7 (1) (2022) 77-85

International Journal of Active Learning

http://journal.unnes.ac.id/nju/index.php/ijal

Analysis of Students' Critical and Creative Thinking Skills on the

Application of A Problem-Based Learning Model Contained with Etno-

Science (Etno-PBL)

Novita Patricia, Woro Sumarni, Sri Mursiti

Universitas Negeri Semarang, Indonesia

Article Info

____________________

Keywords:

Critical Thinking, Creative

Thinking, PBL,

Ethnoscience

_________________________

Abstract

___________________________________________________________________

The learning process in schools is considered not to focus on real-life problems

that require critical and creative thinking skills from students. In addition, the

learning carried out did not pay attention to the local culture that developed in

the area. Therefore, this study aims to analyze students' critical and creative

thinking skills after applying a problem-based learning model that contains

ethnoscience. This study uses a mixed method with a sequential explanatory

strategy. This research was conducted on students of class X MIPA SMAK

Santo Thomas Aquinas Bengkayang, West Kalimantan, for the academic year

2021/2022. Test the validity of quantitative data and qualitative data using a

concurrent triangulation strategy which was carried out at the same time. The

results showed that the average score of critical and creative thinking skills was

77.7 and 75.9, respectively, with high levels, while the N-gain values were 0.57

(medium) and 0.72 (high). The conclusion is that ethnoscience-based problem-

based chemistry learning in this study is effective in developing students'

critical thinking and creative thinking skills.

p-ISSN 2528-505X

e-ISSN 2615-6377

INTRODUCTION

Indonesia is a country whose people have a lot of cultural diversity, local technology, and noble

values that need to be instilled and socialized to students through the learning process (Khoiriyah &

Husamah, 2018). The learning process in schools is considered not to focus on real-life problems that

require critical and creative thinking skills from students. In addition, the learning carried out did not

focus on the problems of local culture that developed in the area. Therefore, this study aims to

analyze students' critical and creative thinking skills after applying a problem-based learning model

that contains ethnoscience (Ulger, 2018); (Thomas, 2009); (Purba et al., 2017).

Meaningful learning is obtained by students naturally through their own experiences. Education

in schools should create a more meaningful learning atmosphere, not only theoretical / rote learning,

but how to make students create their own learning experiences. Education in schools is more about

the development of science and technology, not about education oriented towards nature and the

environment. This is in accordance with the results of interviews and observations conducted at

SMAK Santo Thomas Aquinas Bengkayang in West Kalimantan.

The results of preliminary observations at SMAK Santo Thomas Aquinas Bengkayang, West

Kalimantan, showed that chemistry learning in general was still teacher-centered. Students tend to

accept the teacher's explanation without knowing the meaning of the lesson. For example, in learning,

chemistry is studied as a product and tends to memorize concepts, theories, and laws. Students do not

practice higher-order thinking such as critical and creative thinking. Finally, students have difficulty

answering questions about social problems. It is difficult to apply these concepts in everyday life to

solve various problems that arise.

Given the importance of critical and creative thinking skills for everyone, it is very important to

develop learning programs that can improve students' critical and creative thinking skills. Problem-

based learning is one of the learning programs that are considered effective in improving critical

thinking and creative thinking skills (Temuningsih et al., 2017); (Thomas, 2009); (Sudarmin, Zahro,

et al., 2019); (Ariyatun &Octavianelis, 2020). Problem-based learning as one of the alternative

learning that is student-centered has been developed recently. (Orozco & Yangco, 2016) stated that

problem-based learning provides an alternative for education so that students' critical thinking skills

can develop.

Through this description, the success of the learning process in schools is strongly influenced by

the cultural background of the students or the community where the school is located (Ramadanti &

Supardi, 2020); (Savery, 2006). Therefore, an educational breakthrough is needed that combines

culture with science or commonly called ethnoscience (Savitri & Sudarmin, 2016; Sumarni et al.,

2022). Ethnoscience encourages teachers and educators to teach science based on culture, community

wisdom, and social problems. The form of ethnography makes it easy to recognize processes,

methods, methods and content through educational processes that are culturally developed in

everyday life (Sudarmin et al., 2018). Cultural knowledge such as fairy tales, songs, games, traditional

houses, traditional rituals, local production, natural use is one form of the ethnoscience education

system (Wati, 2021); (Sudarmin et al., 2019). In the learning process with an ethnographic approach,

students no longer see cross-cultural knowledge that needs to be studied, but cultural and regional

wisdom that already exists and is recognized in everyday life (Parmin, 2015; Ramadanti & Supardi,

2020).

The ethnoscience approach can be integrated into various learning models, one of which is

Problem Based Learning (PBL). This learning model is a learner-centered, collaborative, and

emphasizes application of scientific knowledge, creativity, and problem solving based on unique

knowledge. The original knowledge that will be integrated can be in the form of language, customs,

culture, morals, and techniques created by certain people or people who have scientific knowledge

(Rudibyani, 2019; Savery, 2006); (Sumarni et al., 2022). (Thaniah & Diliarosta, 2020); (Khoiri et al.,

2018); (Sudarmin et al., 2020); (Ariyatun et al., 2020). Therefore, in this study, critical and creative

thinking skills were analyzed after the application of the PBL model with ethnoscience on redox

material. The results of the study are expected to provide information about the profile of critical and

creative future students.

