Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 18 (Dec., 2018) Siti RAMDIAH, Ria MAYASARI, HUSAMAH, and Ahmad FAUZI The effect of TPS and PBL learning models to the analytical ability of students in biology classroom Contents Next

The effect of TPS and PBL learning models to the analytical ability of students in biology classroom

 

Siti RAMDIAH¹, Ria MAYASARI¹, HUSAMAH², and Ahmad FAUZI²

¹Biology Education Department, STKIP-PGRI Banjarmasin, INDONESIA

²2Biology Education Department, Universitas Muhammadiyah Malang, INDONESIA

E-mail: sitiramdiah@gmail.com

Received 13 Mar., 2018
Revised 31 Dec., 2018

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Contents

• Abstract
• Introduction
• Research Method
• Results and Discussion
• Conclusion
  • Acknowledgement
• References

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Abstract

Analytical thinking is the competency needed by students in order to compete and achieve success inthe professional field for the 21^st Century. Research that aims to examine the most optimal learning model in empowering students' analytical thinking needs to be done since many students have low ordered thinking skills. Through this quasi-experimental research design, differences in achievement of analytical thinking between students who attended TPS and PBL learning were reviewed. The study was conducted from April to June 2016, involving students of XI Science Class at the SSHS 13 of Banjarmasin, South Kalimantan Province-Indonesia. The data from the study were analyzed using ANCOVA test at a significance level of 5%. The findings suggested that PBL was able to empower a significantly higher analytical thinking than that of TPS. Thus, implementing PBL in a variety of biology learning is recommended as an alternative strategy to improve the ability of analytical thinking of high school students, especially in Indonesia.