Implementation of Active Learning Based on Problem-Based Learning to Improve Critical Thinking Ability of Junior High School Students

Astuti Andayani; Prasetyo  Gunawan

Authors

Astuti Andayani Universitas Hasanuddin, Makassar, Indonesia Author
Prasetyo Gunawan Universitas Hasanuddin, Makassar, Indonesia Author

Keywords:

Active learning, Critical thinking, Junior high school, Pedagogy, Problem-Based Learning

Abstract

This study aims to examine the effect of Problem-Based Learning (PBL) models on the critical thinking skills of junior high school students. As critical thinking becomes increasingly vital in 21st-century education, effective pedagogical strategies are needed to foster this competency. PBL is a student-centered approach that encourages learners to engage with real-world problems, develop hypotheses, seek relevant information, and formulate evidence-based solutions collaboratively. The research utilized a quasi-experimental design with a pretest-posttest control group. The participants were 60 eighth-grade students from a public junior high school, divided into experimental and control groups. The experimental group received instruction through PBL, while the control group used conventional learning methods. Critical thinking was measured using a validated test covering analysis, inference, interpretation, and reasoning indicators. Data analysis with paired and independent sample t-tests showed a statistically significant improvement in the critical thinking scores of the PBL group compared to the control group. These findings suggest that the PBL model effectively enhances students’ ability to analyze information, make logical connections, and solve problems independently. The study recommends the integration of PBL in junior high school curricula to improve students' higher-order thinking skills and promote more active and meaningful learning experiences

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