Empowering collaboration skills and reflective thinking skills in Environmental Science course through Research Team-Based Learning

Environmental Science, as a field, requires collaboration and reflective thinking skills to support problem-solving of environmental issues. However, these skills remain low among students. This study examines the effectiveness of the Research Team-Based Learning (RTBL) model in improving collaboration and reflective thinking skills among students in Environmental Science courses. Using a quasi-experimental design, the study involved 119 students assigned to three experimental classes: RTBL, Research-Based Learning (RBL), and Team-Based Learning (TBL). Collaboration skills were assessed through questionnaires and observation sheets, while reflective thinking skills were measured using reflective thinking questionnaires and reflective essays. The results indicate that RTBL outperforms both RBL and TBL in enhancing students’ collaboration and reflective thinking skills. Therefore, RTBL can serve as an alternative learning model for empowering these skills in Environmental Science courses. By enhancing collaboration and reflective thinking, RTBL contributes to SDG 4 (Quality Education) by promoting quality education for sustainable development.