Integrating Education for Sustainable Development into Problem-Based Learning: Its Effects on Critical Thinking and Communication Skills
DOI:
https://doi.org/10.58466/jfg6rg95Keywords:
ESD, PBL, critical thinking, communication skillsAbstract
Critical thinking and communication are two 21st-century competencies that must be mastered by the nation's generation. Critical thinking is characterized by the ability to construct arguments, check the credibility of sources, and make decisions. Communication skills refer to the activity of channeling and listening to ideas from others as a basis for developing skills. This study aims to analyze the effect of education for sustainable development integrated problem-based learning (ESD-PBL) on critical thinking and communication skills after its implementation. The research location is at MA Al-Hikmah Bandar Lampung. To achieve the objectives, this study applies a quasi-experimental non-equivalent control group design. The sample was determined through cluster random sampling technique with class XB (23 students) as the experimental group and class XC (20 students) as the control group. The research data in the form of critical thinking and communication skill scores were analyzed using the Mann-Whitney-U test. The results of the statistical analysis show that the principle of education for sustainable development integrated problem-based learning has a significant effect on students' critical thinking and communication skills. There was an increase in scores in the moderate category (0.62). The highest n-gain score was found in the inference indicator, while oral communication was seen in expressing and listening to opinions. The ESD-PBL design for climate change has been shown to influence students' critical thinking and communication. Therefore, developing biology learning materials based on ESD principles and organized through PBL syntax can be an alternative for developing 21st-century competencies
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