Abstract
Ethnicity is one of the critical factors in achieving learning outcomes. A specific learning model is needed to overcome the learning process with multi-ethnic students. Quasi-experimental research was carried out with four majoring ethnicities, i.e., Javanese, Banjar, Kutai and Buginese, in senior high school with class XI majoring in natural science in Samarinda. This study aimed to determine the effect of applying PBL supported by Think-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities’ students. The experimental design used a non-equivalent pretest-posttest control group. The instrument was a questionnaire for the survey and questions for the pretest-posttest. The data were analysed by Analysis of Co-Variance followed by the LSD test. The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p < 0.05) the concepts understanding of multi-ethnic students about cells and tissues.
 
 Keywords: Cells, Tissues, Concepts understanding, Ethnicity, Problem-Based Learning, Think-Pair-Share
Highlights
One internal factor, which an external factor, that affects student learning, is students’ ethnicity
This study aimed to determine the effect of applying ProblemBased Learning (PBL) supported by think individually (Think)-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities’ students
The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p < 0.05) the concepts understanding of multi-ethnic students about cells and tissues
Summary
One internal factor, which an external factor, that affects student learning, is students’ ethnicity. Students' cultural diversity has been demonstrated to impact groups processes (Cox et al, 1991). With the increase in our educational institutions’ multicultural base, we need to look more closely at the impact that cultural factors have on how students function together (Watson et al, 2002). Learning done in class is directed to achieve specific goals. The learning objectives are described as an ambitious effort to improve and enhance one’s skills, increase one’s capacity based on an intrapersonal norm, and optimise one’s potential achievement (Hein et al, 2019). Biology teachers need to design the learning process by considering the factors that influence it, including students’ ethnicity in a particular class, to achieve the desired learning goals
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