Skripsi

Implementing problem based learning to foster analytical thinking skills of secondary school students in heredity topic / MAULIA NAFRI FEBRIAN

Abstrak
Students Analytical Thinking Skills (ATS) in Indonesia are relatively low and need to be developed to match the global average. In fact analytical thinking is a crucial aspect that supports the problem-solving process. Therefore it is important to cultivate students analytical thinking patterns which include three key indicators differentiating organizing and attributing. This goal can be achieved by implementing a learning model that aligns with the development of analytical thinking skills one of which is the Problem-Based Learning (PBL) model. This study focuses on investigating the effect of the PBL model in fostering students rsquo analytical thinking skills. In addition it aims to examine the differences in analytical thinking abilities between students taught using the PBL model and those taught through the traditional lecture method. This study is quantitative research employing a non-equivalent pre-test ndash post-test control group design. The research subjects consisted of two groups of ninth-grade students at a public junior high school in Malang City with Class IX-1 as the experimental group (27 students) and Class IX-2 as the control group (25 students). Data were collected using a test instrument in the form of a pre-test and post-test. The test consisted of four essay questions at the cognitive level C4 designed according to the indicators of analytical thinking. The pre-test and post-test data were confirmed to be normally distributed and homogeneous and were subsequently analyzed using an Independent T-test followed by an N-Gain analysis to measure the improvement in students analytical thinking skills. The findings indicate a significant difference in analytical thinking skills between the PBL group and the lecture group as evidenced by the Independent T-test result with a sig. (2-tailed) value of 0.029 lt 0.05. This difference is further supported by the N-Gain scores which show a moderate improvement in both groups with a score of 0.64 for the PBL group and 0.52 for the lecture group. Although both groups fall into the same improvement category the PBL group exhibited a 23% higher gain than the lecture group. In terms of effectiveness the PBL model was found to be quite effective (64.51%) while the lecture method was less effective (51.92%). Therefore the PBL model proves to be more effective in developing students analytical thinking skills compared to the lecture method. Based on these findings the PBL model can be considered a viable instructional approach to foster other higher-order thinking skills (HOTS) as well.

Informasi Detail

DDC

SKRIPSI DIGITAL

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Ilmu Pengetahuan Alam, 2025.

Deskripsi Fisik

xi, 28 hlm. : ilus.

Bahasa

No Reg

3906/RS/25

Edisi

Skripsi (Sarjana)--Universitas Negeri Malang. 2025

Subjek

1. BIOLOGY EDUCATION
2. PROBLEM BASED LEARNING
3. HEREDITY
4. LEARNING STRATEGIES

Pembimbing

1. Habiddin, S.Pd, M.Pd, Ph.D

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