The Effectiveness of the Problem-Based Learning Model to Enhance Students' Critical Thinking Skills on Conservation Biology Courses
DOI:
10.29303/jppipa.v10i8.6959Published:
2024-08-25Issue:
Vol. 10 No. 8 (2024): AugustKeywords:
Conservation biology, Problem-based learning, Students' critical thinking skillsResearch Articles
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Abstract
The purpose of this study is to ascertain how the problem-based learning approach affects students' critical thinking abilities in courses on conservation biology. This study design uses a non-equivalent control group in a quasi-experiment. Essay exam questions totaling 10 valid and reliable numbers served as the study's instrument. Pre-test and post-test questions were used to gather data. Descriptive statistics and inferential statistical tests, namely the covariance (ANCOVA) analysis with pretest values as variables at a significance level of 0.05%, were used to evaluate the research data. The IMB 23 SPSS program was utilized for data analysis because the data were homogeneous and regularly distributed. The findings demonstrated that, with a significance value of 0.000 < 0.05, there was a significant difference in the critical thinking abilities of students taught using the conventional model and those taught using the problem-based learning model. The conclusion is that in conservation biology classes, the problem-based learning approach helps students develop their critical thinking skills.
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Author Biographies
Iwan, Universitas Papua
Sutiman Bambang Sumitro, Universitas Brawijaya
Ibrohim, Universitas Negeri Malang
Fatchur Rohman, Universitas Negeri Malang
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