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Tuaputty et.al | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 9 Issue 1, 2023, 103-114 

  
                                                     RESEARCH ARTICLE 

 
 
 

Project-based learning using a laboratory 
approach on learning outcomes and critical 
thinking in marine biology 
 

Hasan Tuaputty a,1,*, Saiful Alimudi b,2, Ine Irene a,3, L.N. Latuperissa a,4, 
Anthony Kudjo Donkor c,5 

 
a Department of Biology Education, Faculty of Teacher Training and Education, University of 

  Pattimura, Jl. Ir. M. Putuhena, Ambon, Maluku 97233, Indonesia 
b Faculty of Fisheries and Forestry, Universitas Muhammadiyah Maluku Utara, Jl. KH. Ahmad 

Dahlan No. 100, Ternate, North Maluku 97128, Indonesia 
c Faculty of Education, University for Development Studies, P. O. Box TL1350, Tamale, Ghana 

1tuaputtyhasan1@gmail.com*; 2 ipoelsan88@gmail.com; 3arininr@gmail.com; 
4loveska11@gmail.com; 5akudjod@yahoo.com 

 

 

Abstract: The learning process must actively involve students and provide opportunities for them 
to study and prove the theories they learn. This study determined the influence of the application of 
Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical 
thinking in marine biology. This study used a descriptive quantitative method, with the independent 
variable being the implementation of PjBL with a laboratory approach and involved 32 students in 
the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology 
courses. The dependent variables were students' learning outcomes and critical thinking, and the 
data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). 
The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect 
on knowledge (0.003 <p 0.005), a moderate effect on attitude and skill (0.000 <p 0.005), and a 
strong effect on critical thinking. The regression analysis showed that there was a correlation 
between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 
or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In 
conclusion, the implementation of PjBL using a laboratory approach can improve student learning 
outcomes and critical thinking in marine biology.  

Keywords: critical thinking; laboratory approach; learning outcomes; marine biology; project-based 

learning 
 

 
 

Introduction 
 

Developing the potential of sixth-semester students in the Department of Biology Education, Faculty of 
Teacher Training and Education (FTTE), University of Pattimura, Indonesia, as prospective teachers in 
increasing knowledge, attitudes and skills as well as critical thinking skills, can be implemented through 
a learning process designed by the lecturers. A lecturer should be aware of the student’s characteristics 
and potential and how to develop them according to the requirements of Law No.14 of 2005 to facilitate 
the development and actualize the students’ potential, particularly optimizing learning outcomes, critical 
thinking skills, and creative thinking. In line with that, Koh (2017) state that learning process must provide 
meaningful experiences for students through active learning models. One active learning is project-

*For correspondence: 

tuaputtyhasan1@gmail.com 

 

Article history: 

Received: 18 January 2023 

Revised: 6 February 2023 

Accepted: 16 February 2023 

Published: 1 March 2022 

 

10.22219/jpbi.v9i1.24551 

© Copyright Tuaputty et al. 

This article is distributed 

under the terms of the 

Creative Commons Attribution 

License  

 
 
p-ISSN: 2442-3750 
e-ISSN: 2537-6204 

How to cite:  
Tuaputty, H., Alimudi, S., Irene, 
I., Latuperissa, L. N., & Donkor, 
A. K. (2023). Project-based 
learning using a laboratory 
approach on learning outcomes 
and critical thinking in marine 
biology. JPBI (Jurnal 
Pendidikan Biologi Indonesia), 
9(1), 103-114. 
https://doi.org/10.22219/jpbi.v9i
1.24551 

https://doi.org/10.22219/jpbi.v9i1.24551
https://doi.org/10.22219/jpbi.v9i1.24551
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/
http://u.lipi.go.id/1422867894
http://u.lipi.go.id/1460300524


 
 
 
 
 

 
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based (Chowdhury, 2015; Derevenskaia, 2014; Raycheva et al., 2017; Sanchez-Muñoz et al., 2022).  

