An An Innovative SETS-Based Problem-Based Learning Model to Improve Critical Thinking and Cognitive Outcomes in Biology

Fitria Nurhafisah (Universitas Jember)
Bea Hana Siswati (University of Jember)
Inggrit Aulya Hartono (Universitas Jember)
Gita Eka Ayu Saputri (Universitas Jember)

Journal on Biology and Instruction (JouBIns)
Vol. 5 No. 2 (2025)

In order to enhance students’ cognitive learning outcomes and critical thinking abilities in Biology classes, this study implements a SETS-based Problem-Based Learning (PBL) model. The purpose of this study was to determine the effect of the SETS-based Problem-Based Learning (PBL) model on the cognitive learning outcomes and critical thinking skills of Grade X Biology students in industrial agricultural settings. A quasi-experimental design was applied, consisting of a control class and an experimental class that was taught using the SETS-based PBL approach. Students’ cognitive learning outcomes were evaluated through ANCOVA, while their critical thinking skills were analyzed using the non-parametric Mann–Whitney test. The ANCOVA results revealed a significance value of 0.041 (<0.05), indicating a significant improvement in students’ cognitive learning outcomes, whereas the Mann–Whitney test produced a significance value of 0.002 (<0.05), confirming a significant enhancement in critical thinking skills. Based on these findings, it can be concluded that the implementation of the SETS-based PBL model effectively improves both cognitive learning outcomes and critical thinking skills of Grade X students in industrial agricultural areas.