Abstract

Character with high standards, aptitude, and literacy serve as a benchmark for addressing the challenges of the 21st century and the Industry 4.0 revolution. Accordingly, students must be rehabilitated by emphasizing the importance of critical thinking skills in life skills development and application in academic study. The purpose of this study is to understand how to incorporate technological, pedagogical, and content knowledge (TPACK) into the teaching of human anatomy and physiology using problem-based instruction in order to increase student achievement. The methodology used in this study is a quantitative and qualitative method that centers on the do and see parts of the lesson plan. Results of the study show that the implementation of the do and see strategy was successful, with a 92% increase in the percentage of women who scored poorly on the survey and an increase of 27 to 73% in the number of women who actively engaged in their studies.

1. Introduction

The world community is transitioning towards the 21st century now and throughout the coming years. Everyone requires a combination of three skills known as 21st century skills, which include character quality, literacy, and competency, in order to live a prosperous life in the twenty-first century. Creativity, critical thinking, communication, and collaborative abilities are expected components of competence ¹. In addition, the world is currently entering the era of the fourth industrial revolution, which presents the latest technological developments with a combination of physical, digital, and biological fields that will affect all disciplines, the economy, industry, and government ². The World Economic Forum also reported that, to compete in the Industrial Revolution 4.0, people need complex problem-solving skills, one of which is critical thinking and creativity ³. The report is reinforced by the results of research showing that the skills needed in the industrial revolution 4.0 are critical problem solving in harmonious group work ⁴. Therefore, critical thinking in solving problems needs to be developed to face the challenges of life in the 21st century and the industrial revolution 4.0.

Indicators of critical thinking skills include focus, reason, inferences, situation, clarity, and overview ⁵. Students with excellent critical thinking skills are more sensitive to social, scientific, and practical issues ⁶. Students who have good critical thinking skills in a lesson can have beneficial implications in terms of fostering self-confidence by considering themselves as people who can provide benefits by being active contributors in the learning process ⁷. Thinking skills in learning Biology can be developed through cooperative learning, emphasizing reading activities, and being oriented to the scientific approach ⁸.

One subject that will help students strengthen their critical thinking skills is the Human Anatomy and Physiology course. The sciences of anatomy and physiology are concerned with the organs and processes that make up an organism, particularly the physiological processes that govern the human body ⁹. As a result, students can acquire, manage, and use information to address challenges in a constantly changing, uncertain, and fiercely competitive world ¹⁰.

The low critical thinking skills of students in the Anatomy of Human Physiology course can be caused by many things. First, lecturers still emphasize the learning process as mastering material rather than developing students' thinking skills and competencies. Second, students still think that the learning process is centered on lecturers or conventional learning, such as lectures and assignments to solve problems, and not on student activities or student-centered learning. As a result, critical thinking skills in learning are less facilitated. To overcome this problem, learning in the Human Physiology and Anatomy course can be aligned with learning that emphasizes technology. In this digital era, it is not enough for biology teachers or prospective teachers to only master the material (content) or the ability to design learning (pedagogical), but also to be able to connect the two. Not only that, but other special skills are also needed, namely the use of technology in learning. This ability is often referred to as Technological Pedagogical And Content Knowledge (TPACK) ¹¹.

Learning activities are based on knowledge about the material to be taught (content knowledge), how to teach a material (pedagogical knowledge), and knowledge about the use of various technologies (technological knowledge), all three of which have intersections or intersections that support each other ¹².

The learning process synchronized with technology will be more effective if it is integrated with lesson study for learning communities (LSLC). Lesson study is a model of teacher professional development through learning activities conducted by a group of teachers collaboratively and continuously to improve learning quality. In contrast, Lesson Study for Learning Communities (LSLC) is oriented towards assessing student activities and how students learn and collaborate rather than assessing how teachers teach. Learning communities have a vision that students should not be left alone in the learning process ¹³. Teachers should know, care for, and educate students who have problems and facilitate their learning collaboratively. LSLC has supporting elements including learning communities, collaborative learning, caring communities, and jumping tasks.

