An exploration of collaborative problem-solving skills and cognitive learning outcomes among preservice biology teachers in biochemistry

Ajeng Retno Astrini; Zizah Estuning Erina; Balqis; Murni Saptasari

doi:10.58524/jasme.v6i4.1582

Authors

Ajeng Retno Astrini Universitas Negeri Malang, Indonesia
Zizah Estuning Erina Universitas Negeri Malang, Indonesia
Balqis Universitas Negeri Malang, Indonesia
Murni Saptasari Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1582

Keywords:

Biochemistry, Cognitive Learning Outcomes, Collaborative Problem-Solving Skills, Preservice Biology Teachers, Problem-Based Learning

Abstract

Background: Biochemistry involves complex concepts requiring collaborative problem-solving skills (CPSS) and higher-order cognitive abilities. Preliminary observations indicated difficulties in collaborative participation, hypothesis formulation, and solution development among preservice Biology teachers.

Aim: This study explored students’ social and cognitive CPSS, cognitive learning outcomes, and existing Biochemistry instructional practices.

Methods: A descriptive needs analysis involved 50 fourth-semester Biology Education students selected through convenience sampling and five Biochemistry lecturers at Universitas Negeri Malang. Data were collected through a social CPSS questionnaire, cognitive CPSS and learning outcomes tests, semi-structured interviews, and Semester Learning Plan (RPS) analysis. Quantitative data were analyzed descriptively, while qualitative evidence was examined to identify instructional needs and curriculum alignment.

Results: Social CPSS averaged 64.75%, with transactive memory highest (66.8%) and action lowest (63.2%). Cognitive CPSS averaged 63.47%, with relationships highest (71.8%) and hypothesis formulation lowest (49.8%). Cognitive learning outcomes averaged 66.73%, with stronger performance at C1–C3 and the lowest score at C6 (38%). Lecturer interviews revealed variations in student participation and Problem-Based Learning (PBL) implementation. RPS analysis identified incomplete documentation of alignment between learning outcomes, instructional activities, resources, assessments, and systematic PBL stages.

Conclusion: The findings highlight instructional needs concerning active collaboration, hypothesis formulation, higher-order cognitive processing, and curriculum alignment. These preliminary findings provide contextual evidence for instructional improvement and future development of structured learning approaches without establishing the effectiveness of any specific instructional medium.

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