However, appropriate project-based learning for some topics needs to integrate with a relevant 
approach. Combining two approaches, methods, or learning models is expected to improve students' 
cognitive, affective, and psychomotor abilities towards the material being studied (Akgun, 2013; Baser 
et al., 2017; Herro & Quigley, 2017; Smyrnaiou et al., 2020). PjBL is complete learning and can be 
integrated with various approaches, methods and models, is sustainable and can promote students to 
actively seek information in completing project assignments. These student activities will eventually 
produce a product (Genc, 2015; Li et al., 2020; Soleh, 2021). Lecture innovations using Project-based 
Learning (PjBL) combined with a laboratory approach are unexplored and important in marine biology. 
PjBL implementation can be integrated with other approaches or strategies and does not eliminate tasks 
that are built on real activities in the form of a product. Learning innovations are key to student learning 
success as they can produce quality students through the integration of various approaches, methods 
and learning models (Binkley et al., 2014; Greenier, 2020; Sanchez-Muñoz et al., 2022). The lecturers 
must actively involve the students and provide opportunities for them to conduct studies on the concepts 
being studied, such as the integration of PjBL using a laboratory approach to learn marine biology. 

The PjBL model uses projects which can be conducted through the use of laboratory media to explore, 
research, interpret, and synthesize to solve problems in marine biology concepts. Measurement and 
assessment of the students’ mastery of the material or concepts can be measured by learning outcomes 
and critical thinking ability (Sutrisna et al., 2020). The implementation of learning with a laboratory 
approach allows students to apply the skills of researching, analyzing, making, and presenting (Dzikro & 
Dwiningsih, 2021; Fini et al., 2018; Li et al., 2020). 

The application of PjBL using a laboratory approach can produce real products independently or in 
groups, according to students’ skills (Eliyarti & Rahayu, 2021; Fini et al., 2018; Li et al., 2020; Raycheva 
et al., 2017; Von Dohlen et al., 2019). In addition, mastery of various laboratory equipment is very helpful 
for students in forming attitudes and intelligence skills or psychomotor and thinking intelligence (Eliyarti 
et al., 2020). The laboratory approach is used to prove the theory and provides opportunities for students 
to increase their understanding of knowledge, skills and attitudes (Li et al., 2020). The application of the 
PjBL syntax as innovative learning greatly affects learning outcomes, such as increasing knowledge 
(cognitive), increasing skills (psychomotor) and scientific attitudes, as well as increasing the students’ 
thinking intelligence (Fadhil et al., 2021; Fini et al., 2018; Mora et al., 2020). Thus, the application of PjBL 
syntax is appropriate for proving the truth of theory in the form of projects to solve marine biological 
problems. Nonetheless, students need to understand and conduct the steps for implementing the 
integration of the PjBL using a laboratory approach correctly so that the students’ potential, especially in 
critical thinking skills, can help them understand the marine biology concepts. The development of 
students' critical thinking skills in every teaching and learning process is very important because it can 
lead students to achieve optimum learning outcomes (Haseli & Rezaii, 2013; Karagöl & Bekmezci, 2015; 
Wan & Cheng, 2019).  

Critical thinking skills can be developed by inviting students to identify various problems in the form of 
problem-solving and project-based learning. Students must be aware and believe by focusing their 
thoughts on a concept that is being studied (Reyk et al., 2022). Critical thinking is also useful for 
expressing ideas and plays an important role in assessing the benefits of new ideas, choosing the best 
ideas, and modifying them if necessary so that they are useful in doing jobs that require creativity (Mora 
et al., 2020; Sanchez-Muñoz et al., 2022). There are three conditions needed to think critically: (1) 
knowledge of methods for asking questions and expressing reasons logically (2), the skills to apply these 
methods, and (3) the attitude to use logical thinking to analyze a problem using experience and existing 
evidence. Implementation of PjBL using a laboratory approach can develop students' critical thinking 
skills to explore their thinking skills in understanding marine biology concepts, as well as improve learning 
outcomes and critical thinking. As a source of learning, the laboratory is useful in achieving three learning 
objectives, namely cognitive, affective and psychomotor skills, and can develop the intelligence of 
thinking of certain students. According to theoretical studies regarding the application of PjBL using a 
laboratory approach, there will be an increase in students' learning outcomes and critical thinking towards 
the concepts of marine biology courses. Therefore, this study aimed to determine and analyze linear 
regression or the effect of PjBL using a laboratory approach on learning outcomes and critical thinking 
about the concepts of marine biology of sixth semester students of the Biology Education Department at 
FTTE, University of Pattimura.  

