Effect of the Problem-Based Learning Model on Critical Thinking Skills and Biology Learning Outcomes
DOI:
10.29303/jpm.v21i1.11311Published:
2026-01-23Downloads
Abstract
Biology learning requires the development of critical thinking skills and learning outcomes through meaningful and contextual processes; however, classroom instruction is often still dominated by conventional approaches. This study aimed to analyze the effect of implementing the Problem-Based Learning (PBL) model on the critical thinking skills and Biology learning outcomes of Grade XI students at SMA Negeri 4 Praya. This research employed a quasi-experimental design with a pre-test–post-test control group. The participants were Grade XI students, divided into an experimental and a control class. The research instruments included a critical thinking skills test based on Ennis' (1996) indicators and a Biology learning outcomes test based on curriculum competencies. The results showed that students in the experimental class achieved significantly higher improvements in both critical thinking skills and learning outcomes compared to the control class. Statistical analysis indicated that implementing the Problem-Based Learning model had a positive, significant effect on student performance. These findings suggest that the PBL model promotes active and meaningful learning, making it an effective approach for enhancing critical thinking skills and Biology learning outcomes among Grade XI students.
Keywords:
Biology Learning Outcomes; Critical Thinking Skills; Problem-Based Learning (PBL)References
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