Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?
DOI:
https://doi.org/10.33394/j-ps.v12i1.10069Keywords:
PBL-RQA, Information Literacy, Self-ConfidenceAbstract
Several studies show that students' information literacy and self-confidence are still low and need to be improved. Students find the biological material on the digestive and respiratory systems particularly challenging because it explains the complex interactions between the structure, function, and symptoms of the disorders these systems cause and their uncommon scientific names. This study determined how Problem-Based Learning integrated with the Reading, Questioning, and Answering (PBL-RQA) model affects students' information literacy and self-confidence. Using a quasi-experimental with a nonrandomized control-group pretest-posttest design, 96 students from junior high school in Bangkalan Regency, East Java, Indonesia were sampled for the study. They were divided into one experimental class and two control classes. The PBL-RQA model was taught in the experimental class, while the PBL and RQA models were each taught in the control class. Information literacy was acquired through an essay test, and self-confidence was acquired through a questionnaire given using Google Forms. The analysis was conducted using the ANCOVA test with a significance level of 5% and then followed up with the least significant difference test. Students in the PBL-RQA class achieved the highest mean scores in information literacy and self-confidence, with 79.19 and 78.50, respectively. Based on the results, PBL-RQA learners significantly increased information literacy and self-confidence than PBL and RQA.References
Angraini, E., Zubaidah, S., & Susanto, H. (2023). TPACK-Based Active Learning to Promote Digital and Scientific Literacy in Genetics. Pegem Egitim ve Ogretim Dergisi, 13(2), 50-61. https://doi.org/10.47750/pegegog.13.02.07
Arends, R. I. (2012). Learning to Teach. 9th ed. New York: The McGraw-Hill Companies.
Asmara, R., Zubaidah, S., Mahanal, S., & Sari, N. (2023). Levels of Inquiry and Reading-Questioning-Answering (LoIRQA) to Enhance High School Students’ Critical and Creative Thinking. International Journal of Instruction, 16(3), 325-342. https://doi.org/10.29333/iji.2023.16318a
Avcı, Ü., & Ergün, E. (2022). Online Students’ LMS Activities and Their Effect on Engagement, Information Literacy and Academic Performance. Interactive Learning Environments, 30(1), 71-84. https://doi.org/10.1080/10494820.2019.1636088
Bacarrisas, H. P. (2023). College Student Self-Efficacy in Information Literacy: Influence on Their Research Academic Skills. British Journal of Multidisciplinary and Advanced Studies, 4(4), 12-19. https://doi.org/10.37745/bjmas.2022.0245
Bahri, A., & Idris, I. S. (2018). Development and Validation of Learning Strategy for Metacognitive Skills Empowerment: PBLRQA (PBL Integrated with Reading, Questioning, and Answering). In Journal of Physics: Conference Series, 1028(2018), 012028. https://doi.org/10.1088/1742-6596/1028/1/012028
Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. J. N. (2020). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1), 779-794. https://doi.org/10.29333/IJI.2021.14147A
Baqi, F. A. (2019). Implementing Question-Answer Relationships (QAR) Strategy To Improve Students’ Reading Comprehension Skill. English Journal, 13(2), 88-98. https://doi.org/10.32832/english.v13i2.3832
Bedford, D. (2021). Evaluating Confidence in Information Literacy: A Red/Amber/Green Approach. Journal of Information Literacy, 15(1), 96-104. https://doi.org/10.11645/15.1.2833
Bessa, C., Hastie, P., Rosado, A., & Mesquita, I. (2021). Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes. Sustainability (Switzerland), 13(2), 1-14. https://doi.org/10.3390/su13020578
Bustami, Y., Wahyuni, F. R. E., Syafruddin, D., Marsela, & Nur, T. D. (2020). JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material. International Journal of Instruction, 14(1), 17-28. https://doi.org/10.29333/IJI.2021.1412A
Ceyhan, S., & Yıldız, M. (2020). The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency. International Electronic Journal of Elementary Education, 13(4), 421-431. https://doi.org/10.26822/iejee.2021.201
Cho, O.-H. & Hwang, K.-H. (2019). Effects of Simulation Education with Problem-Based Learning on Information Literacy, Self-Directed Learning Ability, and Academic Self-Efficacy Of Nursing Students. Journal of Digital Convergence, 17(4), 239-247. https://doi.org/10.14400/JDC.2019.17.4.239
