.png)
.png)
The influence of problem-based learning with socio-scientific issues on improving concept mastery and critical thinking in biotechnology
Abstract
The low conceptual mastery and critical thinking skills of grade 10 students in biotechnology create a need for a more contextual and meaningful learning model. This study aims to determine the effect of the Problem Based Learning (PBL) model integrated with Socio-Scientific Issues (SSI) on conceptual mastery and critical thinking skills in biotechnology. The study used a quasi-experimental design with two groups: an experimental class using PBL integrated with SSI and a control class using the Discovery Learning model. Data were collected through pre-tests and post-tests using multiple-choice questions for conceptual mastery and essays for critical thinking skills. The research results show that the experimental class had an average conceptual mastery score of 85, which was higher than the control class’s score of 67. For critical thinking skills, the experimental class obtained an average score of 81, while the control class scored 74. The MANOVA statistical test yielded p < 0.05, indicating that the PBL-SSI model had a significant effect on conceptual mastery and critical thinking skills. N-Gain analysis showed a high increase in the experimental group and a moderate increase in the control group. This indicates that integrating PBL with SSI creates a meaningful learning environment, promoting better conceptual understanding and critical thinking skills. The impact of this study is expected to serve as a reference for developing innovative learning methods in future biology education.
Abstrak. Keterampilan penguasaan konsep dan berpikir kritis siswa kelas 10 dalam bioteknologi yang rendah menciptakan kebutuhan akan model pembelajaran yang lebih kontekstual dan bermakna. Penelitian ini bertujuan untuk menentukan pengaruh model Pembelajaran Berbasis Masalah (PBL) yang terintegrasi dengan Isu-Isu Sosial-Ilmiah (SSI) terhadap penguasaan konsep dan keterampilan berpikir kritis dalam bioteknologi. Penelitian ini menggunakan desain quasi-eksperimental dengan dua kelompok: kelas eksperimen yang menggunakan PBL terintegrasi dengan SSI dan kelas kontrol yang menggunakan model Pembelajaran Penemuan. Data dikumpulkan melalui tes awal dan tes akhir menggunakan soal pilihan ganda untuk penguasaan konsep dan esai untuk keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa kelas eksperimen memiliki skor rata-rata penguasaan konsep sebesar 85, yang lebih tinggi daripada skor kelas kontrol sebesar 67. Untuk keterampilan berpikir kritis, kelas eksperimen memperoleh skor rata-rata 81, sementara kelas kontrol mendapatkan skor 74. Uji statistik MANOVA menghasilkan p < 0.05, menunjukkan bahwa model PBL-SSI memiliki dampak signifikan terhadap penguasaan konsep dan keterampilan berpikir kritis. Analisis N-Gain menunjukkan peningkatan tinggi pada kelompok eksperimen dan peningkatan moderat pada kelompok kontrol. Hal ini menunjukkan bahwa integrasi PBL dengan SSI menciptakan lingkungan belajar yang bermakna, yang mempromosikan pemahaman konseptual yang lebih baik dan keterampilan berpikir kritis. Dampak penelitian ini diharapkan dapat menjadi acuan untuk mengembangkan metode pembelajaran inovatif dalam pendidikan biologi di masa depan.
Keywords
Full Text:
PDFReferences
Affandy, H., Aminah, N., & Supriyanto, A. (2019). Analisis keterampilan berpikir kritis siswa pada materi fluida dinamis di SMA Batik 2 Surakarta. Jurnal Materi dan Pembelajaran Fisika, 9(1), 25–33. DOI: https://doi.org/10.20961/jmpf.v9i1.31608
Amijaya, L. S., Ramdani, A., & Merta, I. W. (2018). Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar dan kemampuan berpikir kritis peserta didik. Jurnal Pijar MIPA, 13(2), 94–99. DOI: https://doi.org/10.29303/jpm.v13i2.468
Azizah, D. N., Irwandi, D., & Saridewi, N. (2021). Pengaruh model pembelajaran problem based learning berkonteks socio-scientific issues terhadap kemampuan literasi sains siswa pada materi asam basa. Jurnal Riset Pendidikan Kimia, 11(1), 12–19. DOI: https://doi.org/10.21009/JRPK.111.03
Dahar, R. W. (2006). Teori-teori belajar. Jakarta: Erlangga.
