Problem-based learning: Improving critical thinking abilities, science literacy and students' independence in biology

Abstract

This study is driven by the inadequate development of critical thinking, scientific literacy, and independent learning among biology students. To address these issues, the problem-based learning (PBL) model is considered necessary to enhance these skills. Problem-based learning facilitates the exploration of critical thinking, problem-solving, and real-life attitudes such as being active, independent, and cooperative. This research aimed to assess the effectiveness of the problem-based learning model in enhancing critical thinking skills, scientific literacy, and student independence in biology education. The study employed a quasi-experimental design with a non-randomized control group pretest-posttest. The sample comprised 56 students, with 27 in the experimental class (Class A) receiving problem-based learning and 29 in the control class (Class B) receiving conventional instruction. Critical thinking ability was measured using indicators such as problem formulation, argument analysis, deduction, induction, and decision-making. Scientific literacy was assessed through pretest and posttest evaluations, and student-independent learning was gauged using a questionnaire. The findings indicated a significant improvement in critical thinking skills as a result of using the PB model. In conclusion, the study demonstrates that students utilizing the PB model exhibit better critical thinking skills, scientific literacy, and independent learning compared to those using conventional methods.