Problem-based learning (PBL) and blended learning in improving critical thinking skills and student learning activities in biochemistry courses

Abstract

This study aims at improving students’ critical thinking skills and student learning activities in biochemistry courses. The efforts in improving critical thinking skills are carried out by applying the problem-based learning model using “blended learning” method. Blended learning method is implemented by integrating the face-to-face learning with online learning into the syntax of problem base learning. Face-to-face learning is done in the classroom, while the form of online learning is done by utilizing internet facilities and online discussion forums. Data from observations of learning activities are also calculated using a range of values that appear and determine the criteria. The results showed that the percentage of students’ critical thinking skills in the first cycle was 52.29% (quite critical), while in the second cycle it increased to 64.43% (critical). The teaching activities of lecturers in the first cycle and the second cycle were 36 (good category). Student learning activities in the first cycle is 35 (good category) and in the second cycle is 34 (good category). The conclusion of this study is the application of problem-based learning (PBL) using the blended learning method can improve critical thinking skills and student learning activities in biochemistry courses.