

alternative solutions, and authenticity of ideas.

Implementation of inquiry learning model was

conducted through lesson study, it aims to facilitate

master students and undergraduate students who are

guided in investigating the problems that occur in the

learning process. Lewis (Ibrohim and Syamsuri,

2008) explained that the Lesson Study was chosen to

be an alternative that positively impacted the

prospective teachers and students who were taught.

Furthermore, it is explained that the Lesson Study is

an alternative way that can improve the quality of

learning and student activities, because a) the

development of Lesson Study is done and based on

the result of "sharing" of professional knowledge

based on the practice and the teaching result which is

done to the teacher; b) a fundamental emphasis on

Lesson Study, ie the quality of student learning; c) the

purpose of the lesson to be the focus and the main

point of attention in classroom learning; and e)

Lesson Study will place the main role of teacher as a

researcher.

The Implementation of guided inquiry-based

lesson study is conducted through scaffolding

method. The scaffolding method is carried out by

giving direction, guidance, encouragement, giving

examples, to outlining the learning steps so that

students can grow independently. Master students

direct the undergraduate students to find problems in

the learning process in the 21

Century Biology

Learning class, then ask students to find solutions to

the problems.

2 METHOD

The type of this research is classroom action research

with qualitative descriptive approach. This study is

conducted in two cycles, where in each cycle there are

four stages: planning, action, observation and

reflection. In each open class two Lesson Study

processes are performed. The first lesson study was

conducted by lecturer with three master students. The

results of the first lesson study then implemented to

guide the undergraduate students in implementing the

second Lesson Study. The first and second Lesson

Study consist of stage plan, do, and see. Summary of

the research activities are shown in Table 1. The

subjects of this study are 31 students of biology

education courses, who took biology learning of 21

century course.

The Lesson Study implementation data comes

from the clinical supervisor and the Lesson Study

member of undergraduate students. These data were

obtained from the monitoring sheet of the plan, do,

and see activities filled by the clinical supervisor. The

data of learning implementation came from the

clinical supervisor. Creative thinking skills data were

obtained from the results of the Mind Map assessment

made by the students at each meeting. Qualitative

data of creative thinking skills were observed from

the activities of Plan, Do, and See which were carried

out by groups who taught their friends. The research

procedure in this Classroom Action Researh (CAR) is

more unique than usual. Researchers here not only

guide students in the classroom, but also provide

guidance for students who will teach their friends.

The first step of CAR is plan, same like Lesson

Study (LS). Master students observe the learning

activity to find a problem. After that master students

and lecturer work collaboratively to find a solution.

At this step master students decide who will teach and

who will observe the learning activity (Amri, 2013).

The second step is action, in LS it called Do.

Master students as the lecturer do the action. Master

students ask the learning biology of 21

century

students to make four groups (the first step of guided

inquiry). Each group of bachelor students should

observe the 21

century skills weakness of their

friends. After they found their friends weakness, they

should solve it by doing lesson study (the second step

of guided inquiry). After that master students guide

bachelor students to make a plan for solving the

problem (the third step of guided inquiry). Bachelor

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students are asked to implementing their plan for

developing their friend’s 21

century skills by using a

learning model. During the action, the observers

observed the learning activity of bachelor students in

classroom and outside of classroom –planning step of

bachelor students.

The last step is reflection, in LS called See. There

are two kinds of See. The first See is held by bachelor

students with master students. This activity is

conducting after the action of bachelor students. At

this step, the next group can find the problem that they

should solve. The last step of bachelor degree is

writing report. The second See is doing by master

students and lecturer. The result of guided inquiry

implementation based lesson study is written in this

report.

Table 1: Classroom action research plan.

CAR cycles

Lesson

Study

Topic LS member

Date of

Plan Do See

I (guided

inquirybased

lesson study)

century as century of

knowledge

Indah Syafinatu Z.

Kuni Mawaddah

Leviana Erina

Lia Kusuma W.

Lydia Bayu F.

Nikita Rizky

12-13

September

2017

September

2017

September

2017

Developing curriculum and

assessment of 21

century

Amien Fadli

Anggun Risma A.

M. Nasrul Fuad

M Feri S. F.

Siti Ma’rifah

September

& 3

October

2017

5 October

2017

5 October

2017

II (guided

inquirybased

lesson study)

Developing and measuring

life skills (ICT: Digital

Literacy, Visual Literacy,

and Technological

Literacy) in 21

century

learning

Indah Syafinatu Z.