 

Method 
 

This descriptive study of the integration of PjBL using a laboratory approach involved 32 students in the 
sixth semester of the marine biology course. To obtain valid and reliable research data, the following 
variables were assessed: (a) the independent variable is the application of PjBL syntax integrated with 



 
 
 
 
 

 
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a laboratory approach of 32 students and (b) the dependent variables, including students’ learning 
outcomes and critical thinking. 

The implementation steps include: (1) Starting With the Essential Question, lecturers provide direction 
and assignments for students to compile fundamental questions related to the types of biotas and their 
habitats. (2) Design a Plan for the Project, the lecturer directs students to compile a project design, with 
a method of taking various types of marine life, according to habitat and tools and materials used in 
coastal waters. (3) Create a Schedule, asking students to make a schedule of project activities related 
to the timing of sampling marine life according to their habitat in the location of coastal waters. (4) Monitor 
the Students and the Progress of the Project, lecturers supervise several coastal water locations that are 
observed by groups of students to complete the projects. Monitoring is conducted by facilitating students 
in each process and conducting a rubric to record all student activities. (5) Assessment of the Outcome 
(testing project results), assessing student projects according to achievement standards, providing 
feedback related to learning outcomes in the form of assessments, namely knowledge, skills, and 
attitudes towards mastering projects related to the types of marine life and their habitats. (6) Evaluation 
of Experience, at the end of the course, lecturers and students reflect on the activities performed in the 
form of an assessment of knowledge, attitudes, skills, and critical thinking. This process is in the form of 
individuals, as well as student groups.  

The assessment of free variables uses a syntax assessment instrument with a Likert scale according to 
the number of statements assessed against each syntax performed with the following scoring scores: 
Very Good = 4, Good = 3, Enough = 2, Poor = 1. The score of each individual or group of 32 students 
according to the Likert scale is assessed based on the number of scores obtained by students compared 
to the score set at times 100, as stated in the Formula 1. 

 

Learning outcome= 
Score obtained

Total score
 ×100                       (1) 

 

Assessments of learning outcomes include: (1) Assessment of student knowledge of the types of marine 
life and their habitats, where the assessment instrument uses selected questions and the number of 
questions is adjusted to the types of marine life found by students. (2) Student attitudes are assessed 
based on the score of attitude statement results that are by the indicators assessed including diligent, 
polite, honest, doing well, thinking positively, and respecting opinions. The score obtained is compared 
to the score of the established attitude statement. Attitude assessment using the Likert scale is Very 
Good = 4, Good = 3, Enough = 2, Poor = 1. Attitude values are acquired using project-based learning 
syntax assessment formulas. (3) Student skills are assessed based on skill indicators, including using 
tools, taking measurements, making observations, identifying, using materials, using microscopes, and 
making preparations for marine biology with Very Good = 4, Good = 3, Enough = 2, Poor = 1. The skill 
value obtained is the same as the PjBL formula for syntactic value assessment with a laboratory 
approach. (4) To assess the level of critical thinking in students, the instrument used is a high-level essay 
or critical thinking question, as long as students conduct studies and possess knowledge about the 
concepts and theories of marine biology. The scores obtained from 32 students on free variables and 
bound variables were adjusted to the frequency or percentage of learning outcome achievement scores 
as stated in Table 1. 

