The International Seminar on Bioscience
and Biological Education
IOP Conf. Series: Journal of Physics: Conf. Series
1241 (2019) 012020
IOP
Publishing
doi:10.1088/1742-6596/1241/1/012020
4
declared “valid” and can be used with minor revisions. The preview of learning devices are presented
on Figure 1 until Figure 4.
Figure 1. Problem orientation
Figure 2. Formulate
and analyze problem
Figure 3. Apply new knowledge
Figure 4.
Abstraction
The International Seminar on Bioscience and Biological Education
IOP Conf. Series: Journal of Physics: Conf. Series
1241 (2019) 012020
IOP Publishing
doi:10.1088/1742-6596/1241/1/012020
5
3.2. Student’s critical thinking test result
The result of pretest and posttest according the level of critical thinking are presented in
Table 2.
Table 2. Student’s critical thinking test result
Score
Criteria
Pretest
Posttest
Frequency
Percentage
(%)
Frequency
Percentage
(%)
81.25- 100
Very Critical
0
0%
0
0%
62.50- 81.25
Critical
0
0%
46
70.875%
43.75- 62.50
Less Critical
2
3.125%
18
28.125%
25.00- 43.75
Very
Less
Critical
62
96.875%
0
0%
Total
64
100%
64
100%
Table 1 shows that in the pretest, 64 students categorized as very less critical and 2 students as very
less critical. While in the posttest, 46 students categorized as critical and 18 students as less critical.
These result prove that problem based learning approach effective to develop student’s critical thinking
skill, despite there are still some students that achieved the minimum score and none of student achieved
the maximum score that had been set. This condition can be caused by some factors, such as the students
still not familiar with problem based learning activity, difficulity to understand the concept, and other
internal factors.
3.3. Comparison of average
pretest and posttest scores
The average score of student’s critical thinking skills are presented in Table 3.
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