Multidisciplinary Journal of Educational Research

Volume 14, Issue 1, 15th February, 2024, Pages 96 – 114

The Author(s) 2024
http://dx.doi.org/10.17583/remie.9409

Enhancing Critical Thinking And Problem Solving

Skills By Complexity Science-Problem Based
Learning Model
Finga Fitri Amanda1, Sutiman Bambang Sumitro2, Sri Rahayu Lestari1 & Ibrohim1

1) Universitas Negeri Malang, Indonesia

2) Brawijaya University, Indonesia

Abstract

Critical thinking and problem-solving are fundamental skills that students need to master.
Various learning obstacles that occur during the pandemic of Covid-19 have hindered critical
thinking and problem-solving skills training. This study aimed to enhance students' critical
thinking and problem-solving skills through Complexity Science-Problem Based Learning
(CS-PBL) model. The research applied quasi-experimental with Nonequivalent Pre-test-Post
test Control Group Design. The research sample consisted of 27 students in the experimental
CS-PBL group, 29 students in the PBL group, and 26 students in the direct learning group. The
instrument used in the research was an essay test of critical thinking integrated with problem-
solving. Data were analyzed using ANCOVA followed by an LSD test. The results showed
that the CS-PBL model enhanced students' critical thinking and problem-solving skills
(p<0.05). Therefore, the CS-PBL model is applicable to facilitate the enhancement of critical
thinking and problem-solving skills in the post covid-19 pandemic.

Keywords
Complexity science, cs-pbl, critical thinking, problem based learning, problem-solving.

To cite this article: Amanda, F.F., Sumitro, S.B., Lestari, S.R., Ibrohim. (2024). Enhancing
Critical Thinking And Problem Solving Skills By Complexity Science-Problem Based
Learning Model. Multidisciplinary Journal of Educational Research, 14(1) pp. 96-114
http://dx.doi.org/10.17583/remie.9409
Corresponding author(s): Sri Rahayu Lestari
Contact address: [email protected]
Multidisciplinary Journal of Educational Research
Volumen 14, Número 1, 15 de febrero de 2024, Páginas 96 – 114
Autor(s) 2024
http://dx.doi.org/10.17583/remie.9409

Mejora del Pensamiento Crítico y las Habilidades

para la Resolución de Problemas mediante el
Modelo de Aprendizaje basado en la Complejidad
de la Ciencia
Finga Fitri Amanda1, Sutiman Bambang Sumitro2, Sri Rahayu Lestari1 y Ibrohim1
1) Universidad de Negeri Malang, Indonesia
2) Universidad de Brawijaya, Indonesia
Resumen
El pensamiento crítico y la resolución de problemas son habilidades fundamentales que los
estudiantes deben dominar. Las dificultades de aprendizaje que ocurrieron durante la pandemia
de Covid-19 han obstaculizado el entrenamiento de habilidades de pensamiento crítico y
resolución de problemas. Este estudio tuvo como objetivo mejorar el pensamiento crítico y las
habilidades de resolución de problemas de los estudiantes a través del modelo de Aprendizaje
Basado en Problemas de Ciencias de la Complejidad (CS-PBL). La investigación se aplicó
cuasi-experimental con un diseño de grupo de control de prueba previa y posterior no
equivalente. La muestra de investigación consistió en 27 estudiantes en el grupo experimental
CS-PBL, 29 estudiantes en el grupo PBL y 26 estudiantes en el grupo de aprendizaje directo.
El instrumento utilizado en la investigación fue una prueba de ensayo de pensamiento crítico
integrado con la resolución de problemas. Los datos se analizaron utilizando ANCOVA
seguido de una prueba de LSD. Los resultados mostraron que el modelo CS-PBL mejoró el
pensamiento crítico y las habilidades de resolución de problemas de los estudiantes (p <0.05).
Por lo tanto, el modelo CS-PBL es aplicable para facilitar la mejora del pensamiento crítico y
las habilidades de resolución de problemas en la pandemia posterior al covid-19.

