Year: 2025 | Month: May | Volume: 12 | Issue: 5 | Pages: 199-207
DOI: https://doi.org/10.52403/ijrr.20250524
The Influence of Problem-Based Learning Model with Science Data Integration on Critical Thinking and Biology Achievement
Afifah Faras Cyntiawati1, Suratno2, Slamet Hariyadi3
1,2,3Department of Biology Education University of Jember, Jember, Indonesia.
Corresponding Author: Suratno
ABSTRACT
Critical thinking is one of the abilities students must have, especially in the 21st century. However, the results of PISA 2022 showed that the critical thinking abilities of Indonesian students were still low. Problem-Based Learning is a learning model that uses real problems to practice students’ critical thinking abilities and improve student achievement. However, the PBL model still had disadvantages and to overcome this, the PBL model was integrated with science data. This study aimed to determine the effect of the PBL model with science data integration on students’ critical thinking abilities and biology achievement of high school students. The research was conducted at Mumbulsari State High School. The type of research used was quasi-experimental study using a nonequivalent pretest posttest control group design. Data collection was done using observation, interview, test, and documentation methods. This study used 2 classes, namely the experimental class and the control class which were determined using the random sampling method. This study used the ANCOVA test to determine the effect of the treatment applied. Based on the results of the ANCOVA test on students’ critical thinking abilities and Biology achievement showed a significant value (sig.) < 0.05, which meant that the PBL model had an effect on high school students’ critical thinking abilities and biology achievement. The PBL model integrated with science data was expected to improve students’ critical thinking abilities and learning outcomes. Then, this research is also expected to provide new benefits and innovations for other teachers and researchers.
Keywords: Problem-Based Learning, Science Data, Critical Thinking, Student Achievement
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