THE INFLUENCE OF THE PROBLEM-BASED LEARNING (PBL) MODEL ON THE CRITICAL THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN SCIENCE LEARNING

Mariati Mariati; Rusdianto

doi:10.58432/6d636c96

Authors

Mariati Mariati Universitas Jember Author
Rusdianto Universitas Jember Author

DOI:

https://doi.org/10.58432/6d636c96

Keywords:

Critical Thinking Skills, Problem-Based Learning, natural science (IPA)

Abstract

The purpose of this study is to examine the effect of the Problem-Based Learning (PBL) model on students’ critical thinking skills in science learning and the improvement in students’ critical thinking skills following the implementation of the Problem-Based Learning (PBL) model. This study employed a quasi-experimental research method using a non-equivalent (pretest-posttest) control group design. The population of this study consists of seventh-grade students at SMP Negeri 4 Jember for the 2025/2026 academic year, with Class VII B serving as the experimental class and Class VII C as the control class. The results indicate that, descriptively, the posttest mean score for the experimental class (74,66) was higher than that of the control class (68,91). The Independent Sample T-test yielded a significance value of 0,126 (Sig. > 0,05), indicating no statistically significant difference between the two classes. However, the N-Gain test result showed an improvement in critical thinking skills in the experimental class, falling into the moderate category with an average score of 0,5207. The self-regulation indicator showed the highest improvement, while the explanation indicator showed the lowest improvement. It is concluded that the problem-based learning model can make a positive internal contribution to students’ critical thinking skills, even though it has not yet yielded a statistically significant difference

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