METODOLOGY

This study uses a mixed method with a sequential explanatory strategy, where the qualitative

and quantitative data obtained are analyzed separately, then combined to obtain conclusions.

Quantitative data in the form of tests of critical and creative thinking skills. Qualitative data in the

form of interviews, observations and implementation of problem-based chemistry learning with

ethnoscience content.

As research subjects, 102 students were selected based on the purposive sampling technique,

namely the determination of the sample with certain considerations. The data analysis technique used

concurrent triangulation strategy to test the validity of quantitative and qualitative data. Then

compare the two data to see if there is any convergence, difference, or combination. This strategy

mixes data when the survey reaches the interpretation and discussion stages. Mixing is done by

combining two survey datasets into one, or by combining or comparing the results of two datasets

side by side in a discussion.

RESULT AND DISCUSSION

The purpose of this study was to descriptively analyze students' critical and creative thinking

skills after the application of the problem-based learning model containing ethnoscience. The research

data was obtained from the results of critical and creative thinking skills tests in the form of

description questions. After the test results are obtained then analyzed and categorized based on the

criteria.

3.1 Critical Thinking Skills

The students' critical thinking skills in this study were measured using a critical thinking test of

redox reaction material which was tested by peer-verified and tested for validity and reliability.

Critical thinking skills measured in this study include asking basic questions and solving and

organizing strategies and tactics. Obtaining critical thinking ability research data on every aspect of

critical thinking ability calculates the level of achievement of test results for each indicator and

compares the scores obtained by each student with the maximum and average critical thinking skills

obtained by doing. The performance of each indicator is determined. Next, we analyzed the results of
the critical thinking test for each aspect of critical thinking skills. The results of the analysis of the

average critical thinking skills of students in each aspect are summarized briefly in Figure 1.

Figure 1. Average score of critical thinking skills

The highest average score of the students' critical thinking skills test is shown in Figure 1.

Proving that aspects of managing strategies and tactics obtained the highest average score at the time

of the posttest. And the lowest score on the concluded aspect. Meanwhile, the distribution of critical

0 50 100

Asking basic questions

Conclude

Set strategy and tactics

Total Score

Pretest

Posttest

thinking ability levels in brief, the distribution of the criteria for critical thinking skills is presented in

Table 1.

Table 1. Criteria for Critical Thinking Skills

Competency Level Interval Number of Students

Height 66,6 < p ≤ 100 28

Moderate 33,3 < p ≤ 66,6 62

Low 0 < p ≤ 33,3 12

This research is related to the level of cognition that can be achieved by students. The evaluation

description is as follows: 1) Low level. If the student can only solve the problem by performing a one-

Step procedure; Remember facts, important terms, or concepts to identify points of information from

graphs or tables. 2) Medium level, if students can only solve problems related to the use and

application of conceptual knowledge to explain or explain phenomena, solve problems, organize data,

interpret or use data Choose an appropriate procedure that includes two or more steps to do it. 3)

High level, if students ask questions in a series of steps to analyze complex information and data,

synthesize or assess evidence, justify reasons from various sources, make plans, or solve problems.

Problem-based chemistry learning with an ethnoscience approach is said to be successful if it meets

the requirements for success in the completeness of critical thinking skills test results, namely if there

is a difference in the average score of students' critical thinking skills before and after the application

of learning. Hypothesis testing using a one sample T-test with the help of the SPSS program with the

results of the t test output obtained a sig value has a value of -19,680 < -1,98326 so that Ho is rejected

and Ha is accepted, then there are differences in the results of the critical thinking skills test between

before and after the application of learning problem-based chemistry with an ethnoscience approach.

Meanwhile, the magnitude of the increase in students' critical thinking skills is obtained from the

calculation of the N-gain formula (g) by comparing the pretest and posttest scores. From the

calculation results obtained the average value of the pretest results of 47.76 and the average posttest

results of 77.6 so that it has a value of g = 0.57 in the medium category. While the acquisition of the

N-gain category for each individual is summarized in Figure 2.

Figure 2. N-Gain per individual critical thinking skills

Figure 2. shows that there are 4 students who experience an increase in critical thinking skills in

the high category. While in the medium category there were 82 students and in the low category there

were 16 students who experienced an increase in critical thinking skills in redox reaction material.

