Problem-based learning: Uses of mind mapping for improving prospective biology teachers' collaboration and communication skills in plant physiology course.

This study aims to determine the implementation of Lesson Study-based Problem-based Learning (PBL) models to improve the collaboration and communication skills of prospective Biology teachers while doing mind-mapping tasks. This type of research is descriptive quantitative. The study population was students of the Department of Biology, Universitas Negeri Malang, who took the Plant Physiology course in the odd semester of the 2021/2022 academic year with a sample of 30 students. Data analysis using Permendikbud (2013). The research instrumeusesinan an observation sheet of collaboration and communication skills adapted from Greenstein (2012). Based on the results of the Lesson Study analysis, there are significant differences in prospective Biology teachers' collaboration and communication skills in the two cycles, namely the average collaboration skills of 3.19 in the first cycle and 3.33 in the second cycle. However, the prospective Biology teachers' communication skills increased from 3.24 in the first cycle to 3.34 in the second cycle. Based on the results of this study, it can be concluded that PbL using mind mapping as a learning tool is good for improving collaboration and communication for prospective Biology teachers'. [ABSTRACT FROM AUTHOR]