Penerapan Model Project Based Learning dengan Pendekatan Deep Learning pada Materi Bioteknologi untuk Meningkatkan Keterampilan Kolaborasi dan Berpikir Kritis Siswa SMA

Penelitian ini bertujuan untuk mendeskripsikan keterampilan kolaborasi dan berpikir kritis peserta didik kelas X.5 SMA Muhammadiyah 7 Surabaya melalui penerapan model Project Based Learning (PjBL) dengan pendekatan Deep Learning pada materi Bioteknologi, keterlaksanaan pembelajaran, serta respon peserta didik terhadap model tersebut. Jenis penelitian yang digunakan adalah pre-eksperimen dengan desain One Group Pretest– Posttest. Sampel penelitian yaitu peserta didik kelas X.5 yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data meliputi lembar observasi, tes, dan angket. Data dianalisis secara deskriptif dan statistik menggunakan uji-t. Hasil penelitian menunjukkan adanya peningkatan keterampilan kolaborasi peserta didik setelah penerapan model PjBL dengan pendekatan Deep Learning. Nilai rerata persentase keterampilan kolaborasi pada pertemuan pertama sebesar 62,5%, pertemuan kedua 64%, dan pertemuan ketiga 64,9% dengan kategori baik. Keterampilan berpikir kritis juga mengalami peningkatan yang signifikan, ditunjukkan oleh nilai N-Gain sebesar 0,8 dengan kategori tinggi serta hasil uji-t dengan nilai signifikansi 0,00 < 0,05. Hal ini menunjukkan adanya perbedaan signifikan sebelum dan sesudah penerapan model pembelajaran. Keterlaksanaan pembelajaran model PjBL dengan pendekatan Deep Learning berada pada kategori sangat baik. Selain itu, respon peserta didik terhadap penerapan model ini sangat positif dengan persentase sebesar 97%. Dengan demikian, model PjBL dengan pendekatan Deep Learning efektif dalam meningkatkan keterampilan kolaborasi dan berpikir kritis peserta didik pada materi Bioteknologi.

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This study aims to describe the collaboration and critical thinking skills of students in class X.5 at Muhammadiyah 7 High School in Surabaya through the application of the Project-Based Learning (PjBL) model with a Deep Learning approach to biotechnology material, the implementation of learning, and student responses to the model. The type of research used is a pre-experiment with a One Group Pretest–Posttest design. The research sample consisted of students in class X.5 who were selected using purposive sampling. Data collection techniques included observation sheets, tests, and questionnaires. The data were analyzed descriptively and statistically using the t-test. The results showed an increase in students' collaboration skills after the implementation of the PjBL model with a Deep Learning approach. The average percentage of collaboration skills in the first meeting was 62.5%, the second meeting was 64%, and the third meeting was
64.9%, which was categorized as good. Critical thinking skills also experienced a significant increase, as shown by an N-Gain value of 0.8, which was categorized as high, and the results of the t-test with a significance value of 0.00 < 0.05. This shows a significant difference before and after the implementation of the learning model. The implementation of the PjBL learning model with the Deep Learning approach was in the very good category. In addition, the students' response to the implementation of this model was very positive with a percentage of 97%. Thus, the PjBL model with the Deep Learning approach is effective in improving students' collaboration and critical thinking skills in biotechnology material.