Kuni Mawaddah

Leviana Erina

Lia Kusuma W.

Lydia Bayu F.

Nikita Rizky

Oktober

& 1

November

2017

November

2017

November

2017

Learning model and

method for 21

century

learning (Inquiri, Problem

Based Learning and Project

Based Learning)

Anisa Fitria

Arif Affandi

Firda A. Z.

Rifda Zulfa

Riska May H.

10 & 14

November

2017

November

2017

November

2017

Table 2: Guided Inquiry-based lesson study

implementation.

No. Cycle I Cycle II

1. 75% 95%

3 RESULT AND DISCUSSION

3.1 Implementation of guided inquiry-

based lesson study

The percentage of instruction in guided inquiry

syntax shows an increase from cycle I of 75% to cycle

II of 95% , seen in Table 2.

The implementation of the learning process in the

first cycle reached 75%. The achievement of syntax

implementation does not reach 100% because the

clinical supervisor should guide the students who still

do not understand the models that will be used in

delivering the learning materials. Data collection to

prove the hypothesis that has been arranged still not

directed. Students who do the modelling have not

been able to make records of student activities that are

taught. The implementation of the second cycle has

reached 95%. Not reaching the syntax until 100% is

due to busy students who have to divide the time in

implementing the plan with thesis writing interfere

with the achievement of syntax. Students are very

difficult to be invited to implement the Plan due to

their respective activities.

3.2 Lesson study implementation

The implementation of the Lesson Study is derived

from the monitoring sheet of the Lesson Study which

is filled by the observers. The analysis was done by

dividing the scores obtained with the maximum score

then multiplied by 100%. The results of monitoring

Empowering Biology Students Creative Thinking Skills in Biology Learning of 21st Century: Guided Inquiry-Based Lesson Study

155

the implementation of Lesson Study can be shown in

Table 3.

Based on Table 3, it can be seen that all the stages

of Lesson Study have been done well. The average of

the implementation of the plan phase is 92.18% which

is included in the criteria of well done implemented.

The average of performing stage is 91,61% which is

included in the criterion of well done implemented.

The average implementation phase of the see stage is

100% which falls into the criteria of well done

implemented. Lesson Study in this study is very

helpful for clinical supervisor in knowing the

problems that are not observed by the

Table 3: Monitoring result of lesson study implementation.

Lesso

Study

The score of Lesson study implementation

steps

Plan

(%)

Criter

(%)

Criter

)

Criter

87,5

Well

done

82,3

Done

Well

done

93,7

Well

done

94,1

Well

done

Well

done

3 100

Well

done

100

Well

done

Well

done

4 87,5

Well

done

Well

done

Well

done

Avera

92,1

Well

done

91,6

Well

done

Well

done

clinical supervisor, especially information about the

student learning process during learning process take

place. Clinical supervisor can improve learning based

on information submitted by the observers about

student learning activeness. In addition, the stage that

can be done after the activity can be used as the basis

for the preparation of the lesson plan for the next

meeting. The success of learning cannot be separated

from the information as advice and input from the

observers and supervisors in the stage of See.

Lesson study guides clinical supervisor what to

focus in discussing about plan, do, and see on

classroom learning (Kuramoto and Huiting, 2012).

Plan was conducted for discussing about the

preparation of learning scenarios, where LS members

provide advice to teacher model who will teach in

open class, resulting in good planning and can

achieve the learning objectives to be delivered in the

classroom. In this research, the stage of the plan is

also to produce lesson plan which contains detailed

learning scenarios and operational steps, other

learning tools, such as student worksheet, scoring and

evaluation format, preparation of instructional media,

and agreement of members who will become teacher

model. This is in accordance with the importance of

the plan described by (Susilo, Chotimah and Sari,

2011) that the plan aims to produce a learning design

that is believed to be able to teach students effectively

and generate student participation in learning. This

planning is done collaboratively by several teachers

who belong to a Lesson Study group. Usually it was

established first who among the LS team who will

become the teacher (teacher model), then the clinical

supervisor compile lesson plan. The teacher then

meet and share ideas to refine the design of learning

that has been drawn up by teacher model to generate

ways of organizing teaching materials, learning

process, and preparation of learning aids that are

considered the best. All components contained in this

learning design are then simulated before being

implemented in the classroom. At this stage also set

observation procedures and instruments required in

the observation. Plan, do, see, activities are shown in

Figure 1.

