Improvement of critical thinking skills through implementation of problem-solving model in biology

Abstract

Nowadays, 21st century education required university students to have higher-order thinking skill, such as critical thinking. One of the effort to improve students’ critical thinking skills, is by implementing problem-solving model in Biology courses. This study aims to describe the difference in students’ critical thinking skills using problem solving model and classical model (lecture method). This study used quasi-experimental with Pretest-Posttest Nonequivalent Control Group Design. The population of this study was the second-year biology education study program students of Yogyakarta State University, Indonesia. The samples were drawn by a probability sampling technique. The research subject were two classes of second-year biology education study program students on 2019/2020 academic year at Yogyakarta State University (YSU), Indonesia. The number of students in the control and experimental class were 28 students, respectively. Students in the control class were taught by a classical model (lecture method), while students in the experimental class were taught by a Problem-solving model. The data on students’ critical thinking skills were collected by test. The data were analyzed using ANCOVA and the percentage average of N-gain score. The result of this study showed that there were significant differences (p<0,05) in students’ critical thinking skills taught with Problem-solving (73%, high category) and classical model (lecture method) (48%, moderate category). It proves that problem solving model is able to improve students’ thinking skills effectively.