Effectiveness of Environment-Based Biology Instructional Model to Improve Students’ Critical Thinking skills in High School

Abstract

This study aimed to obtain the information about the effectiveness of the Environment-Based Biology Instructional-Model that improve student's critical thinking ability in high school. The research design was a pretest-posttest group. It used Quasy Experiment. The population was 223 students in the tenth grade of Asera Senior High 1 in 2019-2020. The number of the sample was 105 students. The researcher analyzed the data into descriptive analysis and inferential statistics. Hypothesis testing was a t-test and signignficany of Model on SPSS-20 program. The results showed that students' critical thinking skill of Concept of Biodiversity taught by the Environmental-Based instructional model was higher than students who taught by Conventional Instructional Model. To sum up, it showed that using the Environment-based Instructional was more effective than the Conventional model.