3.3 Creative Thinking Skills

Lesson study can help pre service teacher to improve

their creative thinking (Adams, 2013). The

percentage of students' creative thinking skills

showed improvement in the first meeting and the last

meeting, but experienced a decrease in the second and

third meetings shown in Table 4.

The improvement of students creative thinking skills

has been seen from 71% become 76%. However at

the second and third meeting there was a decline. This

is because some of students do not gather their mind

map to the clinical supervisor. Another reason that

causes CTS decrease is LS team choose a wrong

model to teach their friends. Lesson study team does

not develop creative thinking skills, they develop

communication skills.

Mind map created by students shows the level of

creativity of the students. The highest aspect of

students' creative thinking skills is the fluency aspect.

Students are very fluent in mentioning the branches

of the mind map they have built. (Buzan, 2006;

Evrekli, Balim and İnel, 2009) state that branch-level

growth outward shows the number of creative ideas

added in the mind. Making a mind map that is done

independently trains students' interpersonal

intelligence. This intelligence raises the confidence

and belief in the ability that is owned (Dewi and

Indrawati, 2014). The lowest aspect of creative

thinking skills is elaboration. Students still have

difficulties in giving illustrations of each branch they

make, students tend to write only words without

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giving illustrations in the form of figure or other

information.

Improved mind map results show that students are

increasingly skilled in creative thinking. These results

are consistent with the research of (Keleş, 2012)

which concludes that mind maps are an effective and

positive learning medium for enhancing student

creativity demonstrated through the use of color and

mind map form. (Wang, Lee and Chu, 2010) also

stated that the use of mind maps makes it easier for a

person to remember information. The problem of

students' creative thinking skill can be overcome with

guided inquiry

Figure 1: Plan, do, and see activities.

Table 4: Creative thinking skills (CTS) of students.

CTS Aspects Cycle I Cycle II

MM1 MM2 MM3 MM4

Elaboration 66 63 63 68

Fluency 80 81 78 85

Flexibility 62 64 68 75

Originality 73 73 71 74

CTS scores 71 70 70 76

learning model. The ability of students in designing

learning activities has increased. At the first meeting

of group 1 consisting of Kuni, Nikita, Lia, Lidya and

Levia are still confused how to start designing a

lesson plan. The clinical supervisor responds to the

student's inclination, so the clinical supervisor gives

the question of herding as "how are the characteristics

of the material you will convey?" Kuni replied "the

characteristics of the material we will convey are still

just reading, and we have difficulties in finding the

material we will convey we've searched on wikipedia

and other sources but none ". Clinical supervisor

suggest "you should not be fixated on the source of

Indonesian language, because very few Indonesian

resources who discuss about it. Try to search with the

English keyword." In the next meeting, this first

group had finished designing chapter design, lesson

design, student’s worksheet and papers that become

teaching materials that they will use.

The second group consisting of Siti, Anggun,

Amin, Fuad, and Fery. This group was more creative

than the previous group. This second group learnt

from previous group experiences and instantly

determines the issues they will pick up. The material

to be taught by group two was curriculum

development. The creativity level of the second

groups was higher than the first group by designing

the learning that produces the product in the form of

a poster.

The modeling group at the third meeting was still

the same as the second meeting, but they did not

produce the product. At this meeting the second group

more focused on the demonstration of student

communication skill development, so the method

chosen was the method of debate.

The fourth modeling group is Alfan, Firda, Rifda,

Anisa and Ayu. The motivation of this group in

implementing the plan were very low, but when the

lecturers provide the stimulus in the form of questions

they start to give a positive response. The level of

student creativity in this last group was the same as

the first group. However, the efforts of this group

have been maximized.

4 CONCLUSION

Based on the research results it could be concluded as

follows. Guided inquiry-based lesson study can

improve students' creative thinking skills. This can be

known from the results of mind map assessment in

the first cycle of 70% increased to 73% in cycle II or

experienced an increase of 3%. With the Lesson

Study, lesson plan can be produced well so that the

Empowering Biology Students Creative Thinking Skills in Biology Learning of 21st Century: Guided Inquiry-Based Lesson Study

157

model lecturers can be better prepared to do the

learning and can make students more able to

empower the creativity of students in designing

learning activities.

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