Based on teaching problems and facts related to the Human Physiology Anatomy course in improving students' critical thinking skills, it is necessary to conduct research on students' critical thinking skills in learning Human Physiology Anatomy with the Technological Pedagogical and Content Knowledge (TPACK) LSLC-based model. This study aims to determine the integration of Technological Pedagogical and Content Knowledge (TPACK) in human physiology and anatomy courses based on problem-based learning to improve students' critical thinking skills.

2. Method

The research design in this study is the first, Learning Planning (Plan), where the implementation of this learning design includes the development of chapter design with the implementation of lesson study activities. Learning will be done more in group discussions to strengthen critical thinking skills. Then proceed with the development of Lesson Design, where in this learning model lecturers allow for the creation of a social environment that is characterized by the active critical thinking of students. In addition to problem-solving efforts in groups, through this learning, students will learn the principles of democracy through interaction between peers. And the last is the development of Learning Design (RPP) by discussing the results of the RPP preparation together with group members to improve it so that it becomes even better.

The second design is the implementation of learning (Do), where the do stage is the result of observations that can be taken during the teaching and learning process that has been planned at the plan stage. The second design is the implementation of learning (Do), where the do stage is the result of observations that can be taken during the teaching and learning process that has been planned at the plan stage.

The third design stage is the implementation of learning reflection (See), where in this "see" session the model lecturers and lecturer observers reflect on the learning that has been done.

Using the purposive sampling method, the subjects of this study included up to 11 students from the 2021–2022 academic year and the class of 2018 at University of PGRI Ronggolawe.

This research has two types of research data: quantitative data, which includes (1) learning observation data, (2) student responses, and (3) student critical thinking skills results data. Qualitative data includes (1) comments and suggestions on learning (reflection) and (2) comments and suggestions from observers during learning. Assessment of student responses to learning instruments consists of five indicators that refer to Sya'Roni et al. (2020), namely teaching materials, teaching videos, LKM, learning atmosphere, and learning methods ¹⁰.

Indicators of the achievement of students' critical thinking skills were analyzed descriptively and qualitatively based on the percentage according to the equation:

P = F/N x 100%

Description:

P: Percentage of critical thinking skills

F: Total score of each student on each indicator

N: Number of students

As a guide in making decisions or conclusions from the results of data analysis using percentage (%), a classification is determined, which also refers to Akbar (2013) as follows ¹⁴:

3. Results

The results of the lesson study conducted in this study are explained in three stages: plan, do, and See. The "Plan" stage describes the learning design carried out by the model lecturer and the observer team from the lesson study in the implementation of the resulting learning design using a problem-based learning model that is aligned with TPACK with the help of TPACK and MFI. Then the preparation of the MFI is also obtained, where in the preparation it is required to be able to bring up the problem in order to stimulate students to think more critically, and for the last, at the "plan" stage, a discussion of the MFI is carried out, which is directly reinforced by the lecturer when one group presents the results of its analysis, and so on.

In the second stage, namely the "Do" stage, a discussion was held about the material of the human motion system in the analogies and human physiology course, where the teaching and learning process was divided into 3 sessions, namely opening, core, and closing activities. In the opening stage, the model lecturer opens the lesson, then provides apperception and displays the video with the aim of directing students to analyze the video. This is a form of achieving the competence of students' critical thinking attitudes. After that, in the core activities, the dose conveys the learning objectives that will be achieved during the learning process, organizes students in groups of 3–4 people, and distributes LKM for students to analyze for 25 minutes, then proceeds with discussion and presentation. In the discussion, students exchanged information and thoughts about the topic they analyzed. This can be seen from the activeness of students in the discussion, and if there are things that are not understood, students ask the model lecturer. After the discussion time was over, we continued with presentations per group. Evaluation is carried out by pointing to or calling the name of the student as a group representative to answer the results of the discussion working on the LKM. During the discussion process, the class presentation was quite active. After the discussion, the model lecturer gave rewards to active groups. This aims to make students more enthusiastic about learning for the next course.

A student is chosen to carry out the closing activities at the "Do" stage by offering reflections and conclusions. such that throughout instruction, instructors and students are already aware of whether or not the learning objectives have been met. Not forgetting, the model lecturer also assigns homework for the following course so that students are prepared and can easily accept the next content. This activity is followed by reflection, prayer, and closing greetings.