El-Khawanky, M. (2020). Problem-Based Learning and Team-Based Learning: Strengths, Weakness and Assessment Reliability. The Egyptian Journal of Medical Education. https://doi.org/10.33328/ejme.2020.003
Encheva, M., Tammaro, A. M., & Kumanova, A. (2020). Games to Improve Students Information Literacy Skills. International Information & Library Review, 52(2), 130–138. https://doi.org/10.1080/10572317.2020.1746024
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). The Effects of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-Solving Skills and Self-Efficacy. Eurasian Journal of Educational Research, 2020(85), 45-64. https://doi.org/10.14689/ejer.2020.85.3
Folk, A. L. (2021). Exploring The Development of Undergraduate Students’ Information Literacy through Their Experiences with Research Assignments. College and Research Libraries, 82(7), 1035-1055. https://doi.org/10.5860/CRL.82.7.1035
Funa, A. A., & Prudente, M. S. (2021). Effectiveness of Problem-Based Learning on Secondary Students’ Achievement in Science: A Meta-Analysis. International Journal of Instruction, 14(4), 69-84. https://doi.org/10.29333/iji.2021.1445a
Ghani, A. S. A., Rahim, A. F. A., Yusoff, M. S. B., & Hadie, S. N. H. (2021). Effective Learning Behavior in Problem-Based Learning: A Scoping Review. Medical Science Educator, 31(3), 1199-1211. https://doi.org/10.1007/s40670-021-01292-0
Ghufron, M. A., & Ermawati, S. (2018). The Strengths and Weaknesses of Cooperative Learning and Problem-Based Learning in EFL Writing Class: Teachers and Students’ Perspectives. International Journal of Instruction, 11(4), 657-672. https://doi.org/10.12973/iji.2018.11441a
Gottlieb, M., Chan, T. M., Zaver, F., & Ellaway, R. (2022). Confidence-Competence Alignment and The Role of Self-Confidence in Medical Education: A Conceptual Review. Medical Education, 56(1), 37-47. https://doi.org/10.1111/medu.14592
Guerola-Navarro, V., Stratu-Strelet, D., Botella-Carrubi, D., & Gil-Gomez, H. (2023). Media or Information Literacy as Variables for Citizen Participation in Public Decision-Making? A Bibliometric Overview. Sustainable Technology and Entrepreneurship, 2(1), 1-11, 100030. https://doi.org/10.1016/J.STAE.2022.100030
Hamzah, H., Sukenti, D., Tambak, S., & Tanjung, W, U. (2020). Overcoming Self-Confidence of Islamic Religious Education Students: The Influence of Personal Learning Model. Journal of Education and Learning (EduLearn), 14(4), 582-589. https://doi.org/10.11591/edulearn.v14i4.16759
Hariyadi, S., Corebima, A. D., Zubaidah, S., & Ibrohim, S. (2018). Contribution of Mind Mapping, Summarizing, and Questioning in The RQA Learning Model to Genetic Learning Outcomes. Journal of Turkish Science Education, 15(1), 80-88. https://doi.org/10.12973/tused.10222a
Harris, S., Wilmut, K., & Rathbone, C. (2021). Anxiety, Confidence and Self-Concept in Adults With and Without Developmental Coordination Disorder. Research in Developmental Disabilities, 119, 104119. https://doi.org/10.1016/J.RIDD.2021.104119
Hong, J. C., Tsai, C. R., & Tai, K. H. (2023). iSTEAM Contest on Enhancing Self-Confidence in Making Miniature Models: Correlate to Mastery Orientation, Engagement and Interest. Research in Science and Technological Education, 41(2), 444-461. https://doi.org/10.1080/02635143.2021.1909554
Jankowski, A., & Sawyer, Y. E. (2019). Biology Student Perceptions of Information Literacy Instruction in The Context of An Essential Skills Workshop Series. Issues in Science and Technology Librarianship, 2019(92). https://doi.org/10.29173/istl10
Jones, S. L., & Procter, R. (2023). Young Peoples’ Perceptions of Digital, Media and Information Literacies Across Europe: Gender Differences, and The Gaps Between Attitudes and Abilities. Technology, Pedagogy and Education, 32(4), 435–456. https://doi.org/10.1080/1475939X.2023.2210152
Leasa, M., Abednego, A., & Batlolona, J. R. (2023). Problem-Based Learning (PBL) with Reading Questioning and Answering (RQA) of Preservice Elementary School Teachers. International Journal of Learning, Teaching and Educational Research, 22(6), 245-261. https://doi.org/10.26803/ijlter.22.6.14
Lee, M. N., Nam, K. D., & Kim, H. Y. (2017). Effects of Simulation with Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students Nursing Care with Increased Intracranial Pressure Patient. CIN - Computers Informatics Nursing, 35(3), 145-151. https://doi.org/10.1097/CIN.0000000000000308
Leedy, P. D., & Ormrod, J. E. (2015). Practical research. Planning and design (11th ed.). Boston, MA: Pearson.