 

Table 1. Student achievement criteria 

No. Achievement Value Achievement Criteria 
1 90−100 Very Good 
2 70−89 Good 
3 50−69 Enough 
4 0 <49 Poor 

 

Linear regression analysis and ANOVA were performed in SPSS-20 using the achievement value on the 
free variable as the X value and the achievement value of the bound variable learning outcomes 
(knowledge, attitudes, skills, and critical thinking) of 32 students used as Y values. 

 

Results and Discussion 
 

The results of the assessment of 32 students of the Department of Biology Education at FTTE, University 
of Pattimura enrolled in marine biology courses are presented in Table 2.  

 

 

 



 
 
 
 
 

 
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Table 2. The results of the independent and dependent variable assessment of 32 students according 
to the achievement criteria scores 

No. Assessed Variables 
Achievement Criteria (%) ∑ 

Very Good Good Enough Poor  

1 The integration syntax of PjBL 
using a laboratory approach  

21.9 50.0 15.6 12.5 100 

2 Student’s knowledge of marine 
biology concepts  

28.1 46.8 21.8 3.1 100 

3 Student’s attitude  31.3 46.9 18.8 3.1 100 
4 Student’s skills in completing 

project activities 
31.3 34.4 31.1 3.1 100 

5 Student’s critical thinking skills in 
understanding the concepts of 
marine biology courses 

28.1 40.6 25.0 6.3 100 

 

According to Table 2, the independent variable is the mastery of the PjBL model syntax using a laboratory 
approach including very good and good criteria of 71.9%, enough criteria of 15.6% and poor criteria of 
12.5%. The dependent variable is student knowledge related to marine biology concepts. This variable 
showed very good and good criteria of 75%, enough criteria of 21.8%, and poor criteria of 3.1%. The 
student’s attitude according to the assessment score showed very good and good criteria of 78.1%, 
enough criteria of 18.8% and poor criteria of 3.1%. Student skills showed very good and good criteria 
68.8%, enough criteria 28.1% and poor criteria of 3.1%. The results of students' critical thinking skills 
showed critical thinking skills with very good and good criteria of 68.8%, enough criteria of 25%, and 
poor criteria of 6.3%. 

 

Students’ Knowledge of Marine Biology 
The ANOVA result to reveal the effect of project-based learning using a laboratory approach on students' 
knowledge of marine biology concepts is shown in Table 3. 

 

Table 3. The ANOVA result of student’s knowledge variable 

 Sum of Squares df Mean Square F Sig. 

Regression 1224.181 1 1224.181 10.398 .003 
Residual 3532.038 30 117.735   
Total 4756.219 31    

 

The results in Table 3 indicate a weak effect of the PjBL using a laboratory approach to student 
knowledge. The results of the regression analysis of students' knowledge about the concepts of marine 
biology courses according to the statistical regression test are provided in Table 4. 

 

Table 4. Linear regression analysis of PjBL using a laboratory approach on students' knowledge 

R R Square Adjusted R Square Std. Error of the Estimate 

.507 .257 .233 10.851 

The independent variable is knowledge. 

 

Table 4 indicates that the regression level (relationship) is in the moderate category between the 
integration of the PjBL using a laboratory approach to student knowledge. The value of R2 = 0.257 
indicates that there is a contribution of PjBL integration with the laboratory approach to student 
knowledge of 25.7%, and 74.3% which comes from other factors. The coefficient analysis of the 
regression equation between the integration of the PjBL using a laboratory approach to student 
knowledge can be explained based on the coefficients of the regression equation in Table 5. 

