The influence of problem-based learning with socio-scientific issues on improving concept mastery and critical thinking in biotechnology

Nurfadhila, Devi
Sigit, Diana Vivanti
Kurniati, Tri Handayani

Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Vol 8, No 1 (2026): February 2026

The low conceptual mastery and critical thinking skills of grade 10 students in biotechnology create a need for a more contextual and meaningful learning model. This study aims to determine the effect of the Problem Based Learning model integrated with Socio-Scientific Issues on conceptual mastery and critical thinking skills in biotechnology. The study used a quasi-experimental design with two groups: an experimental class using PBL integrated with SSI and a control class using the Discovery Learning model. Data were collected through pre-tests and post-tests using multiple-choice questions for conceptual mastery and essays for critical thinking skills. The research results show that the experimental class had an average conceptual mastery score of 85, which was higher than the control class’s score of 67. For critical thinking skills, the experimental class obtained an average score of 81, while the control class scored 74. The MANOVA statistical test yielded p < 0.05, indicating that the PBL-SSI model had a significant effect on conceptual mastery and critical thinking skills. N-Gain analysis showed a high increase in the experimental group and a moderate increase in the control group. This indicates that integrating PBL with SSI creates a meaningful learning environment, promoting better conceptual understanding and critical thinking skills. The impact of this study is expected to serve as a reference for developing innovative learning methods in future biology education.Abstrak. Rendahnya penguasaan konsep dan kemampuan berpikir kritis materi bioteknologi kelas 10 menimbulkan kebutuhan akan model pembelajaran yang lebih kontekstual dan bermakna. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning terintegrasi Socio-Scientific Issues terhadap penguasaan konsep dan kemampuan berpikir kritis pada materi bioteknologi. Penelitian ini menggunakan desain kuasi-eksperimental dengan dua kelompok, yaitu kelas eksperimen yang menggunakan PBL terintegrasi SSI dan kelas kontrol yang menggunakan model Discovery Learning. Data dikumpulkan melalui pre test dan post test menggunakan pertanyaan pilihan ganda untuk penguasaan konsep dan esai untuk kemampuan berpikir kritis. Analisis N-Gain menunjukkan peningkatan tinggi pada kelompok eksperimen  dan sedang pada kelompok kontrol. Hal ini menunjukkan bahwa integrasi PBL dengan SSI menciptakan lingkungan belajar yang bermakna, mendorong pemahaman konsep dan keterampilan berpikir kritis yang lebih baik. Dampak penelitian ini diharapkan dapat menjadi acuan pengembangan metode pembelajaran inovatif dalam pendidikan biologi di masa depan.