Improving Students' Critical Thinking, Written Communication, and Collaboration Skills in Ethnoscience-based Problem-Based Learning (PBL) on Ecology Material
DOI:
10.29303/jpm.v21i5.12084Published:
2026-09-25Downloads
Abstract
Critical thinking, written communication, and collaboration are essential competencies in biology education, yet students often have difficulty applying them to contextual ecological problems. This study examined the effect of ethnoscience-based Problem-Based Learning that integrates the Lampung Tupping tradition on these three competencies. A posttest-only quasi-experimental design with intact, nonequivalent groups involved 74 Grade X students selected through cluster random sampling from a population of 297 students. The experimental class (n = 37) received ethnoscience-based PBL for three meetings (9 × 45 minutes), whereas the control class (n = 37) received conventional instruction on the same ecology content. Critical thinking and written communication were measured using validated essay tests with Cronbach’s alpha coefficients of 0.671 and 0.623, respectively; collaboration was assessed using a structured observation rubric. MANOVA showed a significant multivariate group effect: Pillai’s Trace = 0.945, F(3, 70) = 400.455, p < 0.001. The experimental class outperformed the control class in critical thinking (M = 88.35, SD = 3.90 vs. M = 60.22, SD = 5.37; mean difference = 28.14; partial η² = 0.902), written communication (M = 81.76, SD = 11.26 vs. M = 56.62, SD = 10.93; mean difference = 25.14; partial η² = 0.569), and collaboration (M = 89.27, SD = 5.72 vs. M = 55.03, SD = 5.60; mean difference = 34.24; partial η² = 0.904). The culturally contextualized problems enabled students to connect ecological concepts with local knowledge, construct evidence-based written explanations, and negotiate solutions collaboratively. These findings support integrating local wisdom into biology curricula and teacher professional development while recognizing the study’s short duration and single-school context.
Keywords:
Collaboration Critical Thinking Ethnoscience-Based PBL Written CommunicationReferences
[1] Suwahono, E. Winaryati, M. Munsarif, & Mardiana, “21stCentury of Collaboration Skills: The Practical Basis of Learning Supervision,” Italienisch, vol. 12, no. 1, pp. 251–261, 2022.
[2] A. S. Sadiman, Raharjo S., Haryono, A., Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya. Jakarta: PT Raja Grafindo Persada, 2007.
[3] L., Tutik, “Peningkatan Hasil Belajar Kompetensi Dasar menyajikan Contoh-Contoh Ilustrasi dengan Model Pembelajaran Project Based Learning dan Metode Pembelajaran Demonstrasi bagi Siswa Kelas XI Multimedia SMK Muhammadiyah Wonosari,” Universitas Negeri Yogyakarta, 2015. doi: 10.1145/3132847.3132886.
[4] N. Wayan, I. Sari, S. Zen, A. Sutanto, U. M. Metro, and H. Article, “Edubiolock”.
[5] R. E. Slavin, Cooperative Learning Teori, Riset, dan Praktik. Bandung: Penerbit Nusa Media, 2008.
[6] P. Giriyanti, “Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Literasi Sains Siswa pada Materi Ekosistem Kelas X SMA,” p. 5, 2017.
[7] Djou, A., Buhungo, T. J., Supartin, & Arbie, A. (2022). Practicality of learning devices in problem-based learning implementation in contextual teaching and learning approach. Jurnal Pijar Mipa, 17(6), 748–753. https://doi.org/10.29303/jpm.v17i6.4245.
[8] Hidayah, L. F. Al, & Nurita, T. (2022). The effect of the structured inquiry learning model on students’ critical and collaborative thinking skills. Jurnal Pijar Mipa, 17(3), 369–374. https://doi.org/10.29303/jpm.v17i3.3502.
[9] R. P. Taupik and Y. Fitria, “Pengaruh Project Based Learning,” J. Basicedu, vol. 5, no. 3, pp. 1525–1531, 2021, doi: 10.31004/basicedu.v5i3.958.
[10] W. Sumarni, Etnosains dalam Pembelajaran Kimia: Prinsip, Pengembangan, dan Implementasinya. Semarang: UNNES PRESS, 2018.
[11] Temuningsih, E. Peniati, and A. Marianti, “Problem Based Learning berpendekatan Etnosains,” J. Biol. Educ., vol. 6, no. 1, pp. 70–79, 2017, doi: 10.15294/jbe.v6i1.14060.