 

Table 5. Results of the coefficient of regression equation integration of PjBL using a laboratory approach 
with students’ knowledge 

Coefficients 

1 / Knowledge 

Unstandardised Coefficients 
Standardised 
Coefficients 

t Sig. B Std. Error Beta 

.4243.559 1200.915 -.542 -3.534 .001 

(Constant) .133.261 14.864  8.966 .000 

 



 
 
 
 
 

 
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Based on Table 5, the results of the correlation regression equation (Figure 1) between the integration 
of the PjBL model using a laboratory approach to student knowledge related to marine biology material 
concepts, namely a = 4243.559 and b = 133.261, then the regression equation Y = 4243.559 + 133 
.261X, shows an understanding of the integration of the PjBL model of 0.4243.559 followed by student 
knowledge of 0.133.261.  

Figure 1. The regression equation of correlation between independent variable to student’s knowledge 
 

Figure 1 shows a moderate correlation between the PjBL using a laboratory approach to students' 
knowledge related to marine biology material concepts. According to the syntax stages of PjBL, there is 
a level of student understanding according to the line. This is evident in the ability of students to observe 
various types of marine life and the increased mastery of marine biology knowledge. According to Fini 
et al. (2018) the application of project-based learning according to its syntax commitment will create an 
active role for project-based students who are directly involved in real life as a solution to problem-
solving, thereby more effectively increasing students' knowledge. Basic knowledge of students is needed 
when carrying out investigations to collect relevant information and use it as a basis for formulating 
hypotheses and analyzing data so that it directly impacts students' mastery of knowledge (DeWaters et 
al., 2014; Fini et al., 2018; Holmes & Hwang, 2016; Ubuz & Aydınyer, 2019). Furthermore, choosing a 
strategy for implementing a learning model by combining methods or models and approaches will 
improve students' cognitive, affective, and psychomotor abilities as well as their critical thinking skills 
(Akgun, 2013; Baser et al., 2017) 

The application of lecture innovations by integrating PjBL using a laboratory approach is one solution to 
increase student activity and improve learning outcomes in understanding marine biology concepts. 
Fourth-semester students of the Department of Biology Education at FTTE, University of Pattimura were 
samples for marine biology courses. The correlation regression analysis showed a moderate effect on 
student knowledge and the contribution of this knowledge is obtained from the integration of PjBL. The 
integration of the PjBL with learning media increases students' understanding of the concepts and 
phenomena, providing them with opportunities to examine and think about the marine biology concepts 
being studied. The application of project-based learning may improve critical thinking processes in 
discovering and understanding the concepts being studied. 

 

Students’ Attitude of Marine Biology 
There is an effect of integration of the PjBL using a laboratory approach to student attitudes during the 
marine biology course as shown in Table 6. 
 
 



 
 
 
 
 

 
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Table 6. The ANOVA result of student’s attitude variable 

 Sum of Squares df Mean Square F Sig. 

Regression 2239.389 1 2239.389 26.693 .000 
Residual 2516.830 30 83.894   
Total 4756.219 31    

 
The analysis revealed a strong correlation and effect between the integration of the PjBL using a 
laboratory approach on students' attitudes during the marine biology lecture process. The results of the 
regression test on student attitudes while participating in the marine biology lecture process according 
to the statistical regression test are shown in Table 7. 
 
Table 7. Linear regression analysis of PjBL using a laboratory approach on students' attitude 

R R Square Adjusted R Square Std. Error of the Estimate 

.686 .471 .453 9.159 

The independent variable is attitude. 
 

Based on Table 7, there is a strong correlation between the integration of the PjBL using a laboratory 
approach to student attitudes. The contribution of the integration of PjBL using a laboratory approach to 
student attitudes of 47.1%, and 52.9% which comes from other factors. To find out the form of regression 
between the integration of the PjBL using a laboratory approach to student knowledge is explained based 
on the coefficients of the regression equation in Table 8. 
 
Table 8. Results of the coefficient of regression equation integration of PjBL using a laboratory approach 

with students’ attitude 

Coefficients 

 

Unstandardised Coefficients 
Standardised 
Coefficients 

t Sig. B Std. Error Beta 

1 / Attitude .5129.033 992.743 -.686 -5.167 .000 
(Constant) .144.037 12.278  11.731 .000 

 

According to Table 8, the regression results between the integration of the PjBL using a laboratory 
approach to student attitudes during the marine biology lectures gave values a = 5129.033 and b = 
144.037, the regression equation Y = 5129.033 + 144.037X (Figure 2).  