Palabras clave
Ciencias de la complejidad, cs-pbl, pensamiento crítico, aprendizaje basado en problemas,
resolución de problemas.
Cómo citar este artículo: Amanda, F.F., Sumitro, S.B., Lestari, S.R., Ibrohim. (2024).
Enhancing Critical Thinking And Problem Solving Skills By Complexity Science-Problem
Based Learning Model . Multidisciplinary Journal of Educational Research, 14(1) pp. 96-114
http://dx.doi.org/10.17583/remie.9409
Correspondencia Autores(s): Sri Rahayu Lestari
Dirección de contacto: [email protected]
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 98

n the last decade, studies related to high school and college students' critical thinking and

I problem-solving skills have attracted the attention of education experts. Critical thinking
and problem-solving skills are considered essential skills that need to be mastered
(Bezanilla et al., 2021; Rott, 2020). Various research was conducted to enhance critical
orem
thinking and problem-solving skills, yet those are still the educational problems in Indonesia.
The 2018 PISA result showed that the academic skills of Indonesian students in problem-
solving were low compared to other countries. Docktor et al., (2015) implied that most students'
ipsu
problem-solving skills were low. They even experienced difficulties at the early stages of
planning the solutions.
m Problem-solving skills can help students overcome everyday problems, including health
problems (Hernández et al., 2021; Yuliana et al., 2020). Health problem is a complex problem
involving various factors such as environment, socio-culture, behavior, and economy
dolor
(Fortunka, 2020; Stylianou et al., 2016; Suk et al., 2016). Various fields are needed to find the
right solution to solve the health problems. Complex problem-solving requires high-order
sit
thinking skills involving analyzing, evaluating problems, and applying various knowledge and
skills as the fundamental of problem-solving (Doleck et al., 2017; Peter, 2012).
amet,
The observation was conducted during the Human and Animal Physiology class. The
learning process in the normal situation before the Covid-19 pandemic was directed to critical
thinking skills, communication, and collaboration applied in various methods, such as
conse
Problem-Based Learning (PBL). Their PBL implementation was insufficient to apply problem-
solving involving a variety of fields of knowledge. It could not connect the solution and context
ctetur
of the problem, resulting in unapplicable problem-solving solutions in everyday life. The
students' presented problem-solving usually apply monodiscipline (Kusumawati, 2012). The
main characteristic of the PBL model is to train students' thinking skills involving various fields
adipi
to produce and develop practical solutions for everyday life problems (Braßler, 2016). Safrina
et al., (2015) and Wulandari et al., (2014) reported that the problems given during the Problem-
scing
Based Learning model are close-ended, making students only provide answers focused on one
discipline. This is not in line with one of the principles of PBL that gets various variables
connected to each other (Ge et al., 2016; Tawfik et al., 2018). Basically, the problem given in
elit,
the PBL should be a real-life problem that is complex, unstructured, and has various
perspectives (Ge et al., 2016; Tawfik et al., 2018). Problem-solving in PBL should contain
sed
various solutions that students could create from the given problems (Hoffmann & Borenstein,
2014; Simanjuntak et al., 2021). Information needed in PBL is partially given to develop
do
solutions (Chin & Chia, 2006).
Since the government declared the Covid-19 pandemic national health emergency, the
number of people gathered in public places has been limited. The limitation also applies in the
eius
universities as students are encouraged to stay at home to isolate themselves (Martinho et al.,
2021; Sobaih et al., 2020). The enforced self-isolation limits in-person learning (Garad et al.,
mod
2021; Hasan & Bao, 2020) leading to the implementation of distance learning (Coman et al.,
2020; Soni, 2020). Distance learning is a form of e-learning since it uses various virtual
meetings applications, such as ZOOM, Google Classroom, Moodle, and Blackboard (Dube,
temp
2020; El-Seoud et al., 2014).
Education researchers highlight weaknesses in distance learning, such as the lack of
or
lecturer's experience in applying distance learning (Mishra et al., 2020). The learning process

incidi

dunt
99 REMIE – Multidisciplinary Journal of Educational Research, 14(1)

