The effectiveness of blended learning with problem based learning-group investigation (PBL-GI) model on students’ critical thinking and problem-solving ability in senior high school

Abstract

This research aims at investigating the effectiveness of blended Learning with Problem Based Learning-Group Investigation (PBL-GI) model on students’ critical thinking and problem-solving ability in the biology learning. The research adopted a quasi-experimental design notably pretest-posttest nonequivalent control group design. Population of the research included 107 student of grade X MIPA of the State Senior High School 1 of Pajangan. The population was taken by using target population and 70 students were determined as the sample by using random sampling technique. Data collection techniques used were the method to see the result of students’ critical thinking and problem-solving ability and correlation between the critical thinking and problem-solving ability. This research adopted critical thinking and problem-solving tests that were administered before and after the learning process took place. The instrument to measure critical thinking and problem-solving ability tests was a test consisting of 10 items. The instrument was initially validated the expert lecture (expert judgment) to obtain its content validity and empiric validity. Subsequently, empirical validity and instrument reliability were done by using Alpha Cronbach. The normality test employed was Kolmogorov-Smirnov test and the homogeneity test used was the homogeneity test of data variance. Hypothesis testing the data of critical thinking skill dan problem solving were analyzed by using independent sample t-test at the significance level of (α) = 0,05. Next, correlation between the critical thinking and problem-solving ability were analyzed by using Pearson Correlation at the significance level of (α) = 0,05 and Pearson correlation value > r table then it is said that there is a correlation/relationship. The result of the study are: (1) this study suggests that blended learning with PBL-GI model was effective in developing the students’ critical thinking because the result showed the significance value of 0,012 < 0,05 and students’ problem-solving ability showed the significance value of 0.036 < 0,05; (2) there is positive correlation/relationship between critical thinking and problem-solving ability because the result showed the significance value of 0.004 < 0.05 and Pearson Correlation value > r table (0.480 > 0.3610).