29 
Citation: Ramdiah, S., Abidinsyah, H., & Mayasari, R. (2018). Problem-based learning: Generates 

higher-order thinking skills of tenth graders in ecosystem concept. JPBI (Jurnal Pendidikan Biologi 
Indonesia), 4(1), 29-34. https://doi.org/10.22219/jpbi.v4i1.5490 

 

 

Vol. 4 No. 1, 2018; pp. 29-34 
ISSN: 2442-3750 (print); ISSN: 2527-6204 (online) 

http://ejournal.umm.ac.id/index.php/jpbi 
                                   

Received: 05/03/2018  
Revised: 24/03/2018  

Accepted: 27/03/2018  

 

JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) 

Indonesian Journal of Biology Education 
  

 

 

PROBLEM-BASED LEARNING: GENERATES HIGHER-ORDER THINKING 

SKILLS OF TENTH GRADERS IN ECOSYSTEM CONCEPT 
 

 Siti Ramdiah*, H. Abidinsyah, and Ria Mayasari 
Biology Education Study Program, PGRI Banjarmasin School of Teacher Training and Education 

(STKIP PGRI Banjarmasin), South Kalimantan, Indonesia 

*corresponding e-mail: sitiramdiah@gmail.com 

 

 
ABSTRACT 

This study aimed to determine the effect of Problem-Based Learning (PBL) model on tenth grader higher-

order thinking skills (HOTS) in ecosystem concept. The design of this study was quasi-experimental 

research with "nonequivalent pretest-posttest control group design". The population of this study was tenth 

grader in Senior High School (SHS) Kandangan, South Kalimantan. The sample was chosen through 

random sampling technique. The sample will be tested for equivalence based on the data of from the report 

card from the first semester. The instrument of data collection is students' HOTS rubric that developed by 

Hart (1994) with a range of scores for each question ranging from 0 to 4. One way analysis of variance 

(ANOVA) was used as hypothesis test in this study. The result showed that PBL model had a positive effect 

on HOTS. It can be seen from the average of HOTS level of control class was 28.40 and treatment class 

was 36,23 and seen from F value = 20.97 whereas F table = 0.05 means F arithmetic > F table. 

 

Keywords: Ecosystem concept, HOTS, PBL, skills 

 
© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia 

 
 

INTRODUCTION 

 

Today, education is the key success of a 

nation (Simon, Banks, & Bromirski, 2003). 

Education builds a knowledgeable, cultured, 

devoted man, who have life skills to compete 

with the others. Furthermore, the development 

of science education in a country will affect the 

country's survival rate to compete with other 

countries (Cobern, 1998). The reason, the 

development of science education will affect 

the development of science and technology to 

society and the country. The more advanced the 

development of science and technology of a 

country, the more ready the country to 

competes in this era of globalization (Şener & 

Saridoǧan, 2011). It means, education becomes 

one of the important things to be noticed. 

Therefore, science education in a country 

should be designed to prepare resources that 

master the concept and application of science. 

On the one hand, learning science is a 

process that is not difficult. Everyone can learn 
science, even children can perform various 

activities of science in everyday life. On the 

other hand, learning science is like learning a 

new language (Roth & Hwang, 2011). In this 

regard, in some circumstances, learning science 

is a difficult process. Moreover, various 

concepts must be mastered by the students and 

sometimes the concept is abstract and complex 

(Johnson, 2009). As a result, students' learning 

outcomes cannot be achieved optimally.
 

Various alternatives are proposed by various 

educational experts and researchers to 

overcome the difficulty of students in 

understanding the concept of science, including 

in Biology learning. Basically, to overcome the 

low learning outcomes, those experts and 

researcher tried to facilitate students to gain 

experience in the scientific process as done by 

real scientists or by utilizing various learning 

models that are able to facilitate students to 

learn more actively (Armbruster, Patel, 

Johnson, & Weiss, 2009; Fauzi, Corebima, & 

Zubaidah, 2016; Fauzi & Ramadani, 2017). In 

those alternatives, learning designs often try to 

concretize the concepts that previously abstract. 