involving electronic media without intensive accompaniment makes students struggle to

understand the content material (Wilujeng et al., 2020). Students' difficulties in understanding
the content material are caused by the lack of face-to-face contact with lecturers and fellow
students (El-Seoud et al., 2014). The situation showed that students could not participate
effectively in e-learning. Survey studies conducted in the period of Covid-19 in India (Singh
et al., 2020), Pakistan (Abbasi et al., 2020), Nepal (Nepal et al., 2020), Yordania (Al-Balas et
al., 2020), and Libya (Alsoufi et al., 2020), discovered that most students expressed
dissatisfaction during online learning.
Face-to-face learning after the Covid-19 pandemic is one of the government's ways to
reduce negative impacts during the learning process during the pandemic. From the
observation, it was found that the learning process of the Human and Animal Physiology class
during the pandemic was conducted through video conference for ±15 minutes/credit. The
limited duration caused learning activity and material reinforcement suboptimal. It affected
students' problem-solving skills. Students' answers in problem-solving were focused only on
biology, and they had not been comprehensive and irrational to apply in everyday life.
Facts in the field after covid-19, the implementation of lectures uses a hybrid learning
system that still uses video conferencing. As a result, learning activities are less than optimal
so that it has an impact on students' critical thinking and problem solving abilities. The low
ability of students to produce rational solutions requires the application of learning models in
the post covid-19 pandemic to help students train their ability to solve problems
comprehensively and produce solutions that can be applied in everyday life. One of the learning
models expected to enhance critical thinking and problem-solving skills during the post covid-
19 pandemic is Complexity Science-Problem Based Learning (CS-PBL). It was developed
based on the basic principles of the Complexity Science approach and Problem-Based
Learning.
The Complexity Science (CS) approach helps students think to study and understand a
problem from various points of view (Anderson et al., 2005; O’Sullivan, 2004). The approach
uses the basic principle of interdisciplinary using various disciplines such as biology, socio-
economic, and culture (Turner & Baker, 2019). CS approach has the same principles as PBL,
where both study contextual problems and analyze problems comprehensively (Jacobson et al.,
2019; Mennin, 2007). The given problem can help students apply their knowledge of one
discipline to enhance their understanding of other disciplines (Seibert, 2021). The integration
of the CS approach into PBL can train students' high-order thinking process in solving
problems using various disciplines, specifically in the complex field of health (Gewurtz et al.,
2016; Miner-Romanoff et al., 2019).
One of the techniques to facilitate students in analyzing a problem and find problem-solving
ideas is the mind map. It can connect ideas and link concepts related to the studied material
(Astriani et al., 2020; Qing-Ke et al., 2019). The mind map can support the implementation of
the CS approach since it shows how the network is connected (Davis & Simmt, 2003). This
research aimed to enhance students' critical thinking and problem-solving skills through the
Complexity Science-Problem Based Learning (CS-PBL) model in the post Covid-19
pandemic.
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 100

Methodology

The research is quasi-experimental with a nonequivalent pretest-posttest control group design

(Best & Kahn, 2006). The research sample consisted of 3 classes of students in the Biology
Department, Faculty of mathematics and science, class of 2019, who took Human and Animal
Physiology class. The samples were selected with the random sampling technique. They
consisted of 27 students in the experimental CS-PBL group, 29 students in the positive control
group treated with PBL, and 26 students in the control negative group treated with direct
learning. The CS-PBL, PBL, and direct learning were the independent variables, while the
critical thinking and problem-solving skills were the dependent variables. The research design
is presented in Table 1.