 

 
Figure 2. The regression equation of correlation between independent variable to student’s attitude 



 
 
 
 
 

 
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If there is an attitude towards the integration of the PjBL using a laboratory approach of 5129.033, it will 
be followed by a change in student attitudes of 144.037. There is a strong correlation between the 
integration of the PjBL model using a laboratory approach to student attitudes during the marine biology 
lectures (Figure 2). The application of PjBL syntax influences student attitudes and the role of these 
attitudes is highly significant in motivating students to complete projects in groups. According to Agnafia 
(2021), a scientific attitude is closely related to the process of using the laboratory as a learning approach 
for students to understand concepts, such as marine biology and build intelligent thinking based on a 
scientific attitude. These results can be predicted by the relationship between scientific attitude and 
intelligence skills in utilizing the laboratory as a source of student learning. The PjBL using a laboratory 
approach can form students' attitudes and intelligence skills or psychomotor and thinking intelligence 
(Eliyarti et al., 2020). The laboratory approach proves the theory and provides opportunities for students 
to increase their understanding of knowledge, skills, and attitudes (Li et al., 2020). 

 

Students’ Skill of Marine Biology 
The data analyses showed an effect of the PjBL using a laboratory approach on student skills in nature 
and the laboratory activities during the marine biology course (Table 9). 

 
Table 9. The ANOVA result of student’s skill variable 

 Sum of Squares df Mean Square F Sig. 

Regression 2234.793 1 2234.793 26.590 .000 
Residual 2521.426 30 84.048   
Total 4756.219 31    

 

According to Table 9, the value of df = 1 and the value of F = 26,590 where the significant value was 
0.000 (p <0.05), indicating a strong effect between the PjBL model using a laboratory approach and 
student skills during the process of activities in nature and the laboratory during the marine biology 
course. The results of the regression analysis of students' skills during activities in nature and the 
laboratory during the marine biology course are shown in Table 10. 

 
Table 10. Linear regression analysis of PjBL using a laboratory approach on students' skill 

R R Square Adjusted R Square Std. Error of the Estimate 

.685 .470 .452 9.168 

The independent variable is skill. 

 

Table 10 shows the value of R = 0.685 with the regression level included in the moderate category 
between the integration of PjBL using a laboratory approach to student attitudes, while the value of R2 
= 0.470, which means that there is a contribution of integration of the PjBL model using a laboratory 
approach to student skills of 47%, and 53% came from other factors. Based on the analysis, a regression 
equation was obtained between the integration of the PjBL model using a laboratory approach to student 
skills (Table 11). Table 11 reveal that the correlation equation between the PjBL using a laboratory 
approach to student skills during the marine biology course shows the values a = -4969.476 and b = 
142.365, so the regression equation is Y = -4969.476 + 142.365X. Thus, if there is a relationship between 
PjBL using a laboratory approach and student’s skill is -4969,476, it will be followed by a change in 
student skills of 144,037. This is in accordance with the linear regression equation in Figure 3. 

 
Table 11. Results of the coefficient of regression equation integration of PjBL using a laboratory 

approach with students’ skill 

Coefficients 

 

Unstandardised Coefficients 
Standardised 
Coefficients 

t Sig. B Std. Error Beta 

1 / Skill -4969.476 963.728 -.685 -5.157 .000 
(Constant) 142.365 11.980  11.883 .000 

 



 
 
 
 
 

 
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Figure 3. The regression equation of correlation between independent variable to student’s skill 

 

