The effect of collaborative based science learning model on enhancing students’ critical thinking skills and responsibility

Abstract

Abstract The Collaborative Based Science Learning (CBSL) model was a learning model collaborative based science that integrates Critical Thinking Skills (CTS) and student responsibility. This study aims to analyze the effect of the CBSL model in enhancing the CTS and the responsibility of junior high school students. This study employed a quasi-experimental study with one group pre-test and post-test design. One hundred and seventy students of the eighth grade of Public Junior High School 6 Banjarmasin, Indonesia were involved and classified into five groups. The data was collected through the Critical Thinking Skills Test, a questionnaire on student responsibility, and an in-depth interview. The collected data were analyzed by using paired t-test / Wilcoxon test and n-gain. The results of the study in group-1, group-2, group-3, group-4, and group-5 indicate that the obtained of the sig. (2-tailed) CTS of students is 0.00 (p = < 0.05), and n-gain is 0.74-0.87, showing that it is significant in high criteria. In addition, the obtained sig. (2-tailed) student responsibility is 0.00 (p = <0.05) and n-gain is 0.55-0.67; showing significant result in the criteria of moderate. It is concluded that the CBSL model is effective. This study implies that the CBSL model can be used as an alternative to maximize students’ CTS and responsibility in science learning at schools as well as equip success in students’ life and future career.