Table 1
Design of the study
Pretest Treatment Posttest
O1 CS-PBL O2
O3 PBL O4
O5 Direct Learning O6

Supporting learning instruments, such as Semester Plan (RPS), lesson plan (SAP), student
worksheet (LKM), and assessment instrument of critical thinking and problem-solving, had
been developed to collect the data. The supporting learning instruments were deemed valid and
reliable. The evaluation set consisted of 15 essay questions. The critical thinking assessment
rubric was adapted from Ennis (1993) and the problem-solving rubric was adapted from Pólya
(2004). The Pearson's Product Moment was used to test the validity of the instruments, while
Cronbach's Alpha was used to test the reliability (Klassen et al., 2012). The research phase was
1) conducting pretest in three experimental groups to collect students' initial ability of critical
thinking and problem-solving, 2) applying different learning models in three groups: CS-PBL
in the experimental group, PBL adapted from Schmidt et al., (2009), in control positive group,
and direct learning in control negative group, 3) conducting posttest in three groups to find out
the enhancement of students' critical thinking and problem-solving skills. The categories of
critical thinking and problem-solving score are 90-100 (excellent), 80-89 (good), 70-79
(moderate), 60-69 (poor), while <60 (very poor) (Surif et al., 2012). The data were tested for
normality using One-Sample Kolmogorov-Smirnov and tested for homogeneity using Levene's
test. It was followed by ANCOVA and Least Significant Difference (LSD) test. The
effectiveness was tested using normalized gain (g) and the categories are <40 (ineffective), 40-
55 (less effective), 56-75 (sufficiently effective), >76 (effective) (Hake, 2002).
Learning steps implemented in the experimental group by applying the CS-PBL model
(Amanda et al., 2022) are presented in Table 2.
101 REMIE – Multidisciplinary Journal of Educational Research, 14(1)

Table 2
The Steps of Complexity Science-Problem Based Learning (CS-PBL) Learning Model
No The Syntax of CS-PBL Model Student Activity
1 Problem orientation Students analyze the given phenomenon through
students' worksheet
2 Organizing students to learn Students gather information from various resources
related to the existing problem
3 Identifying required disciplines Students identify disciplines and concepts required to
and concepts solve the problem and create a mind map to connect or
link the main problem with required disciplines
4 Investigation and clarification to a Students investigate to gather information and acquire
team of expert explanations directly from the expert

5 Analyzing and connecting Students analyze and connect obtained data by creating
information and data a mind map to find the source of the problem and
generate ideas from the problem
6 Presentation of problem-solving Students perform presentations to report problem-
ideas solving ideas and carry out a discussion
7 Evaluation Students evaluate and reflect on ideas and the problem-
solving process

Results

The CS-PBL, PBL, and direct learning were implemented in each group for 14 meetings. The results
of Ancova analysis on the effect of the learning model on the students' critical thinking skills can be
seen in Table 3.

Table 3
The Results of the ANCOVA Analysis (Critical Thinking Skills)
Source Type III sum of df Mean Square F Sig
Squares
Corrected Model 11438.048a 3 3812.683 108.095 .000
Intercept 5355.134 1 5355.134 151.826 .000
Xcritical 245.000 1 245.000 6.946 .010
Class 6558.221 2 3279.111 92.968 .000
Error 2715.901 77 35.271
Total 417167.310 81
Corrected Total 14153.949 80
R Squared = .808 (Adjusted R Squared = .801)

Table 3 shows the information on the different learning models (Fcalculated = 92.968 with p-value =
0.000, p-value < (α=0.05)). Therefore, the hypothesis that the learning model affects students' critical
thinking skills is accepted. After the hypothesis was proven, the LSD test was performed, as shown in
Table 4.
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 102

Table 4
The Increase of Students’ Critical Thinking Skills
Class Pretest Posttest Increase N- Corrected LSD Category
(%) Gain Item-Total Nota
tion
Direct 43.56 52.75 21.09 15.8 55.71 a Ineffective
Learning
PBL 54.93 75.87 38.12 45.3 78.83 b Less Effective
CS-PBL 53.76 80.84 50.37 58.5 83.81 c Sufficiently
Effective

The biggest improvement of critical thinking skills percentage was shown by the CS-PBL group,
followed by the PBL group and direct learning. The improvement percentage is 50.37% (effective),
38.12% (less effective), and 21.09 (ineffective). The result analysis of students' critical thinking skills
improvement is presented in Table 5.

