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The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 1 (2022) · pp. 104–118

DOI
10.15294/jpii.v11i1.27148
ISSN
2089-4392, 2339-1286
Published
2022-03-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.

Keywords

Collaboration network of the authors

15 authors · 33 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Malang
  • University of Brawijaya
  • Institut Agama Islam Negeri Ternate
  • Universitas Islam Negeri Alauddin Makassar
  • Indonesia Open University
  • University of Technology Malaysia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
A. M. AminInstitut Agama Islam Negeri Ternate1
Romi AdiansyahAffiliation unknown1
Muhammad Khalifah MustamiUniversitas Islam Negeri Alauddin Makassar1
Ahmad YaniIndonesia Open University1
M. A. AhmedAffiliation unknown1
Muhammad DanilState University of Malang1
Susriyati MahanalState University of Malang1
Ibrohim IbrohimState University of Malang1
Wachidatul Linda YuhannaState University of Malang1
Mimien Henie Irawati Al MuhdharState University of Malang1
Zainudin HassanUniversity of Technology Malaysia1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
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	<dc:title xml:lang="en-US">The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills</dc:title>
	<dc:creator>Hujjatusnaini, N.</dc:creator>
	<dc:creator>Corebima, A. D.</dc:creator>
	<dc:creator>Prawiro, S. R.</dc:creator>
	<dc:creator>Gofur, A.</dc:creator>
	<dc:subject xml:lang="en-US">21st-century skills; blended learning; immunology; project-based learning</dc:subject>
	<dc:description xml:lang="en-US">Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.</dc:description>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 1 (2022): March 2022; 104-118</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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