Figure 3 shows the moderate category between the integration of the PjBL using a laboratory approach 
to student skills related to understanding marine biology concepts (Fadhil et al., 2021). Project-based 
learning can help students develop critical thinking and creativity skills. The analysis explains the 
moderate correlation between the syntax of project-based learning integration and the laboratory 
approach and indicates that a small number of students lack the skills to use laboratory equipment. The 
skills of fourth-semester students of the Department of Biology Education at FTTE, University of 
Pattimura in implementing the integration syntax of the PjBL model using a laboratory approach showed 
a strong effect on skills and there is a regression correlation between skills and the implementation of 
project-based learning integration with a laboratory approach. This indicates that there is a contribution 
of integration of PjBL using a laboratory approach to student skills. Eliyarti and Rahayu (2021) state that 
students' skills in proving the truth both in nature and in the laboratory. Skills in using tools to measure 
environmental factors in coastal waters where there are marine biota and even skills in observing various 
types of morphology and anatomy of marine biota in the laboratory according to the student's critical 
thinking skills. Furthermore, Mega et al. (2022) revealed that critical thinking influences students to 
respond to various activities related to the mastery of the concepts being studied. Therefore, students 
must respond to changes quickly and effectively so they require flexible intellectual skills, the ability to 
analyses information and integrate PjBL using laboratory approaches that are oriented towards mastery 
of knowledge to solve various problems related to marine biology course concepts. The priority of 
students; critical thinking is to maximize their potential in seeing problems, solving problems, and 
creating innovations (Holmes & Hwang, 2016; Nunn & Braud, 2013). Thus, clear and rational critical 
thinking by students is needed to understand marine biology concepts.  

 

Students’ Critical Thinking of Marine Biology 
The ANOVA result showed an effect of the PjBL using a laboratory approach to students' critical thinking 
during the marine biology course (Table 12). 

 
Table 12. The ANOVA result of student’s critical thinking variable 

 Sum of Squares Df Mean Square F Sig. 

Regression 4443.902 1 4443.902 426.865 .000 
Residual 312.317 30 10.411   
Total 4756.219 31    

 

The value of df = 1 and the value of F = 426,865 (Table 12). The significant value is 0.000 (p <0.05), 



 
 
 
 
 

 
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indicating a strong effect between the PjBL using a laboratory approach to students' critical thinking in 
understanding the marine biology. The results of students' critical thinking on concepts of marine biology 
according to the statistical regression test are shown in Table 13. 

 
Table 13. Linear regression analysis of PjBL using a laboratory approach on students' critical thinking 

R R Square Adjusted R Square Std. Error of the Estimate 

.967 .934 .932 3.227 

The independent variable is critical thinking. 

 

Table 13 shows the value of R = 0.967 with a regression level which was included in the very strong 
category, while the value of R2 = 0.934, indicating that PjBL using a laboratory approach to students’ 
critical thinking was 93.4%, and 6.6% came from other factors. The regression results between the 
integration of the PjBL model using a laboratory approach to students' critical thinking can be seen based 
on the coefficients of the regression equation in Table 14. 

 
Table 14. Results of the coefficient of regression equation integration of PjBL using a laboratory 

approach with students’ critical thinking 

Coefficients 

 

Unstandardised Coefficients 
Standardised 
Coefficients 

t Sig. B Std. Error Beta 

1 / Critical 
thinking 

-5049.393 244.396 -.967 -20.661 .000 

(Constant) 145.627 3.172  45.908 .000 

 

Table 14 shows the correlation between the PjBL using a laboratory approach to students’ critical 
thinking during the marine biology course according to the value a = -5049.393 and b = 145.627, thus 
the regression equation Y = -5049.393 + 145.627X. Therefore, if the relationship between students’ 
critical thinking and integration of the PjBL using a laboratory approach is -5049,393, it will be followed 
by a change in students' critical thinking of 145,627. The linear regression equation is shown in Figure 
4. There is a strong correlation between the PjBL using a laboratory approach to students' critical thinking 
in understanding marine biology concepts. According to Miharja et al. (2019), there is a significant 
relationship between critical thinking or critical thinking skills and learning outcomes if the learning model 
corresponds to the material learned by the learner. The application of PjBL integration syntax through a 
laboratory approach shows conformity with concepts and materials in marine biology which is evident in 
the fact that there is a significant relationship between critical thinking and the application of PjBL syntax 
and laboratory approaches. 

