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Assessing the enhancement of students' critical thinking skills through problem-based learning

Author

Listed:
  • Suyitno Suyitno
  • Wiwik Dwi Hastuti
  • Sudarjo Sudarjo
  • Mohd Hanafi Mohd Yasin

Abstract

This study aims to examine the differences and impacts of the Problem-Based Learning (PBL) and the expository learning on critical thinking skills in the topics of Social Action, Social Interaction, and Identity for grade X students at SMAN Boyolangu in the 2023/2024 academic year. A quasi-experimental method was adopted, following a one-group pretest-posttest design with a nonequivalent control group. The data analysis included tests for normality, homogeneity, and a paired sample t-test. The pretest results showed an average score of 66.74, which increased to 75.00 in the posttest. The independent sample t-test yielded a significance value (2-tailed) of 0.000, which is less than 0.05, thus confirming the result as statistically significant. The paired sample t-test revealed that both the PBL and expository models led to differences in students' critical thinking development. PBL demonstrated a significant positive impact on students' critical thinking enhancement.

Suggested Citation

  • Suyitno Suyitno & Wiwik Dwi Hastuti & Sudarjo Sudarjo & Mohd Hanafi Mohd Yasin, 2024. "Assessing the enhancement of students' critical thinking skills through problem-based learning," Edelweiss Applied Science and Technology, Learning Gate, vol. 8(6), pages 5280-5292.
    • Handle: RePEc:ajp:edwast:v:8:y:2024:i:6:p:5280-5292:id:3161
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