Effect of the Problem-Based Learning Model On Students’ Critical Thinking Skills in Human Digestive Learning
DOI:
10.29303/jpm.v21i5.12442Published:
2026-10-31Downloads
Abstract
This study was motivated by the low level of students’ critical thinking skills in science learning, particularly in the human digestive system topic, where teacher-centered instruction often encourages memorization rather than conceptual understanding and problem-solving. Therefore, this study aimed to examine the effect of the Problem-Based Learning (PBL) model on students’ critical thinking skills. This research employed a quasi-experimental design with a nonequivalent control group, involving 60 eighth-grade students: 30 in the experimental class and 30 in the control class. The experimental class received instruction using the PBL model, while the control class was taught through conventional learning. Data were collected using essay tests based on Ennis’ critical thinking indicators and observation sheets, then analyzed through normality, homogeneity, and independent sample t-tests using SPSS version 27. The novelty of this study lies in integrating Ennis’ critical thinking indicators with both test and observation instruments to evaluate the effectiveness of PBL in science learning. The results showed that the experimental class achieved a higher mean posttest score (81.17) than the control class (64.83). Observation results also indicated better critical-thinking performance in the experimental class (87) than in the control class (75). The independent-samples t-test yielded a Sig. (2-tailed) value of < 0.05, indicating that the PBL model had a significant effect on students’ critical thinking skills. These findings demonstrate that PBL is effective in enhancing students’ critical thinking skills and supports its implementation in science learning to promote 21st-century competencies.
Keywords:
Critical Thinking Skills Human Digestive System Problem-Based LearningReferences
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