The Effect of the PBL-STEM on Students’ Critical Thinking Skills
DOI:
10.29303/jpft.v11i1a.6819Published:
2025-09-26Issue:
Vol. 11 No. 1a (2025): Special IssueKeywords:
PBL-STEM, critical thinking skills, Work and EnergyArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
The low level of students' critical thinking skills is one of the main challenges in education, often caused by a lack of variety in instructional models. To address this issue, the researcher implemented the Problem-Based Learning model integrated with Science, Technology, Engineering, and Mathematics (PBL-STEM). This study aims to examine the effect of the PBL-STEM model on students' critical thinking skills. The research employed a nonequivalent control group design, involving two groups of students: an experimental group taught using the PBL-STEM model and a control group taught using the conventional PBL model. The subjects were Grade 10 science students (X MIPA) at a senior high school. Data were collected through a critical thinking skills test consisting of 10 validated essay questions, with a reliability coefficient of 0.649. The results indicate that the application of the PBL-STEM model effectively enhances students’ critical thinking skills, with an N-Gain score of 72%, categorized as high. The most significant improvement was observed in the indicators of elementary clarification (the ability to understand and clarify basic concepts) and inference (the ability to draw logical conclusions). A significance test revealed a statistically significant difference between the experimental and control groups, confirming that the PBL-STEM model has a substantial impact on developing students' critical thinking skills.. These findings suggest that the PBL-STEM model not only strengthens students’ analytical and logical reasoning but also provides a learning experience that is relevant to real-world contexts. The study recommends the implementation of the PBL-STEM model as an innovative teaching method to foster critical thinking skills, particularly within science and technology-based learning environments.
References
Arikunto, S. (2020). Dasar-dasar Evaluasi Pendidikan Edisi 3. Jakarta: Bumi Aksara.
Cahyaningsih, F., & Roektiningroem, E. (2018). Pengaruh pembelajaran IPA berbasis STEM PBL terhadap keterampilan berpikir kritis dan hasil belajar kognitif. Jurnal TPACK IPA, 7(8), 239-244. DOI: 10.21831.
Cahyono, B. (2017). Analisis Keterampilan Berpikir Kritis Dalam Memecahkan Masalah Ditinjau Perbedaan Gender. Aksioma, 8(1), 50-64 DOI: https://doi.org/10.26877/aks.v8i1.1510.
Diani, R., & Syarlisjiswan, M. R. (2018). Web-enhanced course based on problem-based learning (PBL): Development of interactive learning media for basic physics II. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(1), 105-116. DOI: https://doi.org/10.24042/jipfalbiruni.v7i1.2849.
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. Chicago: University of Illinois.
Hayati, Wahyu Islamul Utaya, Sugeng, I Astina, & Komang. (2016). Efektivitas Student Worksheet Berbasis Project Based Learning Dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Geografi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(3). DOI: 10.17977.
Husein, S., Herayanti, L., & Gunawan, G. (2017). Pengaruh Penggunaan Multimedia Interaktif Terhadap Penguasaan Konsep dan Keterampilan Berpikir Kritis Siswa pada Materi Suhu dan Kalor. Jurnal Pendidikan Fisika Dan Teknologi, 1(3), 221–225. https://doi.org/10.29303/jpft.v1i3.262
Ismail, I., Permanasari, A., & Setiawan, W. (2016). Efektivitas Virtual Lab Terintegrasi STEM dalam Meningkatkan Literasi Sains Siswa dengan Perbedaan Gender STEM-Based Virtual Lab Effectiveness in Improving the Scientific Literacy of Students with Gender Differences. Jurnal Inovasi Pendidikan IPA, 2(2). 190-201 DOI: http://dx.doi.org/10.21831/jipi.v2i2.8570.
Khoirunnissa, R., Suwarma, I. R., & Muslim, M. (2024). The Implementation of STEM-PBL Learning to Enhance Students’ Critical Thinking Skills. Jurnal Pendidikan Fisika Dan Teknologi, 10(1), 175–185. https://doi.org/10.29303/jpft.v10i1.6879
Kurniawati, F. N. A. (2022). Meninjau permasalahan rendahnya kualitas pendidikan di Indonesia dan solusi. AoEJ: Academy of Education Journal, 13(1), 1-13. DOI: https://doi.org/10.47200/aoej.v13i1.765.
LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-Based Learning (PBL) and student interest in STEM Careers: The Roles of motivation and ability beliefs. Education Sciences, 7(92), 1–22. DOI: https://doi.org/10.3390/educsci7040092.
Prihatiningtyas, S., Prastowo, T., & Jatmiko, B. (2013). Implementasi Simulasi PhET dan KIT Sederhana untuk Mengajarkan Keterampilan Psikomotor Siswa pada Pokok Bahasan Alat Optik. Jurnal Pendidikan IPA Indonesia, 2(1), 18-22. Diakses dari http://journal.unnes.ac.id/nju/index.php/jpii.
Sudirman, Maknun, J., & Hasanah, L. (2017). Penggunaan Model Problem Based Learning Berbantu Media KIT Eksperimen Inkuiri Terhadap Peningkatan Penguasaan Konsep. Jurnal Ilmu Pendidikan Fisika, 2(2), 38-41. DOI: https://dx.doi.org/10.26737/jipf.v2i2.232.
Trianggono, M. (2017). Analisis Kausalitas Pemahaman Konsep Dengan Kemampuan Berpikir Kreatif Siswa Pada Pemecahan Masalah Fisika, Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 3(1), 1-12. Diakses dari http://e-journal.unipma.ac.id/index.php/JPFK/article/view/874.
Wardani, S., Nurhayati, S., & Hardiyanti, P. C. (2017). The Effectiveness of Problem Based Learning Model to Improve Conceptual Understanding and Intrapersonal Skill. International Journal of Science and Research (IJSR), 6(5), 1576-1580. Diakses Dari http://lib.unnes.ac.id/id/eprint/37501.
Yulianti, D., Wiyanto, Rusilowati, A., Nugroho, S. E., & Supardi, K. (2018). Problem Based Learning models based on science technology engineering and mathematics for developing student’s character. Journal of Physics: Conf. DOI: doi:10.1088/1742-6596/1170/1/012032.
Yuliati. (2013). Efektivitas Bahan Ajar Ipa Terpadu Terhadap Kemampuan Berpikir Tingkat Tinggi Siswa Smp. Jurnal Pendidikan Fisika Indonesia, 9(1), 54–55. DOI: https://doi.org/10.15294/jpfi.v9i1.2580
Author Biographies
Robi Awaludin, Siliwangi University
Aripin Aripin, Siliwangi University
Yanti Sofi Makiyah, Siliwangi University
License
Copyright (c) 2025 Robi Awaludin, Aripin Aripin, Yanti Sofi Makiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
