Effectiveness of Implementing Problem-Based Learning to Improve Critical Thinking Skills

Veri Aryanto Sopiansah, Yudho Ramafrizal

Abstract


The realization of a quality society is not sufficiently responsible for the world of education, especially in preparing participants to become increasingly hot topics playing a role in showing their strong, creative, independent and professional excellence in their respective fields. The purpose of this study is to determine the effectiveness of the application of problem-based learning in the course of improving critical thinking skills in social studies subjects. This study uses a type of experimental learning with a quantitative approach. The method used in this study is pre-experiment with a learning design, namely one-shot case study. The sample used in this study was determined by using the purposive sampling method, namely 17 students in grade VIII. In-depth data collection in this study uses test instruments, namely pre-test and post-test which are then analyzed using the N-gain score test. The results of the analysis show that the N-gain score (%) = 60.88 so that it can be concluded that the application of problem-based learning is quite effective in improving critical thinking skills in social studies subjects, placing participants in an active position as problem solvers, encouraging them to analyze, evaluate, and synthesize information. This condition provides an opportunity for students to develop critical thinking skills which are much needed in this era of globalization.

Keywords: problem-based learning, critical thinking, learning effectiveness

Full Text:

PDF

References


Alreshidi, N. A. K., & Lally, V. (2024). The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: A mixed-method study. Humanities and Social Sciences Communications, 11(1), 1-10. https://doi.org/10.1057/s41599-024-03638-6

Barell, J. (2007). Problem-based learning: An inquiry approach. Corwin Press.

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company .

Boelt, A. M., Kolmos, A., & Holgaard, J. E. (2022). Literature review of students’ perceptions of generic competence development in problem-based learning in engineering education. European Journal of Engineering Education, 47(6), 1399-1420. https://doi.org/10.1080/03043797.2022.2074819

Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335

Brookfield, S. D. (2017). Becoming a critical and reflective teacher (2nd ed.). Jossey-Bass.

Choi, E., & Kang, J. (2019). The effectiveness of problem-based learning in developing critical thinking: A systematic review. Journal of Problem-Based Learning, 6(1), 1–13. https://doi.org/10.24313/jpbl.2019.6.1.1

Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732–741. https://doi.org/10.1111/j.1365-2929.2005.02205.x

Ennis, RH (2011). The nature of critical thinking: An outline of critical thinking tendencies and abilities. University of Illinois . https://www.criticalthinking.net/definition.html

Fisher, A. (2011). Critical thinking: An introduction (2nd ed.). Cambridge University Press.

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.

Facione, P.A. (2011). Critical thinking: What it is and why it matters. Insight Assessment.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. https://doi.org/10.1037/0003-066X.53.4.449

Hmelo-Silver, C.E., & Barrows, H.S. (2006). Goals and strategies of problem-based learning facilitators. Interdisciplinary Journal of Problem-Based Learning, 1(1), 21-39. https://doi.org/doi:10.7771/1541-5015.1004

Hmelo-Silver, C.E. (2004). Problem-based Learning: What and how do students learn? Educational Psychology, 16(3), 235–266. https://doi.org/doi:10.1023/B.0000034022.16470.f3

National., KP (2013). Regulation of the minister of education and culture number 81A of 2013 concerning curriculum implementation. Jakarta: Ministry of Education and Culture of the Republic of Indonesia.

Nicholus, G., Muwonge, C. M., & Joseph, N. (2023). The role of problem-based learning approach in teaching and learning physics: A systematic literature review. F1000Research, 12, 951. https://doi.org/10.12688/f1000research.136339.2

Paul, R., & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Foundation for Critical Thinking Press.

Rahmawati. (2016). Developing critical thinking skills through economic learning. Journal of Economic Education , 4(2), 101–115.

Razak, A. A., Ramdan, M. R., Mahjom, N., Zabit, M. N. M., Muhammad, F., Hussin, M. Y. M., & Abdullah, N. L. (2022). Improving critical thinking skills in teaching through problem-based learning for students: A scoping review. International Journal of Learning, Teaching and Educational Research, 21(2), 342-362. https://doi.org/10.26803/ijlter.21.2.19

Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219

Savery, Jr., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.

Sarwari, K., & Kakar, A. F. (2023). Developing students’ critical thinking skills through contextual teaching and learning. Journal of Cognition, Emotion & Education, 1(1), 29-42. https://doi.org/10.22034/cee.2023.172192

Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (2011). Problem-based learning. The International Handbook of Collaborative Learning, 370.

Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683-696. https://doi.org/10.1007/s12564-020-09658-6

Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58. https://doi.org/10.7771/1541-5015.1046

Sutarto, Dwi Hastuti, I., Fuster-Guillén, D., Palacios Garay, J. P., Hernández, R. M., & Namaziandost, E. (2022). The effect of proble-based learning on metacognitive ability in the conjecturing process of junior high school students. Education Research International, 1, 2313448. https://doi.org/10.1155/2022/2313448

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our time. Jossey-Bass.

Yew, EHJ, & Schmidt, HG (2012). Evidence for constructive, self-regulated, and collaborative processes in problem-based learning. Advances in Health Sciences Education, 17(2), 251-272. https://doi.org/https://doi.org/10.1007/s10459-011-9311-x

Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3




DOI: http://dx.doi.org/10.17977/UM014v18i1p001

Refbacks

  • There are currently no refbacks.



Lisensi Creative Commons
Jurnal Penddidikan Ekonomi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License