Hubungan Berpikir Kritis dengan Kemampuan Komunikasi Lisan dan Penguasaan Konsep Siswa Biologi SMA yang Menerapkan Problem Based Learning (PBL) Berbantuan Nearpod

Abstract

Low student critical thinking skills often comes from learning patterns that prioritize rote memorization over deep conceptual mastery, as well as limited communication skills due to passive learning environments. Ideally, critical thinking skills should develop alongside the strengthening of conceptual mastery and effective student communication in the classroom. An active learning approach, such as Nearpod-assisted Problem-Based Learning (PBL), was utilized to facilitate the synergy between these various components. This study aimed to analyze the strength of the correlation between critical thinking skills with communication skills and student conceptual mastery within the context of implementing the Nearpod-assisted PBL model.This study employed a quantitative method with a correlational design. The subjects consisted of students in two experimental classes that utilized the Nearpod-assisted PBL model. Data were collected through post-tests to measure critical thinking skills and conceptual mastery, as well as questionnaires to measure student communication skills. Data analysis was conducted using the Pearson Correlation test and simple linear regression analysis.The results showed that there was a positive and significant correlation between critical thinking skills and communication skills, with a value of 0.359 (p = 0.002 < 0.05). Additionally, a significant correlation was found between critical thinking skills and conceptual mastery, with a value of 0.655 (p = 0.000 < 0.05). This indicates that the implementation of the Nearpod-assisted PBL model was able to create an active learning environment that supported the interconnectedness between cognitive aspects and student communication skills.