A good learning and a good education will 

produce qualified graduates who are expected 

to be able to face all these changes. Education 

can be proven through a process of learning. 

Successful learning has a positive impact on 

students' level of understanding and 

https://doi.org/10.22219/jpbi.v4i1.5490


Ramdiah et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 29-34 

 

30     Problem-based learning: Generates …. 

achievement of expected learning objectives. 

Furthermore, changes in learning outcomes and 

student behavior should be noted improving 

students' higher-order thinking skills or HOTS 

(Zohar & Dori, 2003). This is important to be 

observed given the HOTS provide information 

related to the quality of learning by teachers. 

These aspects of HOTS are an important part of 

a learning design. Well-planned plans will have 

an impact on student learning outcomes as 

described before. 

In line with a good education, Indonesia is 

currently experiencing various changes in the 

field of education both in terms of curriculum 

and application of learning models. The 

purpose of the change is for the implementation 

of learning in school to be better than before. 

But, these changes lead to the need for 

adaptation by teachers and students in the 

learning process (Ismail & Fata, 2016). The 

learning process that used to refer to the teacher 

center has now led to a student center. This 

learning approach can improve students’ 

learning performance (Armbruster et al., 2009). 

Therefore, the teacher should be more 

innovative in the planning and implementation 

of the learning process.  

However, not a few teachers who still hold 

learning with the conventional approach. 

Lecture method often used because it is 

considered more effective in learning (Cahyadi, 

2004). While students' learning outcomes go 

hand in hand with remedial activities. 

Moreover, conventional learning such as using 

lecture method is less able to empower students' 

thinking skills. It is of particular concern that 

teachers need to change planning, learning 

processes and teaching styles to improve 

students’ learning outcome, so that remedial 

processes can be minimized. 

As already mentioned, education now plays 

an important role in the sustainability of a 

nation. In this regard, biology learning should 

empower students to be ready to compete in the 

global era. One of the competencies to be 

empowered is HOTS. Thus, the learning design 

should integrate a potential learning models that 

could empowering both students’ learning 

outcomes and students' thinking skills (Buku, 

Mite, Fauzi, Widiansyah, & Anugerah, 2015; 

Fauzi, 2013; Haryati, Manurung, & Gultom, 

2017; Husamah & Pantiwati, 2014; Khasanah 

& Astuti, 2018; Setiawati & Corebima, 2017).  

Furthermore, the selected learning model can 

certainly guide students to understand the 

material provided.  

One of the learning models that has been 

believed to improve HOTS is Problem-Based 

Learning or PBL (Bell, 2010). This learning 

model has steps that guide students to scientific 

thinking, determine the problem. According to 

Suprijono (2009), students during the 

application of PBL will have investigation 

skills, the skill to overcome the problem. 

Students can also become independent and 

independent learners. It is explained further that 

the result of learning through PBL is a HOTS.  

PBL is one of the innovative models that 

creates active learning conditions and engages 

students to solve a problem through a scientific 

method. Thus the students can learn the 

knowledge related to the problems encountered 

and have the skills to solve the problem. Based 

on this opinion then the teacher can design the 

learning process and present an effective and 

quality learning so that knowledge and skills 

obtained by students more meaningful 

(Sumantri, 2015). Based on this background, 

this study aims to determine the effect of PBL 

model on HOTS of tenth graders in ecosystem 

concept. 

  

METHOD 

 

The method used in this research was quasi-

experimental with Nonequivalent Pretest-

Posttest Control Group Design. Treatment in 

the study was a PBL model and conventional 

learning as a control. The population was tenth 

graders of Senior High School (SHS) 

Kandangan, South Kalimantan, Indonesia. 

Sample determination using random sampling. 

