Effect of a Problem-Based Learning Model Integrated with the STAD Cooperative Strategy on the Students' Critical Thinking Skills and Scientific Attitudes
DOI:
10.29303/jpm.v21i5.11698Published:
2026-10-31Downloads
Abstract
Developing students' critical thinking skills and scientific attitudes remains a key challenge in science education for innovative and meaningful learning. This study aimed to analyze the effect of the Problem-Based Learning (PBL) model integrated with the Student Teams Achievement Division (STAD) cooperative strategy on students' critical thinking skills and scientific attitudes in the Earth Structure topic at SMP Negeri 2 Mataram. This study employed a quasi-experimental method with a Nonequivalent Control Group Design. The research sample was selected using purposive sampling, resulting in class VIII B as Experimental Class 1, which implemented the PBL model integrated with STAD, and class VIII E as Experimental Class 2, which implemented the STAD model. The research instruments consisted of a critical-thinking skills test and a scientific attitude questionnaire that met the criteria for validity and reliability. Data were collected through pretests and posttests and analyzed using the Shapiro–Wilk test, Levene's test, and the Mann–Whitney test at a 5% significance level. The results showed that students' critical thinking skills in both classes increased after the treatment. The N-Gain score for critical thinking skills was 82% in the PBL integrated with STAD class and 79% in the STAD class. The Mann–Whitney test showed no significant difference in critical thinking skills between the two classes (p = 0.705 > 0.05). In contrast, there was a significant difference in students' scientific attitudes between the two classes, with a significance value of 0.003 < 0.05. Therefore, integrating PBL with STAD did not yield a significant difference in students' critical thinking skills, but it did result in a significant difference in students' scientific attitudes compared with the STAD model in learning the Earth Structure topic.
Keywords:
Critical Thinking Skills Earth Structure Problem-Based Learning Scientific Attitudes STADReferences
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