[12] A. Mamluaturrahmatika and Suwardi, “Enhancing Problem-solving Ability and Written Communication Skills through Ethnochemistry-integrated Problem-based Learning,” J. Pendidik. Mat. dan Sains, vol. 14, no. 1, pp. 46–58, 2026, doi: https://doi.org/10.21831/jpms.v14i1.87375.
[13] Gummah, S., Fitri, M., Prayogi, S., & Asy’ari, M. (2023). The Effects of Ethnoscience Integrated Problem-Based Learning Models on Students’ Critical Thinking Skills. Lensa: Jurnal Kependidikan Fisika, 11(2), 54. https://doi.org/10.33394/j-lkf.v11i2.10447
[14] R. D. Linggi Allo Sigit Saptono and D. Setiawan, “Learning Science Through Ethnoscience Integrated Problem-Based Learning Model to Improve Critical Thinking Skills,” Int. J. Res. Rev., vol. 10, no. 8, pp. 767–777, 2023, doi: 10.52403/ijrr.202308101.
[15] Putu Verawati, N. N. S., Harjono, A., Wahyudi, & Gummah, S. (2022). Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(9), 232–248. https://doi.org/10.26803/ijlter.21.9.13.
[16] Christiana, L., & Rohaeti, E. (2024). Does Ethnoscience Based Problem Based Learning Model Improve Student’s Creative Thinking Skill in Chemistry Learning? Meta-analysis. Jurnal Penelitian Pendidikan IPA, 10(3), 96–104. https://doi.org/10.29303/jppipa.v10i3.6915.
[17] Putri, B. R., Wijayanti, J., & Hanjati, B. S. (2022). Betupping: Koreografi yang terinspirasi dari kesenian Tupping di Lampung Selatan. Joged: Jurnal Seni Tari, 20(2), 179–192. https://doi.org/10.24821/joged.v20i2.8205.
[18] Nurdyansyah, & Fahyuni, E. F. (2016). Inovasi model pembelajaran: Sesuai kurikulum 2013. Sidoarjo: Nizamia Learning Center.
[19] M. Muhfahroyin, F. Rachmadiarti, S. Mahanal, S. Zubaidah, and B. E. Siagiyanto, “Improving critical thinking of low ability students through TPS and PBL integration in biology learning,” J. Turkish Sci. Educ., vol. 20, no. 4, pp. 606–618, 2023, doi: 10.36681/tused.2023.034.
[20] Sugiyono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Baandung: Alfabeta, 2017.
[21] Hairida, H., Marmawi, M., & Kartono, K. (2021). An Analysis of Students’ Collaboration Skills in Science Learning Through Inquiry and Project-Based Learning. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 6(2), 219–228. https://doi.org/10.24042/tadris.v6i2.9320.
[22] Fitri, C. N., Saminan, Safitri, R., Ramadhan, T. M. H., Evendi, & Safrida, S. (2024). Ethnoscience-Based Inquiry Learning to Increase Students’ Critical Thinking Skills and Collaboration Skills. Jurnal Penelitian Pendidikan IPA, 10(11), 8810–8818. https://doi.org/10.29303/jppipa.v10i11.9736.
[23] E. Suciwati and Muchlis, “Penerapan model Problem Based Learning (PBL) pada materi reaksi redoks untuk melatihkan kemampuan pemecahan masalah pada siswa kelas X MAN 1 Sidoarjo,” Unesa J. Chem. Educ., vol. 8, no. 1, pp. 22–25, 2019.
[24] Nurdyansyah and E. F. Fahyuni, Inovasi Model Pembelajaran Sesuai Kurikulum 2013. Sidoarjo: Nizamia Learning Center, 2016.
[25] Muhfahroyin, Pengaruh Strategi Pembelajaran Integrasi STAD dengan TPS dan Kemampuan Akademik terhadap Hasil Belajar Kognitif Biologi, Kemampuan Berpikir Kritis, dan Keterampilan Proses Siswa SMA di Kota Metro. Malang: PPS Universitas Negeri Malang, 2009.
[26] P. N. Rahayu, A. N. Aeni, and A. Sujana, “Meningkatkan Pemahaman Konsep dan Kolaborasi Siswa : Peran Model Problem Based Learning Terhadap Siswa Kelas V,” vol. 4, no. 3, 2024.
License
Copyright (c) 2026 Muhammad Naim Almarham, Muhamad Alfarisi, Retno Fajarwati
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