Table 5
Result Analysis of Critical Thinking Skills for Each Indicator
Group
INDICATOR
CS-PBL PBL Direct Learning
Pretest 54.3 52.2 42.7
Focus Category Very Poor Very Poor Very Poor
Posttest 78.1 77.2 51.5
Category Moderate Moderate Very Poor
Pretest 53.7 50.1 41.4
Reason Category Very Poor Very Poor Very Poor
Posttest 78.4 77.2 56.5
Category Moderate Moderate Very Poor
Pretest 51.9 48.8 41.0
Category Very Poor Very Poor Very Poor
Inference
Posttest 76.9 72.5 48.9
Category Moderate Moderate Very Poor
Pretest 55.9 53.2 44.0
Category Very Poor Very Poor Very Poor
Situation
Posttest 78.1 75.8 51.3
Category Moderate Moderate Very Poor
Pretest 51.9 48.8 45.5
Category Very Poor Very Poor Very Poor
Clarity
Posttest 81.0 77.9 52.4
Category Excellent Moderate Very Poor
Pretest 54.3 53.6 44.0
Category Very Poor Very Poor Very Poor
Overview
Posttest 80.2 78.6 56.2
Category Excellent Moderate Very Poor
103 REMIE – Multidisciplinary Journal of Educational Research, 14(1)

CS-PBL learning model trains students to think comprehensively, particularly during the
problem-solving process in their neighborhood. The Ancova analysis result of the effect
learning model on students' problem-solving skills can be seen in Table 6.

Table 6
The Results of the ANCOVA Analysis (Problem Solving)
Source Type III sum of Squares df Mean Square F Sig
Corrected Model 14273.692a 3 4757.897 126.777 .000
Intercept 4126.122 1 4126.122 109.943 .000
Xproblem solving 174.596 1 174.596 4.652 .034
Class 9345.770 2 4672.885 124.512 .000
Error 2702.140 72 37.530
Total 420564.870 76
Corrected Total 16975.832 75
R Squared = .841 (Adjusted R Squared = .834)

Table 6 presents information about the difference between the learning models (Fcalculated = 124.512
with p-value = 0.000, p-value < (α=0.05)). Therefore, the hypothesis that the learning model affects
students' problem-solving skills was accepted. After the hypothesis was proven, the LSD test was
performed, as shown in Table 7.

Table 7
The Increase of Students’ Problem-Solving Skills
Model Pretest Posttest Increase N- Corrected LSD Category
Pembelajaran (%) Gain Item Notation
Total
Direct 40.35 51.86 28.52 18.9 55.02 a Ineffective
Learning
PBL 52.79 78.68 49.04 54.6 81.84 b Less Effective
CS-PBL 47.06 84.38 79.30 70.4 87.54 c Sufficiently
Effective

The data shows that the highest improvement of students' problem-solving skills at 79.30% with
effective N-gain is achieved by the experimental group that applied CS-PBL. PBL group sees an
increase in problem-solving skills at 49.04% included in the less effective category, while the direct
learning group is in an ineffective category with a 28.52% increase. The result analysis of students'
problem-solving skills for each indicator is presented in Table 8.

Table 8
Result Analysis of Problem-Solving Skills for Each Indicator
Group
INDICATOR
CS-PBL PBL Direct Learning
Pretest 44.2 49.6 37.5
Category Very Poor Very Poor Very Poor
Understand the problem
Posttest 83.4 80.0 53.0
Category Excellent Excellent Very Poor
Pretest 45.1 49.5 37.6
Devise a plan
Category Very Poor Very Poor Very Poor
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 104

Group
INDICATOR
CS-PBL PBL Direct Learning
Posttest 83.9 77.7 46.3
Category Excellent Moderate Very Poor
Pretest 49.1 55.9 48.3
Category Very Poor Very Poor Very Poor
Carry out a plan
Posttest 88.2 86.9 57.9
Category Excellent Excellent Very Poor
Pretest 45.7 49.2 41.3
Category Very Poor Very Poor Very Poor
Look back over the result
Posttest 82.4 78.6 49.3
Category Excellent Moderate Very Poor

CS-PBL group achieved the highest problem-solving indicators, particularly in carrying out
a plan with 88.2 that falls in the high category. The categories of devise a plan, understand the
problem, and look back over the result fell in the high category with 83.9, 83.4, and 82.4
consecutively. The group that implemented PBL accomplished the highest score in carry out a
plan indicator with a score of 59.7 that fell in the high category. The direct learning group
attained the highest score in carry out a plan with a score of 59.7, included in the very poor
category. Based on the analysis of problem-solving for each indicator, it could be concluded
that the highest score is earned by the CS-PBL group.

