The Role of Reflection in Case-Based Learning to Develop Critical Thinking and Understanding of Genetic Application Concepts

Agus Purwanto; Ratna Dewi Eskundari; Suwarto

doi:10.59890/ijist.v3i6.60

Authors

Agus Purwanto Universitas Veteran Bangun Nusantara
Ratna Dewi Eskundari Universitas Veteran Bangun Nusantara
Suwarto Universitas Veteran Bangun Nusantara

DOI:

https://doi.org/10.59890/ijist.v3i6.60

Keywords:

Case-Based Learning, Conceptual Understanding, Critical Thinking, Genetics, Reflection

Abstract

Case-Based Learning (CBL) has been applied in various disciplines to improve students' conceptual understanding and critical thinking. This study aims to analyze the role of reflection in CBL on the development of critical thinking and conceptual understanding in genetic applications. This study design uses a quantitative method with one-sample t-test analysis and Pearson correlation. The research sample consisted of students taking genetics courses at the college level. Data were collected through conceptual understanding tests and critical thinking tests. The results of the one-sample t-test showed that reflection significantly improved students' conceptual understanding (p < 0.05). In addition, Pearson's correlation analysis showed a significant positive relationship between conceptual understanding and critical thinking with a correlation coefficient of 0.588 (p < 0.05). These findings confirm that reflection in CBL can be an effective learning strategy in improving students' thinking skills. The implications of this study indicate that reflection needs to be systematically integrated into genetics learning to improve learning effectiveness. Further studies can explore the application of reflection in other fields of science as well as the use of technology to support digital-based reflection. Thus, the results of this study provide new insights into case-based learning innovation in higher education.

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