Pengaruh Pembelajaran Berdiferensiasi Model Problem Based Learning Terhadap Keterampilan Komunikasi dan Keterampilan Berpikir Kritis Siswa Biologi SMA Sekolah Agroekosistem

Abstract

The development of 21st-century skills, particularly communication and critical thinking, is essential in biology education to prepare students for real-world problem solving. However, learning practices in agroecosystem-based schools are often still teacher-centered, limiting students’ opportunities to actively engage in discussions, analysis, and collaborative learning. Therefore, an innovative instructional approach is needed to enhance these essential skills. This study aimed to determine the effect of differentiated instruction using the Problem-Based Learning (PBL) model on students’ communication skills and critical thinking skills in biology learning on bacteria material at an agroecosystem high school. This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The research was conducted at MAN 1 Jember involving Grade X students. The experimental class received differentiated instruction integrated with the Problem-Based Learning model, while the control class received conventional instruction using the Discovery Learning approach. Data were collected through communication skills assessment rubrics, pretest and posttest instruments measuring critical thinking skills, observation, and documentation. Communication skills data were analyzed using Independent Sample t-test, while critical thinking skills data were analyzed using ANCOVA to control the effect of initial ability. The results showed that differentiated instruction using the Problem-Based Learning model had a significant effect on students’ communication skills, with a significance value of 0.001 (p < 0.05). In addition, the ANCOVA results indicated a significant effect on students’ critical thinking skills, with a significance value of 0.018 (p < 0.05). The experimental class demonstrated higher mean scores in both communication and critical thinking compared to the control class. These findings indicate that differentiated Problem-Based Learning effectively enhances students’ communication and critical thinking skills in biology learning, particularly on bacteria material in agroecosystem school contexts.