Empowering students' critical thinking skills using problem-based learning

Authors

  • Weni Sartika Universitas Sulawesi Barat, Indonesia
  • Sari Rahayu Rahman Universitas Sulawesi Barat, Indonesia
  • M. Irfan Universitas Sulawesi Barat, Indonesia

DOI:

https://doi.org/10.30862/inornatus.v3i2.427

Keywords:

Active learning, critical thinking, PBL, learning

Abstract

This research aims to ascertain how students' critical thinking skills change after being exposed to Problem-Based Learning (PBL). This study employs a quantitative methodology using quasi-experiments. Non-equivalent control groups were employed in this study. The population included 246 students from seven different classes at IPA SMA Negeri 1 Mamasa, who were all in grade XI. This research used a purposive sample of 36 students from the PBL class and 36 students from the control class. The t-test and the Mann-Whitney test were used to analyze the data in this investigation. The t-test results showed that the students' pretest was different (sig. <0.05), so the posttest t-test also showed a difference (sig. <0.05). The Mann-Whitney N-gain test was used to find out whether PBL had a statistically significant impact. The Mann-Whitney test found that the students' critical thinking had improved if the significance level (Sig. of N-gain) was less than 0.05. This study provides evidence that PBL may improve students' critical skills.

References

Abed, S. S., Al-Mansour, M., Ahmed, S. N., Khan, M. A., Martin, P. N., Shah, S. W., & Aga, S. S. (2023). Evaluation of problem-based learning in college of medicine: An indicator of quality education in a hybrid curriculum. Education Research International, 2023, 1–9. https://doi.org/10.1155/2023/9955409

Al-Fikry, I., Yusrizal, Y., & Syukri, M. (2018). Pengaruh model problem based learning terhadap kemampuan berpikir kritis peserta didik pada materi kalor. Jurnal Pendidikan Sains Indonesia, 6(1), 17–23. https://doi.org/10.24815/jpsi.v6i1.10776

Alreshidi, R., & Alreshidi, F. S. (2023). The effectiveness of problem-based learning in improving critical thinking and problem-solving skills in medical students: A systematic review of fifteen years’ experience (2005-2019). Middle East Journal of Family Medicine, 7, 10–75. https://doi.org/10.5742/MEWFM.2023.95256077

Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–71. https://doi.org/10.18200/JGEDC.2015214253

Chiang, C. L., & Lee, H. (2016). The Effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779

Chng, E., Yew, E. H. J., & Schmidt, H. G. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Sciences Education, 16(4), 491–503. https://doi.org/10.1007/s10459-011-9282-7

Damopolii, I., & Kurniadi, B. (2019). The Development of android-based mobile learning supported by problem-based learning strategy for students’ learning success. International Journal of Scientific & Technology Research, 8(7), 190–193.

Damopolii, I., Paiki, F. F., & Nunaki, J. H. (2022). The development of comic book as marker of augmented reality to raise students’ critical thinking. TEM Journal, 11(1), 348–355. https://doi.org/10.18421/TEM111-44

Iftiah, T. N., Damopolii, I., & Sirait, S. H. K. (2023). Analysis of rural students’ critical thinking skills about the human circulatory system during pandemic. AIP Conference Proceedings, 2569, 020001. https://doi.org/10.1063/5.0112549

Khasanova, G. (2023). Problem-based learning technology. Journal of Pedagogical Inventions and Practices, 19, 137–139. https://zienjournals.com/index.php/jpip/article/view/3792

Lelasari, T., Yohanita, A. M., & Damopolii, I. (2021). Effect of inquiry science learning on students’ metacognitive skill. Journal of Research in Instructional, 1(1), 53–60. https://doi.org/10.30862/jri.v1i1.12

Lukitasari, D. T., Sudarmiatin, S., & Zainuddin, M. (2019). Perbedaan model problem based learning dan konvensional terhadap keterampilan berpikir kritis siswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(8), 1125–1131. https://doi.org/10.17977/jptpp.v4i8.12688

Mandasari, F., Iwan, I., & Damopolii, I. (2021). The relationship between science process skills and biology learning outcome. Journal of Research in Instructional, 1(1), 23–32. https://doi.org/10.30862/jri.v1i1.9

