The Effectiveness of Learning Style–Based Problem-Based Learning on Students’ Critical and Creative Thinking in Ecology and Indonesian Biodiversity Topics

Abstract

Background: Critical and creative thinking skills are essential competencies in biology learning, particularly in complex topics such as ecology and Indonesian biodiversity. However, conventional learning often does not sufficiently accommodate students’ different learning styles, which may limit the development of higher-order thinking skills. Therefore, implementing Problem-Based Learning that is aligned with students’ learning styles is expected to enhance students’ critical and creative thinking abilities.
Methods: This study employed a quasi-experimental design using a nonequivalent control group design involving 80 students, consisting of 40 students in the experimental class and 40 students in the control class. The research instruments included essay tests to measure students’ critical and creative thinking skills through pretest and posttest assessments, as well as a learning style questionnaire to identify students’ visual, auditory, and kinesthetic learning preferences. Data analysis included the Shapiro–Wilk normality test, Levene’s homogeneity test, N-Gain calculation, and the Wilcoxon Signed Rank Test.
Results: The results showed that the average critical thinking score in the experimental class increased from 36.00 to 84.32 with an N-Gain of 0.73 (high category), while the control class increased from 13.92 to 50.20 with an N-Gain of 0.42 (moderate category). The Wilcoxon test indicated significant differences in both classes (experimental class: Z = −6.168, p = 0.000; control class: Z = −6.085, p = 0.000). For creative thinking skills, the experimental class score increased from 38.80 to 82.64 with an N-Gain of 0.68 (moderate category, approaching high), whereas the control class increased from 24.72 to 57.88 with an N-Gain of 0.43 (moderate category). The Wilcoxon test also revealed significant differences in both classes (experimental class: Z = −6.156, p = 0.000; control class: Z = −6.142, p = 0.000), with more consistent improvement in the experimental class.
Conclusion: Learning style–based Problem-Based Learning is more effective than conventional learning in improving students’ critical and creative thinking skills in ecology and Indonesian biodiversity topics. This approach can support the development of higher-order thinking skills by accommodating students’ diverse learning preferences and promoting active problem-solving activities.