Technology-Enhanced Problem-Based Learning for Developing Analytical Thinking and Science Process Skills in Biology Education

Abstract

This study addresses concerns about students’ low levels of Basic Science Process Skills (BSPS) and analytical thinking, often associated with teacher-centered practices that limit active engagement in scientific processes. Although prior research has examined the effectiveness of innovative learning models, limited attention has been given to studies that simultaneously investigate Problem-Based Learning (PBL) and Discovery Learning (DL) in relation to BSPS and analytical thinking skills. Therefore, this study aims to analyze the effects of learning models on students’ BSPS and analytical thinking skills, and to examine the interaction between learning models and BSPS levels. A quasi-experimental posttest-only nonequivalent control group design was employed, involving 52 high school students divided into an experimental group (PBL) and a control group (DL). Data were collected through essay tests to measure analytical thinking skills and observation sheets to assess BSPS, and were analyzed using Two-Way ANOVA. The results show that PBL is significantly more effective than Discovery Learning in improving BSPS (81.15 vs. 73.46) and analytical thinking skills (F(1,48) = 7.010; p = 0.011). BSPS also significantly influences analytical thinking skills (F(1,48) = 7.424; p = 0.009). In addition, a significant interaction effect was found between learning models and BSPS (F(1,48) = 13.067; p = 0.001; R² = 0.364). Specifically, PBL is more effective for students with low BSPS, whereas Discovery Learning is more effective for students with high BSPS. These findings highlight that instructional effectiveness depends on students’ initial skill levels and support the development of adaptive learning strategies in science education.