Manuaba, I. B. A. P., -No, Y., & Wu, C.-C. (2022). The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE, 17(11), e0277339. https://doi.org/10.1371/journal.pone.0277339

Nusantari, E., Abdul, A., Damopolii, I., Alghafri, A. S. R., & Bakkar, B. S. (2021). Combination of discovery learning and metacognitive knowledge strategy to enhance students’ critical thinking skills. European Journal of Educational Research, 10(4), 1781–1791. https://doi.org/10.12973/eu-jer.10.4.1781

Nusantari, E., Utina, R., Katili, A. S., Tamu, Y., & Damopolii, I. (2020). Effectiveness of environmentally-based science learning towards environmentally-friendly character of students in coastal area. International Journal of Instruction, 13(3), 233–246. https://doi.org/10.29333/iji.2020.13316a

Ramdani, D., Susilo, H., Suhadi, S., & Sueb, S. (2023). The effect of problem based learning on critical thinking skills of biology learning in Indonesia: A meta-analysis study. AIP Conference Proceedings, 020026. https://doi.org/10.1063/5.0112352

Ramlawati, R., Yunus, S. R., & Insani, A. (2017). Pengaruh model PBL (problem based learning) terhadap Motivasi dan hasil belajar IPA peserta didik. Sainsmat: Jurnal Ilmiah Ilmu Pengetahuan Alam, 6(1), 1–14. https://doi.org/10.35580/sainsmat6164512017

Razak, A. A., Ramdan, M. R., Mahjom, N., Zabit, M. N. M., Muhammad, F., Hussin, M. Y. M., & Abdullah, N. L. (2022). Improving critical thinking skills in teaching through problem-based learning for students: A scoping review. International Journal of Learning, Teaching and Educational Research, 21(2), 342–362. https://doi.org/10.26803/ijlter.21.2.19

Salvador, R., Barros, M. V., Barreto, B., Pontes, J., Yoshino, R. T., Piekarski, C. M., & de Francisco, A. C. (2023). Challenges and opportunities for problem-based learning in higher education: Lessons from a cross-program Industry 4.0 case. Industry and Higher Education, 37(1), 3–21. https://doi.org/10.1177/09504222221100343

Sogen, T. W. B., Damopolii, I., & Kilmaskossu, J. P. (2018). Problem-based learning in teaching excretory system materials: Does it affect student learning outcomes? Inornatus: Biology Education Journal, 1(2), 89–94. https://doi.org/10.30862/inornatus.v1i2.254

Ssemugenyi, F. (2023). Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities. Cogent Education, 10(1), 1–20. https://doi.org/10.1080/2331186X.2023.2187943

Wahyuningsih, R., Listyorini, D., & Ibrohim, I. (2023). Research-based ecosystems and water pollution electronic module with problem-based approach improves students’ critical thinking skills. AIP Conference Proceedings, 020043. https://doi.org/10.1063/5.0112990

Yomaki, E. K., Nunaki, J. H., Jeni, J., Mergwar, S. D. I., & Damopolii, I. (2023). Flipbook based on problem-based learning: Its development to bolster student critical thinking skills. AIP Conference Proceedings, 020022. https://doi.org/10.1063/5.0126212

Yuen Lie Lim, L.-A. (2011). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171–188. https://doi.org/10.1007/s11251-009-9123-8

Yulianti, E., & Gunawan, I. (2019). Model pembelajaran problem based learning (PBL): efeknya terhadap pemahaman konsep dan berpikir kritis. Indonesian Journal of Science and Mathematics Education, 2(3), 399–408. https://doi.org/10.24042/ijsme.v2i3.4366

Zannah, N. L., Damopolii, I., Iwan, I., & Rahman, S. R. (2018). Examining student learning outcomes on the topic of invertebrates through problem-based learning. Inornatus: Biology Education Journal, 1(2), 69–74. https://doi.org/10.30862/inornatus.v1i2.251

Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T. A. (2023). Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555

Downloads

Additional Files

Published

2023-06-25

Issue

Vol. 3 No. 2 (2023): Inornatus: Biology Education Journal

Section

Articles

License

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Biology Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/ibej/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Inornatus Biology Education jurnal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.