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8-43. https://doi.org/10.1177/1529100620973974
Lvxuan, Lu. (2020). A Research on College Students’ Motivation of Promoting The Information Literacy Based on ARCS Model. US-China Foreign Language, 18(3), 75-81. https://doi.org/10.17265/1539-8080/2020.03.001
Medaille, A., Beisler, M., Tokarz, R. E., & Bucy, R. (2021). Honors Students and Thesis Research: A Study of Information Literacy Practices and Self-Efficacy at The End of Students’ Undergraduate Careers. College and Research Libraries, 82(1), 92-112. https://doi.org/10.5860/crl.82.1.92
Omer, T. (2016). Nursing Students’s Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience. Journal of Education and Practice, 7(5), 131-138. https://doi.org/10.13140/RG.2.1.2104.2800
Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges. Open Education Studies, 1(1), 281-306. https://doi.org/10.1515/edu-2019-0022
Park, H., Kim, H. S., & Park, H. W. (2021). A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy. Journal of Data and Information Science, 6(2), 116-138. https://doi.org/10.2478/jdis-2021-0001
Peciuliauskiene, P., Tamoliune, G., & Trepule, E. (2022). Exploring The Roles of Information Search and Information Evaluation Literacy and Pre-Service Teachers’ ICT Self-Efficacy in Teaching. International Journal of Educational Technology in Higher Education, 19(1), 1-19. https://doi.org/10.1186/s41239-022-00339-5
Hadiyanti, P. O., Corebima, A. D., & Ghofur, A. (2016). Potensi Strategi Pembelajaran Problem Based Learning (PBL), Reading Questioning and Answering (RQA) dan Kombinasi Memberdayakan Karakter Siswa Putra dan Putri Sman Kota Malang pada Pembelajaran Biologi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(5), 796-800. https://doi.org./10.17977/jp.v1i5.6258
Rahmi, U., & Azrul. (2022). Optimizing the Discussion Methods in Blended Learning to Improve Student’s High Order Thinking Skills. Pegem Egitim ve Ogretim Dergisi, 12(3), 190-196. https://doi.org/10.47750/pegegog.12.03.20
Razali, N. H., Ali, N. N. N., Safiyuddin, S. K., & Khalid, F. (2022). Design Thinking Approaches in Education and Their Challenges: A Systematic Literature Review. Creative Education, 13(07), 2289-2299. https://doi.org/10.4236/ce.2022.137145
Ristanto, R. H., Rahayu, S., & Mutmainah, S. (2021). Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach. Participatory Educational Research, 8(1), 28-47. https://doi.org/10.17275/per.21.2.8.1
Salmon, A. K., & Barrera, M. X. (2021). Intentional Questioning to Promote Thinking and Learning. Thinking Skills and Creativity, 40, 1-10, 100822. https://doi.org/10.1016/j.tsc.2021.100822
Saputri, W., & Corebima, A. D. (2020). Question Types of Pre-Service Teachers at The Implementation of A New Learning Model: A Comparison Between QASEE, RQA, and Conventional Learnings. Journal for the Education of Gifted Young Scientists, 8(2), 843-856. https://doi.org/10.17478/JEGYS.647916
Schiffl, I. (2020). How Information Literate are Junior and Senior Class Biology Students? Research in Science Education, 50(2), 773-789. https://doi.org/10.1007/s11165-018-9710-2
Schuh, K. L., Meiners, A. J., Ferguson, C., Hageman, K., George, S., Cox, M., Zou, Y., & Lin, C. J. (2023). Junior High School Students’ Self-Confidence During Transition to Above-Grade-Level Mathematics Courses. Journal of Educational Research, 116(2), 61-76. https://doi.org/10.1080/00220671.2023.2186338
Setiawati, R., Widoretno, S., & Maridi. (2019). Relevance between Content and Context of Biology Module Based on Integration of Problem Solving and Decision Making Aspects in The Respiratory System Material. In AIP Conference Proceedings, 2120. https://doi.org/10.1063/1.5115702
Shen, K.-M., Li, T.-L., & Lee, M.-H. (2018). Learning Biology as ‘Increase Ones’ Knowledge and Understanding’: Studying Taiwanese High School Students’ Learning Strategies in Relation to Their Epistemic Views and Conceptions of Learning in Biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013
Shoyukhi, M., Vossen, P. H., Ahmadi, A. H., Kafipour, R., & Beattie, K. A. (2023). Developing A Comprehensive Plagiarism Assessment Rubric. Education and Information Technologies, 28(5), 5893-5919. https://doi.org/10.1007/s10639-022-11365-1
Soeharto, S., & Csapó, B. (2022). Exploring Indonesian Student Misconceptions in Science Concepts. Heliyon, 8(9), 1-10. https://doi.org/10.1016/j.heliyon.2022.e10720
Soto, R. C., & Marzocchi, A. S. (2021). Learning about Active Learning while Actively Learning: Insights from Faculty Professional Development. PRIMUS, 31(3–5), 269-280. https://doi.org/10.1080/10511970.2020.1746449
Svensson, T., Wilk, J., & Gustafsson Åman, K. (2022). Information Literacy Skills and Learning Gaps – Students’ Experiences and Teachers’ Perceptions in Interdisciplinary Environmental Science. The Journal of Academic Librarianship, 48(1), 102465. https://doi.org/10.1016/J.ACALIB.2021.102465
Uslu, Nilüfer Atman & Durak, Hatice Yildiz. (2022). The Relationships between University Students’ Information-Seeking Strategies, Social-Media Specific Epistemological Beliefs, Information Literacy, and Personality Traits. Library & Information Science Research, 44(2), 101155. https://doi.org/10.1016/J.LISR.2022.101155
Zubaidah, S., Mahanal, S., Sholihah, M., Rosyida, F., & Kurniawati, Z. L. (2020). Using Remap RT (Reading–Concept Mapping–Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology. Center for Educational Policy Studies Journal, 10(3), 117-144. https://doi.org/10.26529/cepsj.777
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License.