Discussion

The main objective of the CS-PBL learning model is to train students' critical thinking skills to
solve problems. Problems given to them are real everyday problems that they often face. CS-
PBL learning model offers problems that are close to students' daily life. Those problems are
open and complex that enable students to create ideas to solve them. Complex problems
effectively train high-order thinking skills and support systematic thinking habits (Kuzle,
2015). Real-life problems include complex biological problems (Dev, 2015; Zhiwei et al.,
2017). Biological problems involve complicated systems, such as (a) problems in a system with
various variables in it, (b) connection and dependence between variables that build a system,
and (c) the level of analysis in problem-solving (Dörner & Funke, 2017; Ma’ayan, 2017) CS-
PBL learning process could help students learn biological systems thoroughly. CS approach is
an approach to learn complex systems focused on the interactions between components that
make a system (Thompson et al., 2016). By giving open and complex problems, students are
allowed to analyze problems from various points of view and provide logical arguments to
support their ideas (Wüstenberg et al., 2012).
The improvement of critical thinking and problem-solving skills is the result of CS-PBL
model implementation. The first syntax of the CS-PBL model is the problem orientation to
acknowledge the problem students are about to face, analyze, and solve. The first syntax helps
students focus on given problems while also becomes the critical thinking skills indicator.
Problem orientation activity also supports students' problem-solving skills, especially in the
indicator of understanding the problem. Students are asked to read and understand the problems
105 REMIE – Multidisciplinary Journal of Educational Research, 14(1)

given in the students' worksheet. Theoretically, the problem-solving process starts with
understanding the problems in their surroundings (contextual problems) (Fischer et al., 2012).
The problem orientation is the fundamental activity to create the systematic, critical, and
scientific mindsets that would lead to critical thinking patterns (Peterson, 1997; Vázquez-
Alonso & Manassero-Mas, 2011). Problem orientation activity is a process that involves a
cognitive scheme displaying how someone deals with such a problem in general (E. C. Chang
& D’Zurilla, 1996). Bad problem orientation may hinder the problem-solving process and
create irrational solutions (Sahin, 2010).
The second syntax of the CS-PBL model is to organize students to learn. With this activity,
they manage and oversee the references needed for the problem-solving process. They look for
relevant information, facts, causes, and disease symptoms provided by students' worksheets.
One of the activities of the second syntax is reading. It is a complex process that needs
memorizing and reflecting on the previous memory (Clark et al., 2021; Reynolds & Goodwin,
2016). Reading encourages students to plan and understand the material (Hattan & Alexander,
2018; Kasperski et al., 2016; Kim et al., 2021). Reading also trains students to develop their
thinking skills and support their learning effectiveness (Locher et al., 2021; Usta et al., 2020).
The third and fifth syntaxes facilitate students to connect the information they gather from
literature study and interview by drawing a mind map. Both syntaxes also train students to
connect a specific problem with various disciplines needed during the problem-solving process.
One of the objectives of mind map making is to help students think more effectively and
systematically in understanding a specific problem and connecting the concepts and
information they gather to create solutions to solve the problem (Miranti & Wilujeng, 2018).
In line with research conducted by Chang et al., (2018) the mind map-making activity could
combine and integrate information to find the solution for the existing problem. The efforts to
solve complex problems in daily life with consideration to various disciplines would train
students to comprehend the problems from several points of view (Hiong & Osman, 2015).
21st-century biology strives for a CS approach based on cross disciplines, such as socio-
culture, technics, computing, physics, chemistry, and mathematics to solve complex problems,
mainly related to health, food, energy, and environment (Osman et al., 2013). The mind map
technique connects basic knowledge to more complex knowledge that may develop critical
thinking skills (Wang et al., 2010) precisely clarity and overview. Students learn to connect
data or information they gather from reading sources with the information they get from
experts. It results in students could learn to think comprehensively to connect two sources to
gain rational solutions (Kokotovich, 2008).
The fourth syntax requires students to discuss with the experts of issues they try to solve.
The objective is to acquire quality solutions for the problems they face that are applicable in a
real-life situation. The fourth syntax develops students' critical thinking skills, particularly in
clarifying and devising a plan. In this study, students were asked to discuss with medical
personnel. With the expertise of an expert, students could verify any information they get from
sources they read (Nokes-Malach et al., 2012). This fourth syntax activity is in line with
Chesters (2004) who described that one of the ways to solve complex problems is by
collaborating with the experts of such issues. One of the collaboration results with experts is
that students could collect facts that lead them to the best solution (Nokes-Malach et al., 2012).
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 106