 

 
Figure 4. The regression equation of correlation between independent variable to student’s critical 

thinking 



 
 
 
 
 

 
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Marine biology lectures emphasize critical thinking to optimize students’ understanding of marine biology 
concepts. The level of regression (relationship) was very strong between the integration of the PjBL using 
a laboratory approach and students’ critical thinking. According to Yamin et al. (2020), there is a 
relationship or effect on learning outcomes as the lectures are more student-centered when integrating 
PjBL using a laboratory approach. The integration of PjBL using a laboratory approach is closely related 
to mastering concepts, attitudes, and skills of students. The model allows students to develop critical 
and creative thinking skills through integration of learning models that are carried out by paying attention 
to indicators observing, questioning, trying, processing, reasoning, creating, and communicating, in a 
form of a project report (Holmes & Hwang, 2016; Martinez, 2022; Nunn & Braud, 2013). 

The critical thinking skills possessed by sixth semester students of the Department of Biology Education, 
FTTE, University of Pattimura in identifying problems observing various types of marine biota as well as 
measuring aquatic physical-chemical factors and conducting studies on the relationship of aquatic 
environmental factors with the presence of marine biota in an aquatic ecosystem, anatomical 
observations and the physiology of marine biota in the laboratory through intelligent thinking and 
intelligence skills and even having a scientific attitude is evidence of the successful implementation of 
PjBL using a laboratory approach. (Reyk et al., 2022) state that critical thinking is thinking that makes 
sense and focused reflection to decide what should be believed or done. This means that thinking must 
be reasonable and focused on deciding what to do to understand the concept being studied. Maksum et 
al. (2022) explain that critical thinking is needed in creative investigations, which relate to the concepts 
being investigated to find solutions using critical and creative and innovative thinking stages in 
completing assignments. Furthermore, the use of learning models that are integrated through 
laboratories that are utilized to the fullest can affect the development of knowledge, scientific intelligence 
skills and students' critical thinking, which are necessary to understand the concepts being studied (Fini 
et al., 2018; Li et al., 2020; Von Dohlen et al., 2019). Permana et al. (2019) also reveal that students' 
critical thinking skills have a close relationship with students' understanding of concepts. 

The use of project-based learning integration models has proven to improve students’ learning outcomes 
and critical thinking related to understanding marine biology concepts using a laboratory approach. 
Learning is an ability acquired by individuals during the learning process with an appropriate model or 
approach and can increase intelligent thinking to improve behavior, knowledge, understanding, attitudes 
and skills. 

  

Conclusion 
 

In conclusion, the integration of the PjBL learning model in marine biology courses using a laboratory 
approach developed students' creative thinking skills. Therefore, it is recommended that PjBL learning 
is widely disseminated considering the significant benefits. The government as a policy maker should 
conduct training and outreach related to excellence and teaching using PjBL. Continuous research is 
urgently needed using other alternative approaches so that the advantages of PjBL interactions can be 
studied further. 

 

Acknowledgement 
 

The author would like to thank University of Pattimura and Universitas Muhammadiyah Maluku Utara for 

supporting the research. 

 

Conflicts of Interest 
 

The authors declare that there is no conflict of interest regarding the publication of this paper. 

 

Author Contributions 
 

H. Tuaputty: Methodology, Validation, Writing ─ original draft, Writing ─ review and editing. S. Alimudi: 
Analysis, Writing ─ original draft, Writing ─ review and editing. I. Irene: Analysis, Writing ─ original draft, 
Writing ─ review and editing. L. N. Latuperissa: Analysis, Writing ─ original draft, Writing ─ review and 
editing. A. K. Donkor: Writing ─ review and editing. 

 
 



 
 
 
 
 

 
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