EFEKTIVITAS MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X PADA PEMBELAJARAN BIOLOGI: SYSTEMATIC LITERATURE REVIEW

Siti, Nuraini (2026) EFEKTIVITAS MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X PADA PEMBELAJARAN BIOLOGI: SYSTEMATIC LITERATURE REVIEW. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan berpikir kritis diperlukan agar peserta didik mampu menganalisis bukti dan memecahkan masalah biologi secara bertanggung jawab. Penelitian ini bertujuan menganalisis kecenderungan efektivitas Problem Based Learning (PBL) terhadap kemampuan berpikir kritis peserta didik kelas X. Penelitian menggunakan systematic literature review berpedoman PRISMA 2020. Penelusuran dilakukan melalui Google Scholar dan Scopus dengan bantuan Publish or Perish, lalu dibatasi pada artikel empiris dalam jurnal terindeks SINTA atau Scopus. Dari 158 rekaman, 10 artikel terbitan 2015-2024 memenuhi kriteria dan dianalisis melalui sintesis naratif-tematik. Hasil menunjukkan bahwa PBL murni maupun PBL terintegrasi strategi kolaboratif, STEM, penguatan karakter, dan media digital secara konsisten meningkatkan analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri. Efektivitas paling kuat muncul ketika masalah autentik didukung investigasi, diskusi argumentatif, scaffolding, dan asesmen formatif. Temuan mengimplikasikan bahwa PBL layak diprioritaskan dalam pembelajaran biologi kelas X, dengan tetap menyesuaikan kompleksitas masalah, waktu, dan kesiapan peserta didik. ABSTRACT Critical thinking enables students to analyze evidence and solve biological problems responsibly. This study examined the effectiveness of Problem-Based Learning (PBL) in developing critical thinking among Grade 10 students. A systematic literature review was conducted following PRISMA 2020. Records were retrieved from Google Scholar and Scopus through Publish or Perish and restricted to empirical journal articles indexed in SINTA or Scopus. Of 158 records, 10 articles published between 2015 and 2024 met the eligibility criteria and were synthesized narratively and thematically. The findings consistently indicated that both standalone PBL and PBL integrated with collaborative strategies, STEM worksheets, character emphasis, and digital media improved analysis, evaluation, inference, explanation, and self-regulation. Stronger outcomes emerged when authentic problems were supported by sustained investigation, argumentative discussion, teacher scaffolding, and formative assessment. These findings imply that PBL should be prioritized in Grade 10 biology while aligning problem complexity, instructional time, and learner readiness.

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