Implementation of Problem-Based Learning Based Multiple Representations to Improve Critical Thinking, Communication, and Collaboration Skills on Digestive System Material

Abstract

The purpose of this study is to analyze the effectiveness of the Problem-Based Learning (PBL) model with multiple representations to enhance students' critical thinking, communication skills and collaboration skills in the digestive system material. The study was Quasi-Experimental using non equivalent control group design, with the subjects being students of classes XI-1, XI-2 and XI-3 at SMA Negeri 14 Semarang, selected through purposive sampling. The independent variable in this study was the Problem-Based Learning (PBL) model with multiple representations, while the dependent variables were students' critical thinking, communication skills and collaboration skills. The research results showed that Students' critical thinking skills in the experimental class that implemented PBL model with multiple representations were higher (89,97) than the control class (58,8). The improvement  in critical thinking skill of experimental class students had higher N-gain criteria (0.85) than the control class (0.45). Students' oral communication skills in the experimental class that implemented PBL model with multiple representations were higher (81) than the control class (29). Students' written communication skills in the experimental class that implemented PBL model with multiple representations were higher (99) than the control class (83). Students' collaboration skills in the experimental class that implemented PBL model with multiple representations were higher (94) than the control class (60). Based on the result, it can be concluded that the PBL model with multiple representations was effective in improving students’ critical thinking, creativity, communication skills in the digestive system material.