Implementation of problem-based learning to improve students’ critical thinking skills

Abstract

This study aimed to determine the effect of the implementation of problem-based learning on learning outcomes and student critical thinking skills in the course of Invertebrate Zoology. This study used experimental method with one group pre-test-post-test control design. The population were all students (n=80 students) of the fifth semester of the Biology Education Study Program, Faculty of Teacher Training and Education, Serambi Mekkah University, Banda Aceh, 2018/2019 academic year. The data of student learning outcomes and student critical thinking skills were analysed by t-test (Independent Sample t-test) and by percentage respectivelly. The results showed that the mean of N-gain of Problem Based Learning (PBL) class and control class were 72.5 (moderate) and 56.05 (moderate) respectively. This result indicated that there was an increase in student learning outcomes by implementation of the model of teaching. In addition, the values of t-test showed that t-count> t-table (3.75> 1.95), so that the implementation of the model of teaching has significantly affected the student learning outcomes. The student critical thinking skills has categorised into very good (95%). Therefore, it can be concluded that implementation of problem-based learning has improved learning outcomes and critical thinking skills on students in invertebrate zoology course.