The Influence of Role-Playing Method in Problem-Based Learning (PBL) Model on Students' Oral Communication Skills and Critical Thinking Abilities
DOI:
https://doi.org/10.32585/jbl.v8i1.7384Keywords:
Critical thinking, Oral communication, PBL, Role playingAbstract
The less than optimal oral communication and critical thinking skills of eleventh-grade students at SMA N 1 Boyolali are due to the tendency of learning methods that focus on memorizing textbooks or PowerPoint presentations provided by instructors. The application of the Problem-Based Learning (PBL) Model, when integrated with the role-playing method, presents a viable alternative for developing students' oral communication and critical thinking skills. This study aims to examine the impact of the role-playing method within the PBL framework on students' oral communication and critical thinking skills, both independently and simultaneously, in the context of reproductive system material. This study used an experimental design with a quantitative approach, specifically a quasi-experimental design that used cluster random sampling for sample selection. The sample consisted of eleventh-grade students as the control group and eleventh-grade students as the experimental group from SMA N 1 Boyolali with 37 students in each class. Data collection involved observation to evaluate oral communication skills and a post-test to assess critical thinking skills. Data analysis was conducted after testing for normality and homogeneity as prerequisites, with the help of SPSS version 30 software, followed by hypothesis testing using the independent t-test and MANOVA. The findings show that the role-playing method in the PBL model significantly influences students' oral communication skills and critical thinking skills both separately and simultaneously with the results of the t-test of 0.001 and the MANOVA test of 0.000 which is smaller than the significance of 0.05
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