The Effect of Problem Based Learning (PBL) Model on Students' Critical Thinking Ability in Class XI Digestive System Concept

Abstract

This study aimed to determine the effect of the problem-based learning model on students' critical thinking skills in the digestive system concept. The samples in this study were taken using a simple random sampling technique with 28 samples, namely 14 students for the experimental class and 14 other students for the control class. The measured variable is students' critical thinking skills, which are obtained from the pretest-posttest results using the Kolmogorov Smirnov normality test, the One Way Anova homogeneity test, and hypothesis testing for learning outcomes using the Independent Sample T-test. The results of the t-test show a significant influence of the problem-based learning model on students' critical thinking skills, with a significance value of 0.001 0.05. This study concludes that the problem-based learning model has an effect on increasing students' critical thinking skills.

The nexus between principal competence, learning leadership, facility feasibility, and public elementary school quality in Cikande, Serang District, Indonesia

“…*The teachers' efforts in the school level to develop students' learning achievement have been conducted by several previous studies such as in the teaching strategy implementation, Rifqiawati et al (2021) implemented the distance learning, Mayer (2004) implemented the discovery learning, Wahyuni et al (2022a) implemented the guided inquiry learning model, Ratnasari et al (2022) implemented the problem based learning (PBL) model, Dyamayanti et al (2023) implemented the discovery learning model, Kartini (2023) used of the Think-Pair-Share, Pujiastuti and Haryadi (2023) implemented the STEM-based video approach, Rusmiyati at al. (2021) implemented the biotechnology learning using pulau tunda's local potential, Sari et al (2022) conducted a systematic review on the implementation of bioinformatics learning in senior high school, Haryadi and Pujiastuti (2022) implemented STEM-PJBL model, Hendriyani et al (2023) used the project report through the STEM integrated project based learning model, and Widyastuti et al (2022) used discovery learning model through the aptitude treatment interaction (ATI).…”