Evagorou, M., Jimenez-Aleixandre, M. P., & Osborne, J. (2012). Should we kill the grey squirrels? A study exploring students’ justifications and decision-making. International Journal of Science Education, 34(3), 401–428. DOI: https://doi.org/10.1080/09500693.2011.619211
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fauziah, R. (2017). Pemahaman konsep dan kemampuan berpikir kritis pada authentic problem based learning di kelas XI TP3Tv SMK Negeri 1 Bondowoso (Master’s thesis, Universitas Negeri Malang). Retrieved from https://repository.um.ac.id/59846/
Fibonacci, A. (2020). Literasi sains dan implementasinya dalam pembelajaran kimia. Solok: Insan Cendekia Mandiri.
Gholam, A. (2019). Inquiry-based learning: Student teachers challenges and perceptions. Journal of Inquiry & Action in Education, 10(2), 112-133. Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol10/iss2/6/
Gredler, M. E. (2008). Learning and instruction. Upper Saddle River, NJ: Pearson Prentice Hall.
Herzon, H. H., Budijanto, & Utomo, D. H. (2018). Pengaruh problem-based learning (PBL) terhadap keterampilan berpikir kritis. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(1), 42–46. DOI: https://doi.org/10.17977/jptpp.v3i1.10446
Husniyyah, A. A., Erman, E., Purnomo, T., & Budiyanto, M. (2023). Scientific literacy improvement using socio-scientific issues learning. International Journal of Recent Educational Research (IJORER), 4(4), 447–456. DOI: https://doi.org/10.46245/ijorer.v4i4.303
Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 10–13. DOI: https://doi.org/10.7771/1541-5015.1080
Mardiana, M., Mimien, H. I. A. M., & Sueb. (2016). Pengaruh modul program KRPL berbantuan pembelajaran berbasis masalah terhadap hasil belajar kognitif dan sikap peduli lingkungan siswa kelas VII SMPN 18 Malang. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(1), 25–34. DOI: https://doi.org/10.17977/jp.v1i1.6604
Mills, S. (2016). Conceptual understanding: A concept analysis. The Qualitative Report, 21(3), 546–557. Retrieved from https://www.proquest.com/scholarly-journals/conceptual-understanding-concept-analysis/docview/1790520426/se-2
Norman, G. R., & Schmidt, H. G. (2016). Revisiting effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 50(4), 402–406. DOI: https://doi.org/10.1046/j.1365-2923.2000.00749.x
OECD. (2017). PISA 2015 Results (Volume V): Collaborative Problem Solving. Retrieved from http://www.oecd.org/publications/pisa-2015-results-volume-v-9789264285521-en.htm
OECD. (2018). The future of education and skills: Education 2030. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
Pamungkas, Z. S., Aminah, N. S., & Nurosyid, F. (2018). Analysis of students' critical thinking ability in solving scientific literacy based on metacognition ability. Edusains, 10(2), 254-264. DOI: https://doi.org/10.15408/es.v10i2.7932
Putri, A. D., Hasnita, S., Vilardi, M., & Setiawan, W. (2019). Analisis pengaruh minat belajar siswa MA dengan menggunakan aplikasi Geogebra pada materi SPLDV. Edumatica: Jurnal Pendidikan Matematika, 9(1), 47–52. DOI: https://doi.org/10.22437/edumatica.v9i1.6348
Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 76–87. DOI: https://doi.org/10.18404/ijemst.55999
Sanjaya, W. (2010). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana Prenada Media Group.
