ENHANCING STUDENT^S CRITICAL THINKING SKILLS USING VIRTUAL LAB ACTIVITY WITH PROBLEM-BASED LEARNING MODEL Yulia Ramdinawti Syam, Surti kurniasih, Rita Retnowati
Departemen of Science Education, Postgraduate School, universitas Pakuan, Indonesia
Abstract
Critical thinking skills as part of 21st-century skills are one of the important competencies that must be developed in students so that they are able to face the challenges of the times. In the context of learning science, the development of critical thinking skills is crucial, especially in understanding and applying complex concepts such as the circulatory system. Therefore, this study aims to develop and test the effectiveness of the problem-based learning (PBL) learning model with virtual lab activities in improving students^ critical thinking skills on the circulatory system matter.
This study used a quantitative method with a quasi-experimental design and a pretest postest Control Group Design. The research sample consisted of two class XI high schools in Bogor district. The experimental class applies the PBL learning model with the help of a virtual laboratory, while the control class applies the discovery learning model.
The results of the N-Gain test showed that the application of the virtual laboratory-assisted PBL learning model significantly increased the average critical thinking skills by 0.80 in the high category. Meanwhile, the control class that did not use virtual laboratory assistance experienced an average increase of 0.56 in the middle category.
This study concluded that students who took PBL learning with virtual laboratory activities showed a more significant increase in critical thinking skills compared to students who did not use PBL with virtual lab activities.
