PENGARUH MODEL PROBLEM BASED LEARNING DENGAN METODE DIALOG SOCRATIC UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN KOMUNIKASI KELAS XI PADA MATERI SISTEM REPRODUKSI

Sofi, Izati (2026) PENGARUH MODEL PROBLEM BASED LEARNING DENGAN METODE DIALOG SOCRATIC UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN KOMUNIKASI KELAS XI PADA MATERI SISTEM REPRODUKSI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis dan keterampilan komunikasi peserta didik pada pembelajaran Biologi, khususnya pada materi sistem reproduksi. Oleh karena itu, diperlukan inovasi pembelajaran yang mampu melibatkan peserta didik secara aktif melalui pemecahan masalah dan dialog yang terarah. Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning (PBL) yang dipadukan dengan metode Dialog socratic terhadap kemampuan berpikir kritis dan keterampilan komunikasi peserta didik kelas XI pada materi sistem reproduksi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen. Desain penelitian yang digunakan adalah control group design. Populasi penelitian berjumlah 63 peserta didik kelas XI. Sampel yang digunakan yaitu kelas XI.1 22 peserta didik sebagai kelas eksperimen dan XI.3 21 peserta didik sebagai kelas kontrol. Sampel ditentukan menggunakan teknik pengambilan sampel yaitu teknik acak kelas (Cluster Random Sampling). Data kemampuan berpikir kritis diperoleh melalui tes, sedangkan data keterampilan komunikasi diperoleh melalui angket. Analisis data dilakukan menggunakan uji MANOVA setelah memenuhi uji prasyarat berupa uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen. Hasil uji MANOVA menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05), sehingga H₀ ditolak dan H₁ diterima. Hasil tersebut menunjukkan bahwa model Problem Based Learning (PBL) yang dipadukan dengan metode Dialog socratic berpengaruh signifikan terhadap kemampuan berpikir kritis dan keterampilan komunikasi peserta didik. Peningkatan kemampuan berpikir kritis terlihat pada indikator pemahaman masalah, analisis, evaluasi, dan penarikan kesimpulan. Sementara itu, peningkatan keterampilan komunikasi terlihat pada indikator komunikasi lisan, komunikasi kolaboratif, dan komunikasi tertulis. ABSTRACT This research is motivated by the low critical thinking and communication skills of students in Biology, particularly in the reproductive system. Therefore, learning innovations are needed that can actively engage students through problem-solving and directed dialogue. This study aims to analyze the effect of the Problem-Based Learning (PBL) model combined with the Socratic Dialogue method on the critical thinking and communication skills of eleventh-grade students in the reproductive system. This study employed a quantitative approach using a quasiexperimental method. The research design used was a control group design. The study population consisted of 63 11th-grade students. The sample consisted of 22 students from Class XI.1 as the experimental group and 21 students from Class XI.3 as the control group. The sample was determined using a sampling technique known as cluster random sampling. Data on critical thinking skills were obtained through a test, while data on communication skills were obtained through a questionnaire. Data analysis was performed using a MANOVA test after meeting the prerequisite tests of normality and homogeneity. The results showed that the data were normally distributed and homogeneous. The MANOVA test showed a significance value of 0.000 (p < 0.05), thus H₀ was rejected and H₁ was accepted. These results indicate that the Problem-Based Learning (PBL) model combined with the Socratic Dialogue method significantly impacted students' critical thinking and communication skills. Improved critical thinking skills were evident in indicators such as problem understanding, analysis, evaluation, and conclusion drawing. Meanwhile, improved communication skills were evident in indicators such as oral communication, collaborative communication, and written communication.

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