A STUDY OF LEARNING ACHIEVEMENT ON BIO-HACKER LEARNING UNITS AND ANALYTICAL THINKING ABILITY OF 4th GRADE ELEMENTARY SCHOOL STUDENTS USING PHENOMENON-BASED LEARNING
DOI:
https://doi.org/10.14456/nrru-rdi.2023.45Keywords:
Phenomenon-based learning, Analytical thinking ability, Learning achievementAbstract
Applying knowledge from real-life Phenomena enhances the analytical thinking abilities of students. This research aimed to study the learning achievement on bio-hacker learning unit during before and after learning, using a criterion of 70 percent, and compare analytical thinking ability before and after learning through Phenomenon-Based Learning. A sample group of 16 Grade 4 students was selected through a cluster random sampling from Grade 4 students. The research instruments consisted of Phenomenon-based learning lesson plan with appropriate value of 4.64, an achievement test with a reliability (KR-20) of 0.91 and analytical thinking ability test (KR-20) of 0.86. Data were collected using pre-test and post-test, and teaching was conducted using a learning management plan. Students’ achievements and analytical thinking ability were evaluated. Data were analyzed using descriptive statistics, t-test, and Willcoxon Signed-Rank test. The research findings showed that: 1) the learning achievement after using Phenomenon-based learning was significantly higher than before learning at the 0.05 level, 2) the learning achievement after using Phenomenon-based learning was significantly higher than 70% criterion at the 0.05 level, and 3) the analytical thinking ability after using Phenomenon-based learning was significantly higher than before learning at the 0.05 level. This indicates that students benefited from hands-on learning experiences. As a result, students achieved higher learning achievement and analytical thinking abilities.
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