Abstract
The environmental education course currently does not integrate problem-solving problem skills. The purpose of this study was analyzing the results of applying integration on problem-based learning with the RMS (reading, mind mapping, and sharing) learning model. The research method was a quasi-experimental with pre-test-post-test control group design. The study was conducted on 56 students who took an environmental education course in Natural Science Education Universitas Tidar. Data analysis used an Anacova test with a pretest as its covariate. The study results stated that 1) developed learning model integrates PBL with RMS learning model consisting of identifying problems, finding relevant information about problems through reading activities, analyzing problem: group discussion through mind mapping, providing solutions, and sharing results of mind mapping. 2) The integration of PBL with the RMS learning model indicated by an average score of post-test in the integration of PBL with the RMS learning model class of 68.46, and the traditional class of 48.92. 3) the learning process that occurs in the integration of PBL with the RMS learning model class shows that learning is run well, which is indicated by students' average evaluation score of the lecturer learning process. The integration of PBL and RMS model can be utilized by teachers and lecturers in Biology learning to have thinking skills and solve daily problems.
Highlights
Education is a process to develop the human mindset to solve problems found in everyday life
Problem-solving skills and critical thinking skills must be integrated into every learning because it is important for selfexistence in everyday life (Lamb, 2017; Schooner et al, 2017; Muhlisin et al, 2018)
There are differences in problem-solving skills between students who are learning with the integration of PBL with the RMS learning model, and students learning with conventional learning models
Summary
Education is a process to develop the human mindset to solve problems found in everyday life. The current era is called the industrial revolution 4.0 period, which requires thinking skills such as critical thinking and problem-solving skills in everyday life. Problem-solving skills and critical thinking skills must be integrated into every learning because it is important for selfexistence in everyday life (Lamb, 2017; Schooner et al, 2017; Muhlisin et al, 2018). Science subjects using scientific methods are expected to develop skills to solve problems faced in everyday life and have an attitude towards life from a scientists' point of view (Celik et al, 2011; Ozrecberoglu et al, 2018). Problem-solving skills are an important skill in science because they are used to solve phenomena in everyday life
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