PENGEMBANGAN MODEL PEMBELAJARAN DZHAI SEBAGAI INOVASI PROBLEM BASED LEARNING UNTUK MENDORONG DEEP LEARNING DALAM PEMBELAJARAN BIOLOGI

Abstract

This study aims to develop the DZHAI (Define, Zoom, Highlight, Apply, Integrate) learning model as an enhancement of Problem-Based Learning (PBL) in the context of biology education. This research employs a qualitative library research method by reviewing various scholarly sources, including books, journals, and relevant research articles. The findings indicate that although PBL is effective in fostering critical thinking, collaboration, and problem-solving skills, its implementation still faces several challenges. These include students’ lack of readiness for independent learning, overly complex problems, limited opportunities for reflection, and unsustainable assessment practices. The DZHAI model is designed to address these gaps through five complementary and modular stages. The Define stage helps build foundational understanding; Zoom deepens conceptual focus; Highlight emphasizes collaboration and idea clarification; Apply encourages the application of concepts in real-world contexts; and Integrate strengthens reflection and connections among concepts. This syntax is aligned with the principles of deep learning, as it promotes cognitive engagement, reflection, and the transfer of knowledge to new situations. Supported by a collaborative social system, reflective feedback principles, and appropriate learning resources, the DZHAI model has the potential to create a meaningful and sustainable biology learning process. In addition to improving conceptual understanding as an instructional impact, this model also promotes accompanying outcomes such as learner autonomy, reflective thinking skills, and ecological awareness.