Effect Of Direct -Problem Based Learning On Critical Thinking In IBDP Students -

Abstract

Advancements in education are pivotal in enhancing a nation's global competitiveness by cultivating essential competencies, which are increasingly necessary in the rapidly evolving 21st century. The improvement of educational quality begins with the refinement of learning processes, particularly through the development of critical thinking skills among students, who must be equipped to navigate complex challenges. This study aims to develop and evaluate a direct problem-based learning model specifically designed for the Biology curriculum, with a particular focus on the topics of Conservation and Biodiversity, to enhance students' critical thinking skills.

Employing a rigorous one-group pretest-posttest design, the research was conducted with a sample of 30 high school students from Cita Hati Christian School. Comprehensive data collection methods were utilized, including both standardized tests and structured questionnaires, to assess the impact of the intervention. Data analysis was meticulously conducted using normality tests, homogeneity tests, and paired sample t-tests to ensure the reliability and validity of the findings. The results unequivocally demonstrate that the direct problem-based learning model is both feasible and effective in significantly enhancing students' critical thinking skills, as evidenced by a statistically significant improvement (p-value 0.000 < 0.05).

In conclusion, this study provides compelling evidence that the integration of direct instruction with problem-based learning within the context of biology not only enhances the acquisition of subject-specific knowledge but also fosters critical thinking skills.