The sample will be tested for equivalence based 

on the data of tenth grader report card one 

semester in Biology subject. 

 In this study, students' HOTS is accessed 

using HOTS rubric developed by Hart (1994) 

with a range of scores for each question ranging 

from 0 to 4. The procedure of collecting 

research data through the following activities: 

1) Administering pretest in the treatment class 

and control class, to know the students' HOTS 

before applying PBL model and conventional 

learning. The implementation of the test 

conducted by researchers together with 

classroom teachers; 2) Understanding the 

implementation of learning scenario related to 

the model of learning that is experimented with 

model teachers and observers. Furthermore, 



Ramdiah et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 29-34 

 

 Problem-based learning: Generates ….     31 

observations using learning observation sheets 

that have been adapted to PBL model. On the 

observation sheet, the observer selects 

alternatives "good, enough, less, and not good". 

The observation was done by the teacher. The 

implementer of learning done by a model 

teacher of research place that has been trained 

before in applying the model of learning 

according to the strategy which is an 

experiment. Activity observation of the 

implementation of learning stages by the 

observer is carried out during the 

implementation of PBL model. Observers make 

observations by sitting in the classroom during 

the learning activities; 3) Data collection related 

Stage 4 PBL learning model that is developing 

and presenting the work to students in making 

the work; and 4) Conduct posttest in the 

treatment class and control class, to know 

student HOTS after implementation of PBL 

model. Implementation of the test conducted by 

researchers together with teachers. 

One way analysis of variance (ANOVA) 

was used as hypothesis test in this study. The 

level of significance used in hypothesis testing 

is 0.05 (p ≤ 0.05). Before hypothesis testing 

was conducted, the data were tested to 

determine whether the data meet the 

assumptions of normality and homogeneity. 

Hypothesis testing and assumption tests were 

analyzed using SPSS 17 for Windows. 

 

RESULTS AND DISCUSSION 

 

In this study, student HOTS who received 

conventional learning and students who 

received PBL model were measured. 

Measurements were made at the beginning of 

the study (pretest) and the end of the study 

(posttest). The summary of HOTS data is 

presented in Table 1.  
 

Table 1. Summary of HOTS for tenth graders 

 

Based on Table 1, the value of student 

HOTS in the treatment class was always higher 

than the control class, either on pretest or 

posttest. From the data, it appears that students 

who receive PBL have HOTS that was 21.61% 

higher than students who receive conventional 

learning. 

The data that have been collected then was 

analyzed used hypothesis test that has been 

determined by research method. Based on the 

assumption test results, the data met the 

assumptions of normality and homogeneity. 

Thus, the data can be continued to be analyzed 

using one-way ANOVA. Anova test results are 

presented in Table 2. 

 
Table 2. Summary of one-way ANOVA test on 

HOTS of tenth graders 

Diversity SS df MS F Sig. 

Between Groups 827.59 1 827.59 20.97 0.000 

Within Groups 2052.43 52 39.470     

Total 2880.02 53       

 

In this study, HOTS measured consist of 

three indicators: apply, analyze, and evaluate. 

On each indicator, students receiving PBL 

learning always have higher scores than 

students who receive conventional learning. 

The data of HOTS achievement from each 

indicator is presented in Figure 1. 

Based on Table 2, the significance value 

(Sig) that obtained was 0.000 <0.05. On the 

other hand, based on Table 1., the posttest data 

of the students in the treatment class is higher 

than the control class. Thus, based on both 

Table, students who receiving PBL learning 

have significantly HOTS than students who 

follow conventional learning. So, it can be said 

that the PBL model tends to have more 

potential in improving the thinking skill of class 

X student on ecosystem concept. 

