Conditional critical thinking gains: ATI study of homo complexus in PBL--SSI biology education.
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| Title: | Conditional critical thinking gains: ATI study of homo complexus in PBL--SSI biology education. |
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| Authors: | Bestari, Ida Ayu Purnama1 purnama.bestari@undiksha.ac.id, Atmadja, Anantawikrama Tungga2 anantawikrama_t_atmadja@undiksha.ac.id, Nyoman, I.3 nyoman.tika@undiksha.ac.id, Suastra, Tika I. Wayan4 iwsuastra@undiksha.ac.id |
| Source: | Jurnal Pendidikan Biologi Indonesia (JPBI). Nov2025, Vol. 11 Issue 3, p1139-1155. 17p. |
| Subject Terms: | *Critical thinking, *Problem-based learning, *Educational psychology, *Educational outcomes, *Biology education, *Holistic education |
| Abstract: | This quasi-experimental study investigated the effectiveness of a Homo Complexus (HC)- framed Problem-Based Learning and Socio-Scientific Issues (PBL--SSI--HC) model in fostering critical thinking (CT) among biology education students (N=78). Comparing PBL--SSI--HC (n=38) with conventional PBL--SSI (n=40), a validated and reliable CT instrument was used for pretest and posttest. ANCOVA results revealed a significant Group × Pre_CT interaction (F (1, 74) = 7.73, p = .007, ηp² = 0.095), indicating that the model's effect on CT was conditional on initial CT levels. Simple slopes analysis showed that the PBL--SSI--HC model significantly benefited students with higher initial CT (adjusted mean difference = 0.079, p = .006, Hedges' g = 0.19 at +1 SD Pre_CT), while advantages for lower and average baseline students were negligible. This aptitude--treatment interaction (ATI) suggests that the epistemic complexity of the Homo Complexus framework is most effective for learners with stronger prerequisite CT strategies. Instructional implications highlight the need for targeted scaffolding, such as explicit modeling of CT moves and structured argumentation, to extend these benefits across all CT ability levels and align with national educational goals. [ABSTRACT FROM AUTHOR] |
| Copyright of Jurnal Pendidikan Biologi Indonesia (JPBI) is the property of Jurnal Pendidikan Biologi Indonesia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190434349 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Conditional critical thinking gains: ATI study of homo complexus in PBL--SSI biology education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bestari%2C+Ida+Ayu+Purnama%22">Bestari, Ida Ayu Purnama</searchLink><relatesTo>1</relatesTo><i> purnama.bestari@undiksha.ac.id</i><br /><searchLink fieldCode="AR" term="%22Atmadja%2C+Anantawikrama+Tungga%22">Atmadja, Anantawikrama Tungga</searchLink><relatesTo>2</relatesTo><i> anantawikrama_t_atmadja@undiksha.ac.id</i><br /><searchLink fieldCode="AR" term="%22Nyoman%2C+I%2E%22">Nyoman, I.</searchLink><relatesTo>3</relatesTo><i> nyoman.tika@undiksha.ac.id</i><br /><searchLink fieldCode="AR" term="%22Suastra%2C+Tika+I%2E+Wayan%22">Suastra, Tika I. Wayan</searchLink><relatesTo>4</relatesTo><i> iwsuastra@undiksha.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Jurnal+Pendidikan+Biologi+Indonesia+%28JPBI%29%22">Jurnal Pendidikan Biologi Indonesia (JPBI)</searchLink>. Nov2025, Vol. 11 Issue 3, p1139-1155. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This quasi-experimental study investigated the effectiveness of a Homo Complexus (HC)- framed Problem-Based Learning and Socio-Scientific Issues (PBL--SSI--HC) model in fostering critical thinking (CT) among biology education students (N=78). Comparing PBL--SSI--HC (n=38) with conventional PBL--SSI (n=40), a validated and reliable CT instrument was used for pretest and posttest. ANCOVA results revealed a significant Group × Pre_CT interaction (F (1, 74) = 7.73, p = .007, ηp² = 0.095), indicating that the model's effect on CT was conditional on initial CT levels. Simple slopes analysis showed that the PBL--SSI--HC model significantly benefited students with higher initial CT (adjusted mean difference = 0.079, p = .006, Hedges' g = 0.19 at +1 SD Pre_CT), while advantages for lower and average baseline students were negligible. This aptitude--treatment interaction (ATI) suggests that the epistemic complexity of the Homo Complexus framework is most effective for learners with stronger prerequisite CT strategies. Instructional implications highlight the need for targeted scaffolding, such as explicit modeling of CT moves and structured argumentation, to extend these benefits across all CT ability levels and align with national educational goals. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Jurnal Pendidikan Biologi Indonesia (JPBI) is the property of Jurnal Pendidikan Biologi Indonesia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22219/jpbi.v11i3.42549 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1139 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Biology education Type: general – SubjectFull: Holistic education Type: general Titles: – TitleFull: Conditional critical thinking gains: ATI study of homo complexus in PBL--SSI biology education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bestari, Ida Ayu Purnama – PersonEntity: Name: NameFull: Atmadja, Anantawikrama Tungga – PersonEntity: Name: NameFull: Nyoman, I. – PersonEntity: Name: NameFull: Suastra, Tika I. Wayan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 24423750 Numbering: – Type: volume Value: 11 – Type: issue Value: 3 Titles: – TitleFull: Jurnal Pendidikan Biologi Indonesia (JPBI) Type: main |
| ResultId | 1 |