Sintiawati, R., Sinaga, P., & Karim, S. (2021). Strategi writing to learn pada pembelajaran IPA SMP untuk meningkatkan penguasaan konsep dan keterampilan komunikasi siswa pada materi tata surya. Journal of Natural Science and Integration, 4(1), 1–10. DOI: http://dx.doi.org/10.24014/jnsi.v4i1.9857
Sockalingam, N., & Schmidt, H. G. (2011). Characteristics of problems for problem-based learning: The student's perspective. Interdisciplinary Journal of Problem-Based Learning, 5(1), 6-33. DOI: https://doi.org/10.7771/1541-5015.1135
Stanley, T., & Moore, B. (2013). Critical thinking and formative assessments: Increasing the rigor in your classroom. London: Routledge.
Suhirman, S., & Khotimah, H. (2020). The effects of problem-based learning on critical thinking skills and student science literacy. Lensa: Jurnal Kependidikan Fisika, 8(1), 31–38. DOI: https://doi.org/10.33394/j-lkf.v8i1.2794
Surayya, L., Subagia, I. W., & Tika, I. N. (2014). Pengaruh model pembelajaran think pair share terhadap hasil belajar IPA ditinjau dari keterampilan berpikir kritis siswa. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Program Studi IPA, 4(1), 1–9. Retrieved from https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/1105
Suryanda, A., Azrai, E. P., Nuramadhani, M., & Ichsan, I. Z. (2020). Analogy and critical thinking skills: Implementation learning strategy in biodiversity and environment topic. Universal Journal of Educational Research, 8(4), 45–50. DOI: http://dx.doi.org/10.13189/ujer.2020.081807
Tampubolon, R., Sahyar, & Makmur, S. (2015). Pengembangan bahan ajar fisika berbasis inkuiri pada materi fluida statis untuk meningkatkan hasil belajar siswa. Jurnal Tabularasa PPS Unimed, 12(2), 189–199. Retrieved from https://jurnal.unimed.ac.id/2012/index.php/tabularasa/article/view/3248
Tasonglu, A. K., & Bakac, M. (2014). The effect of problem-based learning approach on conceptual understanding in teaching of magnetism topics. Eurasian Journal of Physics & Chemistry Education, 6(2), 110–122. DOI: https://doi.org/10.51724/ijpce.v6i2.60
Tosunoglu, C. H., & Lederman, N. G. (2021). Developing an instrument to assess pedagogical content knowledge for biological socioscientific issues. Teaching and Teacher Education, 97, 103217. DOI: https://doi.org/10.1016/j.tate.2020.103217
Wahyuni, S., & Pratama, H. (2024). Pendekatan pembelajaran berbasis masalah untuk meningkatkan motivasi siswa. Malang: Universitas Negeri Malang Press.
Wicaksono, I. (2020). Validity and practicality of the biotechnology series learning model to concept mastery and scientific creativity. International Journal of Instruction, 13(3), 157–170. DOI: https://doi.org/10.29333/iji.2020.13311a
Wilsa, A. W., Mulyani, S., Susilowati, E., & Rahayu, E. S. (2017). Problem based learning berbasis socio-scientific issue untuk mengembangkan kemampuan berpikir kritis dan komunikasi siswa. Journal of Innovative Science Education, 6(1), 129–138. DOI: https://doi.org/10.15294/jise.v6i1.17072
Yustiqvar, M., Gunawan, G., & Hadisaputra, S. (2019, December). Green chemistry based interactive multimedia on acid-base concept. In Journal of Physics: Conference Series (Vol. 1364, No. 1, p. 012006). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1364/1/012006
Zaidah, A., & Hidayatulloh, A. (2023). Efektivitas model pembelajaran problem based learning (PBL) terhadap penguasaan konsep sains siswa. Jurnal Ilmiah Wahana Pendidikan, 9(2), 40–44. DOI: https://doi.org/10.5281/zenodo.7563562
DOI: http://dx.doi.org/10.20527/bino.v8i1.23730
Article Metrics
Abstract view : 220 timesPDF - 161 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
