Effect of The Problem-Based Learning Model on Critical Thinking Ability and Communication Ability of Prospective Teacher Students in Science Learning

Abstract

This study aims to partially determine the effect of the problem-based learning (PBL) model on prospective teacher students' critical thinking and communication skills in science learning. This research is a quasi-experimental study with a non-equivalent control group design. This research was conducted on third-semester PIAUD students who took PIAUD science learning courses. The sampling technique used saturated samples so that 35 students were obtained. Data collection using tests and non-tests, namely in the form of questions about critical thinking skills and observation sheets of communication skills. Data analysis techniques using descriptive statistics and inferential statistics. The results showed that the use of the PBL learning model in science learning affected the critical thinking and communication skills of PIAUD IAIQH Bagu teacher candidates.