This result is also in accordance with the results of critical thinking observations made by observers

during the learning process. The ability of a critical thinker can be measured by several visible

features. Indicators of critical thinking skills in this study include students' ability to give brief

explanations, set strategies and tactics, and draw conclusions. Evaluation of students' critical thinking

skills is used to improve the learning process. One of them is the use of free-form question tests and

student response-based assessments. Testing critical thinking skills includes questioning skills,

causality of events, and results-enhancing skills. The students' critical thinking skills in this study were

developed through activities designed to build their own knowledge, learned from learning activities

such as discussions and problem solving exercises. In the experimental class, the formation of an

experimental class helps students solve problems in understanding the material. Students are given the

100

16 Low

Medium

High

opportunity to discuss while solving learning problems. Enables students to easily develop and

practice communication skills and learn to organize problem-solving tasks in life contexts. These

results are similar to research (Izzah et al., 2020; Orozco & Yangco, 2016; Yusuf et al., 2020) that

problem based learning can improve students' conceptual understanding and develop critical thinking

skills.

3.2 Creative Thinking Skills

The indicators of students' creative thinking skills measured in this study include: fluency (think

fluently), flexibility (think flexible), elaboration (think in detail), and originality (think original). The

results of the analysis of the average creative thinking skills of students in each aspect are briefly

summarized and presented in Figure 3.

Figure 3. Average score of creative thinking skills

The indicators of students' creative thinking skills measured in this study include: fluency (think

fluently), flexibility (think flexible), elaboration (think in detail), and originality (think original). The

results of the analysis of the average creative thinking skills of students in each aspect are briefly

summarized and presented in Figure 3.

Table 2. Criteria for Creative Thinking Skills

No Competency Level Interval Number of Students

1 Hight 66,6 < p ≤ 100 29

2 Moderate 33,3 < p ≤ 66,6 63

3 Low 0 < p ≤ 33,3 10

Overall, the average score of creative thinking skills of students in class XI SMAK Santo

Thomas Aquinas Bengkayang West Kalimantan got 75.92 in the high category. While the magnitude

of the increase in students' creative thinking skills is obtained from the calculation of the N-gain (g)

formula, namely by comparing the pretest and posttest scores. From the calculation results, the

average value of the pretest results is 39.8 and the average posttest results is 75.07 so that it has a g

value of 0.72 in the high category. While the acquisition of the N-gain category for each individual is

summarized in Figure 4.

0 50 100

Flexibility

Originality

Total Score

Posttest

Pretest

International Journal of Active Learning 7 (1) (2022)

Figure 4. N-Gain per individual creative thinking skills

Problem-based chemistry learning with an ethnoscience approach is said to be successful in

improving creative thinking skills, namely if there is a difference in the average score of students'

creative thinking skills before and after the application of problem-based learning with an

ethnoscience approach. Hypothesis testing using a one sample T-test with the help of the SPSS

program with the results of the t test output obtained a sig value has a value of -19,680 < -1,98326 so

that Ho is rejected and Ha is accepted, then there are differences in the results of the creative thinking

skills test between before and after the application of learning problem-based chemistry with an

ethnoscience approach. While the comparison of the increase in students' critical and creative

thinking skills after problem-based learning with an ethnoscience approach is described in Figure 5.

Figure 5. Comparison of the increase in N-Gain

This gain is due to the fact that during learning students are given the opportunity to express

their opinion on a problem (Ulger, 2018). The problems given also facilitate students to be actively

involved in providing explanations for solving problems they are doing. The active involvement of

students is in line with the results of research (Rudibyani, 2019) which argues that critical thinking

skills can be developed through learning with active student involvement. Students can also draw

conclusions and present them well. (Malau et al., 2021) revealed that with active learning, students

will take the initiative to solve problems and be responsible for learning so that they can conclude

results that are in accordance with the concept.

Problem-based learning with an ethnoscience approach takes place in five stages. The first step

in problem-based learning with an ethnoscience approach is the problem-oriented phase. Train

children's thinking skills and interests in following the learning process. After students direct the

problem, the next student organizes the problem. In the first process, students develop their literacy

skills at the functional stage. The third stage of this learning is inquiry, where the teacher asks students

to collect relevant information and conduct experiments to obtain and solve problems. This process is

modeled after the question and answer process among group members during the experiment and

planning, designing, and conducting surveys. Through this process, strategies and techniques are set

in the stage of understanding the material. In the fourth stage, students develop and present student

work in the form of activity reports. The design process involves the analysis and interpretation of

data. The process of creating a description and the process of designing a solution are described

100

6T
o

ta
l

Low

Medium

High

44%

56%

Critical Thinking

Creative Thinking

International Journal of Active Learning 7 (1) (2022)

below. This requires the ability to interpret data and information. This description of student work
takes into account the increase in students' literacy skills at the conceptual level. The final step in this

study is to analyze and evaluate the problem solving process. Students reflect and draw conclusions
through a process of discussion between friends. This phase focuses on evidence-based discussion and

communication of information to draw conclusions and assess deficiencies during ongoing research.

CONCLUSION

Problem-based chemistry learning with an ethnoscience approach in this study went well so that

it was able to develop students' critical thinking and creative thinking skills. The ethnoscience

approach in problem-based learning emphasizes that students must be active in learning activities by

integrating the cultural context or local wisdom. This is able to encourage students to learn more

actively and more meaningfully so that students' critical and creative thinking skills are high because

students understand the concept as a whole and maximally.

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