Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 7 (Jun., 2021) Arsad BAHRI, Muhiddin PALENNARI, Hardianto, Andi MUHARNI, & Muh. ARIFUDDIN Problem-based learning to develop students’ character in biology classroom Previous Contents Next

Results

The students’ character development was measured by two instruments, questionnaire and observation sheet. The result of data analysis from these instruments shows the difference. The result of ANCOVA test of students’ character based on questionnaire data are shown at Table 2.

Table 2. Summary of ANCOVA test result of students’ character development

Source	Type III Sum of Squares	Degrees of Freedom	Mean Square	F	Sig.
Corrected Model	314.747a	2	157.373	8.398	0.001
Intercept	905.956	1	905.956	48.343	<0.001
XCharacter	314.492	1	314.492	16.782	<0.001
Strategy	30.848	1	30.848	1.646	0.204
Error	1293.061	69	18.740
Total	462916.748	72
Corrected Total	1607.807	71

Table 2 shows that there was no difference of the students’ character development between students were though with PBL and traditional learning with the p > 0.05 (sig. 0.204). It means that there was no influence of teaching strategy on the students’ character development.

Table 2 shows the difference with the results of data analysis of questionnaire results. The results of students’ character behavior recorded by observation sheet during eight meetings of lab activities in biology course are shown in Table 3. The researcher could observed the character of students when they do the lab activities for examples, be discipline and responsible to do the practicum, and be honest to report the result of practicum.

Table 3. Development of the students’ character behavior during the lab practices

Teaching strategy	Meeting								Total
	1	2	3	4	5	6	7	8
Traditional	2.28	2.11	2.22	2.21	2.23	2.00	2.06	2.09	2.15
PBL	2.27	2.24	2.14	2.24	2.24	2.28	2.29	2.30	2.25

Character development of students also measured during lab practices can be visualized in Figure 1.

Figure. 1 The development of students’ character behavior during lab practices

Figure 1 shows that the character of students were fluctuated during eighth meetings. In the PBL class, the activities of character behavior that showing the increasing started from the fourth meeting until the eighth meeting. On the other hand, in the traditional class it appeared that activities that showed character behavior tend to decline.