The Effect of the Problem-Based Learning (PBL) Model on Students' Critical Thinking Skills
https://doi.org/10.59110/aplikatif.944
Keywords:
Problem-Based Learning, Critical Thinking Skills, Mathematics Education, Statistics Learning, Quasi-Experimental StudyAbstract
Critical thinking skills are essential competencies in twenty-first-century education, yet conventional instruction often provides limited opportunities for students to develop higher-order thinking. Problem-Based Learning (PBL) offers a student-centered approach that engages learners in contextual problem-solving activities. This study aimed to examine the effect of PBL on the critical thinking skills of Grade X students at SMA Negeri 1 Sedayu. A quasi-experimental pretest-posttest control group design was employed involving 56 students, with 30 students in the experimental class and 26 in the control class. Data were collected using a validated and reliable critical thinking test and analyzed using paired and independent sample t-tests. The experimental class showed a 52.63% increase in critical thinking scores, compared with 17.22% in the control class. The posttest difference between the two groups was statistically significant (p < .001), with a large effect size. These findings indicate that PBL is more effective than conventional instruction in improving students’ critical thinking skills. The study suggests that PBL can be integrated into mathematics instruction to promote analytical reasoning, active problem-solving, and evidence-based decision-making.
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