Development of a STEM-Integrated Problem-Based Learning Student Worksheet for Teaching the Digestive System to Improve Critical Thinking Skills among Senior High School Students
DOI:
https://doi.org/10.32332/al-jahiz.v7i2.14651Keywords:
Problem-based learning, STEM, Critical thinking, Student worksheetAbstract
Critical thinking is an essential twenty-first-century competency that enables students to solve real-world problems related to biology. However, the results of a critical thinking assessment conducted among Phase F (Grade 11) students at SMA Negeri 4 Jambi City revealed that most students demonstrated low levels of critical thinking skills. This condition was attributed to the suboptimal implementation of the Problem-Based Learning (PBL) model in fostering these competencies and the lack of instructional materials to support its implementation in teaching the digestive system. Therefore, this study aimed to develop a STEM-integrated Problem-Based Learning Student Worksheet that is valid, practical, and effective in enhancing students' critical thinking skills. This study employed a research and development (R&D) approach using the Plomp development model. The research participants were Phase F (Grade 11) students at SMA Negeri 4 Jambi City, Indonesia. The research instruments included validation sheets, practicality questionnaires, and a critical thinking skills test. Data were analyzed using descriptive statistics and inferential statistical methods, including validity testing, practicality testing, independent-samples t-test, and N-gain score analysis. The findings indicated that the developed STEM-integrated Problem-Based Learning Student Worksheet met the criteria of being highly valid, highly practical, and effective in improving students' critical thinking skills.
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