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All Journal International Journal of Pedagogy and Teacher Education
Sifak Indana
Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
Education Social Sciences

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Effectiveness of Padlet-Supproted Problem-Based Learning for Biology Students’ Critical Thinking Sifak Indana; Ahmad Basri; Dian Permatasari Kusuma Dayu; Nur Ainiyah
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v10i1.114113

Abstract

Developing students’ critical thinking skills remains a major challenge in higher education, particularly in biology learning, which requires strong analytical and evaluative abilities. The integration of hypermedia such as Padlet within a Problem-Based Learning (PBL) framework has the potential to create interactive and collaborative learning environments that support higher-order thinking. This study aimed to examine the effectiveness of Padlet hypermedia integrated with Problem-Based Learning in enhancing the critical thinking skills of Biology Education students. A quasi-experimental design with a non-equivalent control group was employed involving 60 undergraduate students from the Biology Education program at Surabaya State University. The participants were divided into an experimental group (n = 30) using Padlet-based PBL and a control group (n = 30) using Google Classroom. Data were collected through validated open-ended tests of critical thinking skills, supported by questionnaires and classroom observations. The data were analysed using normality and homogeneity tests, N-gain analysis, and an independent samples t-test. The results showed that students in the experimental group achieved significantly higher critical thinking scores than those in the control group (p = 0.003). The experimental group also demonstrated greater improvement from pre-test to post-test, indicating stronger development in problem analysis, information evaluation, inference, and logical reasoning. These findings suggest that Padlet hypermedia integrated with Problem-Based Learning may provide a more effective learning environment for promoting students’ critical thinking skills through interactive, collaborative, and reflective learning processes.
Co-Authors Ahmad Basri Dian Permatasari Kusuma Dayu Nur Ainiyah