The effect of TPS and PBL learning models to the analytical ability of students in biology classroom

Biology is one branch of science that has become a compulsory subject since high school. Although it has several concepts that are considered difficult to learn (Çimer, 2012; Etobro&Fabinu, 2017; Fauzi&Fariantika, 2018; Ozcan, Ozgur, Kat, & Elgun, 2014), biology is still regarded as one of the favorite subjects (Fomichova & Misonou, 2018; Iqbal, Shahzad, & Sohail, 2010). Besides being widely liked by students, biology is also an important lesson because biological concepts are closely related to various aspects of human life (Reece et al., 2011; Rose, 2013). In fact, due to its significant and wider development that affect various joints of life, several references state that at present, human civilization is in the era of biology (Rose, 2013). Therefore, the quality of biology learning often determines the development and competitiveness of a nation in the current era (Ahmad, Abubakar, &Yau, 2018; Araoye, 2016).

The quality of biology learning can be evaluated and improved through various methods, one of which is through research activities (Elken & Wollscheid, 2016; Lodico, Spaulding, & Voegtle, 2010; Somekh & Zeichner, 2009). Various research activities with numbers of designs and data analysis have been carried out in the education field, including biology education (Fauzi & Pradipta, 2018; Goktas et al., 2012; Gul & Sozbilir, 2016; Karadag, 2010; Uzunboylu & Asiksoy, 2014). Some studies are more focused on evaluating conditions that describe biology education without the existence of interventions from the researchers (Alebaikan & Troudi, 2010; Fauzi & Ramadani, 2017; Ramdiah, Abidinsyah, Royani, & Husamah, 2019). Some other studies attempt to provide recommendations for learning that can be used to improve the quality of the learning process (Hassard, 2011; Srisawasdi, 2012; Thompson, 2017). In addition, other studies also develop products that are reported to be able to improve the quality of student's biology learning (Mehdipour & Zerehkafi, 2013; Rozkosz & Wiorogoska, 2016; Suciati & Adian, 2018; Widiansyah, Indriwati, Munzil, & Fauzi, 2018).

Through various reported studies, with the learning designs and the use of appropriate learning technology, biology learning is not only able to improve mastery of students' concepts but also able to empower various student competencies (Alebaikan & Troudi, 2010; Alonso, Lopez, Manrique, & Vines, 2008; Khalil & Elkhider, 2016; Ojo, Art, Ntshoe, & State, 2017). Some studies report that biology learning is able to improve students' thinking skills, such as critical (Boleng, Lumowa, Palenewen, & Corebima, 2017; Wilson, 2017), creative (Nurhamidah, Masykuri, & Dwiastuti, 2018; Sandika & Fitrihidajati, 2018), and metacognitive thinking skills (Fauzi, 2013; Husamah, 2015). Thus, biology learning is learning that has a great potential in empowering the competencies needed in the 21stCentury.

Unfortunately, the description of the potential and benefits of biology education that is able to empower the 21st Century competence is still not optimally reflected in Indonesia. This condition is caused by some teachers in Indonesia who still have not designed the learning optimally (Ramdiah et al., 2019). This phenomenon directs the level of high-ordered thinking skills of Indonesian students still in a relatively low rank (Santika, Purwianingsih, & Nuraeni, 2018; Sugiyanto, Masykuri, & Muzzazinah, 2018). In fact, these various thinking skills are needed by Indonesian students to face human resource competition in the 21stCentury. One of the required skills is analytical thinking.

Analytical thinking is an ability that involves critical thinking and problem-solving skills to find solutions or accomplish certain tasks (Donald, 2012; Robbins, 2011). Increasing analytical thinking skills is an important endeavor as this condition influences a person's success in the current era of science and technology (Kayali & Yilmaz, 2017). In addition, analytical thinking is a highly required competency in every aspect of a profession (OECD, 2002; Ratnaningsih, 2013). Analytical thinking is needed when situations are ambiguous and require individuals to be able to identify or solve the immediate existing problems (Robbins, 2011). Unfortunately, most teachers have difficulty in empowering students' analytical thinking skills (Freed & Pena, 2001). In fact, thinking skills can be improved through practice and habituation, through a proper conditioning design (Chinedu & Olabiyi, 2015). Therefore, the learning design that is able to familiarize students with training in analytical thinking has the potential to be able to improve these skills. Habitual activities can be done through the activity of answering high-ordered thinking questions, solving problems, and discussing answers to certain questions or problems.

Cooperative learning is a form of learning that facilitates students to discuss and exchange opinions on topics that are being studied (Ferguson-Patrick, 2018; Gillies, 2016; Lavasani, Afzali, & Afzali, 2011). In addition, a variety of cooperative learning is reported to be able to empower various high-ordered thinking skills of students (Hasan, Tumbel, & Corebima, 2013; Husamah & Pantiwati, 2014; Johnson & Johnson, 2014; Setiawati & Corebima, 2017). Among others, Think Pair Share (TPS) and Problem based Learning (PBL) are two examples of cooperative learning that are often assessed for their benefits in learning. Previous research has reported the benefits of applying TPS to a variety of student thinking skills (Ngozi, 2009), while several other reports also address the benefits of applying PBL to various competencies (Bertacchini De Oliveira et al., 2016; Ramdiah, 2017; Sastrawati, Rusdi, &Syamsurizal, 2011; Talat & Chaudhry, 2014; Yaqinuddin, 2013). However, studies that examine the effect of applying TPS or PBL on students' analytic abilities are still difficult to find, especially in Indonesia.

A study on different levels of students' analytical thinking that is accustomed to TPS and PBL in Indonesia needs to be done urgently. Through this kind of assessment, information on the usefulness of applying these two learning models is increasingly widespread among educators in Indonesia. In addition, the findings obtained will be used as a reference for teachers in determining the design of learning that they will conduct.