The findings of the study indicate the PBL 

model can improve students' HOTS on 

indicators of applying, analyzing and 

evaluating. The data indicate that these 

indicators can be improved better through the 

PBL learning model, although in conventional 

learning it shows an increase in the average 

value of HOTS. This provides information that 

the application of PBL model is potentially 

better than conventional learning in order to 

improve HOTS especially on aspects of 

applying, analyzing, and evaluating the concept. 

This result is also in line with several previous 

studies (Fitri & Ramdiah, 2017; Haryati et al., 

2017; Magsino, 2014; Sastrawati, Rusdi, & 

Syamsurizal, 2011; Surya & Syahputra, 2017). 

 

Class N 
Mean  

Pretest 
Mean 

Posttest 

Treatment 27 11.67 36.23 

Control 27 10.46 28.40 

Total 54 11.07 32.32 



Ramdiah et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 29-34 

 

32     Problem-based learning: Generates …. 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

Figure 1. The improvement of student HOTS  

 

The average increase and hypothesis test 

results indicate the PBL learning model can 

empower the students' HOTS. PBL model is 

believed to be able to direct students' thinking, 

especially on the aspects of synthesizing, 

evaluate, and apply concepts learned in the 

learning process (Ganiron Jr, 2014). Through it, 

the students are able to solve the problem 

through scientific investigation. According to 

Moutinho, Torres, Fernandes, and Vasconcelos 

(2015), PBL helps students to develop new 

knowledge and contribute to the scientific 

investigation of the problems posed. 

Furthermore, Suriansyah and Aslamiah (2014) 

explain that PBL is one of the learning that 

provides opportunities for students to conduct 

the investigation with real and authentic, so as 

to form and become a habit of students in 

empowering HOTS. It further explained that 

besides that PBL also develops students' ability 

to be more innovative and creative in the task. 

In this study, several indicators used as a 

benchmark of student HOTS are: apply, 

analyze, and evaluate. Student HOTS who 

follow PBL are higher than students who follow 

conventional learning because PBL is able to 

facilitate students to improve these three skills. 

In PBL, students are trained to seek and 

evaluate the information they obtain and apply 

the information they know to solve the 

problems at hand (Ganiron Jr, 2014; Haryati et 

al., 2017; Magsino, 2014). In dealing with these 

problems, students must also be required to 

carry out analytical activities (Haryati et al., 

2017). Students should also use evaluation 

skills to determine the strength or weakness of 

an argument (Magsino, 2014). In addition, they 

must also evaluate the quality of the results of 

analysis, interpretation, explanations, choices, 

opinions, to ideas (Magsino, 2014; Seel, 2012). 

From these explanations, it is answered why 

three indicators of HOTS in this study can be 

more empowered to students who follow the 

PBL. 

Based on the findings of this study can be 

informed that the results of the research have 

supported the previous findings. PBL provides 

more advantages to the learning process in tenth 

graders in the ecosystem concept. The problems 

posed at the beginning of the learning to the 

students can be completed step by step in the 

PBL model. PBL model guides and directs 

students to be active and cooperate in solving 

problems critically (Magsino, 2014). This is 

done in the sequence where students find 

problems, define and organize tasks. Next, 

students jointly find information and conduct 

investigations. The final stage students are 

required to empower HOTS, innovative, and 

creative that is in developing and presenting the 

work on the problems and solutions. In 

addition, through the application of this model 

students are guided to be able to cooperate, be 

responsible, and have creativity in the work 

(Ersoy & Baser, 2014). 

 



Ramdiah et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 29-34 

 

 Problem-based learning: Generates ….     33 

CONCLUSION 

 

The result showed that PBL model had a 

positive effect on HOTS. It can be seen from 

the average of HOTS level of control class was 

28.40 and treatment class was 36,23 and seen 

from F value = 20.97 whereas F table = 0.05 

means F arithmetic > F table. Based on the 

results of the study of the application of PBL 

model of HOTS in the ecosystem concept, it 

can be concluded that there is the influence of 

PBL model to HOTS of tenth graders in 

ecosystem concept. 

 

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