<![CDATA[Collaboration skills are among the essential 21st-century skills to be developed in Biology education. However, observations at SMA (SLUA) Saraswati 1 Denpasar indicate that student interaction and cooperation during Biology lessons have not been optimal. One strategy to enhance these skills is the implementation of the Problem-Based Learning (PBL) model, which engages students in active and collaborative problem-solving. This study aims to analyze the impact of the PBL model on the collaboration skills of Grade X students at SMA (SLUA) Saraswati 1 Denpasar. A quasi-experimental method with a Nonequivalent Control Group design was employed. The sample consisted of 66 students, divided into an experimental class and a control class. The experimental class received instruction using the PBL model, while the control class used a conventional teaching model. Data on collaboration skills were collected via a 20-item questionnaire covering five collaboration skill indicators; the instrument had previously undergone validity and reliability testing. The results showed that the collaboration skill score in the experimental class rose from 13.66 (pretest) to 14.28 (posttest). Meanwhile, the control class saw an increase from 12.97 (pretest) to 13.18 (posttest). A significance test revealed a significant difference between the experimental and control groups, with an Asymp. Sig. value of 0.004 (p < 0.05). The calculated effect size was 0.35, falling into the medium category. This indicates that the implementation of the Problem-Based Learning (PBL) model has a moderate effect on students' collaboration skills.]]>
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