The third stage carried out in this lesson study is the "See" stage, which produces several points on learning Human Physiology and anatomy from various sources, according to the Model lecturer. "During the implementation of learning, there are several stages that are not optimal. This happens because of poor time management by the model lecturer. The positive thing that can be taken from doing learning is that teaching requires a teacher or lecturer to be capable and skilled in terms of lesson planning and understanding the learning material presented because these two things are the spearhead in achieving the learning objectives to be achieved". According to Observer 1, "Learning has been done well, but between learning and learning plans in terms of time, it is not suitable. The model lecturer was too excited about teaching, so the time for learning was also a little delayed. For students, they have been actively involved, although at the beginning there were still some who were less focused. However, the model lecturer can attract students' attention by providing videos or constructive questions". According to Observer 2, "During the learning process, it can be said to be quite good. The model lecturer is able to master the class and material". Meanwhile, according to Observer 3, it was said that "During the learning process, it looks good, and it can be seen that the lecturer can master the class and condition students to learn, which is evident from the conducive class conditions".

The outcomes of student learning activities seen fall into the category of being very active. We know that 27% of students are active, and 73% of them are very active. Figure 1 displays the learning activity observation graph for students.

Learning instruments for lesson study activities in the Anatomy of Human Physiology course using a problem-based learning model It is known that student responses state that they like and are interested in learning the human movement system with the instruments that have been developed. This is reinforced by the results of student responses presented in Figure 2.

The outcomes of student responses to the instrument learning instrument with a lesson study-based problem-based learning model that has been used can be deemed effective based on the data from the questionnaire. The indicators for teaching materials (80%), videos (100%), LKM (80%), learning environments (80%), and learning methods (80%) can all be seen. As a result, the overall average of learning instruments is 84%, which indicates that it is highly beneficial and doable to implement in courses on human physiology and anatomy.

Based on the results of students' critical thinking skills in Figure 3, it shows that the average student's critical thinking skills are 92% very good. This is reinforced by each indicator having good results, among others: Focus 100%, Reason 80%, Inference 80%, Situation 80%, Clarity 100%, and Overview 100%.

Lesson study is a collaborative process in which a group of teachers identify learning problems, plan a learning improvement, implement the learning (one teacher in the group teaches it while the other teachers are observers), evaluate and revise the learning, teach the revised learning, evaluate again, and share (disseminate) the results with other teachers ¹⁵. Lesson Study with the TPACK-based problem-based learning approach supports 21st century skills by enabling students to solve problems through collaboration, effective communication, and critical group discussion. By looking at the outcomes of the model lecturer's tests of the students' critical-thinking abilities, this can be deemed successful in order to identify and gauge students' grasp of experimental research.

The integration of TPACK with a problem-based learning model through lesson study activities and experimental activities carried out in groups effectively empowers students' critical thinking skills ¹⁶. Students get the opportunity to find facts and connect concepts through problem-solving activities, so they get real learning because they can develop higher-level thinking.

Students who have critical thinking skills can practice understanding the concepts that have been obtained during learning activities and can empower the skills of problem solving in scientific research to obtain scientific information and generalize it ¹⁷. The improvement of critical thinking skills is influenced by various factors, one of which is the lecturer. The success of learning is determined by how the lecturer teaches. Lecturers who teach using conventional methods make students unable to form their critical thinking skills. Students will learn passively and cannot build their knowledge independently. So, if a prospective teacher does not have critical thinking skills, it will certainly have an impact on the development of students' knowledge ¹⁸. Critical thinking skills can be effectively empowered by familiarizing students with problem-based activities. This is because almost all indicators of critical thinking skills are available in problem-based learning models ¹⁹. In order to effectively teach science concepts and facts, lecturers must employ critical thinking abilities. They must also direct students toward conceptual mastery and the acquisition of knowledge.

4. Conclusion

Based on the findings of the research and discussion, it can be said that integrating technological pedagogical and content knowledge (TPACK) into problem-based learning and lesson study-based human physiology and anatomy courses can enhance students' critical thinking abilities by 92%. This is due to the learning instrument's average student response rate of 84%, which indicates that it is very effective, practicable to implement in human physiology and anatomy courses, and has an impact on extremely active student learning activities.

References