The fourth syntax allows students to learn social interaction. They build understanding
through their involvement during problem-solving activities while interacting with people
beyond their school circle (Graesser et al., 2018). A study conducted by Howard et al (2016)
revealed that the interactions between students and experts promote solutions and ideas
creation that may lead to the development of their critical thinking skills. Through social
interaction, students could gain learning experiences to see problems from various perspectives
(Fischer et al., 2012). Vieira & Tenreiro-Vieira (2016) discovered that the fundamental step to
grow students' critical thinking skills is developing learning experiences. Through the ages,
environmental problems get more complicated and desperately need experts from various
disciplines with experience and expertise to find solutions (Care et al., 2016). The CS-PBL
learning focuses on finding solutions that need the integration of concepts from relevant
disciplines. CS-PBL learning is based on the complexity science approach that emphasizes that
all disciplines cannot stand alone. They are mutually connected to assist human beings in
understanding the life system and help face problems in nature (Muhammad, 2016).
The sixth syntax of the CS-PBL learning model is the presentation of ideas to support the
development of problem-solving skills, specifically for the indicator of look back over the
result. The selected groups are asked to present their work in PowerPoint. This discussion
activity aims to develop communication ability and help students strengthen and widen their
knowledge (Morphew et al., 2020; Pizà Mir, 2021). After the presentation, the students hold a
question-and-answer session. The sixth syntax activity of the CS-PBL learning model could
train the indicator of critical thinking skills, especially basic clarification. Etkina & Planinšič
(2015) found out that students could provide argumentation through group discussions. One of
the aspects of problem-solving decision-making is analyzing feedback from other individuals
(Sousa et al., 2019).
The last syntax of the CS-PBL learning model is evaluation. The primary purpose of this
activity is to evaluate the work of the groups conducted through peer assessment (Morales-
Mann & Kaitell, 2001). This method is applied as it could significantly affect students when
they receive feedback from their counterparts during the learning process. It could develop
their self-confidence when working in a group, promote the thinking process, offer a
transparent assessment process (Papinczak et al., 2007) and reduce students' passiveness during
learning activities (Kritikos et al., 2011).

Conclusion

Complexity Science-Problem Based Learning (CS-PBL) learning model could promote critical
thinking and problem-solving skills during the era of post covid-19 pandemic learning. The
percentage of critical thinking skills development is 50.37% (sufficiently effective), and the
development of problem-solving skills is 79.30 (sufficiently effective). Implementing the CS-
PBL learning model is recommended for learning to facilitate the training of students' thinking
skills, specifically developing critical thinking and problem-solving skills.
107 REMIE – Multidisciplinary Journal of Educational Research, 14(1)

Acknowledgments

We would like to express our gratitude to the Ministry of Education, Culture, Research, and
Technology of the Republic of Indonesia that support research fundings Number
18.367/UN32.14.1/LT/2021. We would also express our appreciation for LP2M UM,
validators, and students involved in this research.
Amanda et al. – Enhancing Critical Thinking And Problem Solving Skills 108

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