The Effectiveness of Problem-Based Learning in Enhancing Eleventh-Grade Students’ Critical Thinking Skills
Authors
Ana Lina Sari , Titi Laily Hajiriah , Husnul JannahPublished:
2026-09-12Issue:
Vol. 2 No. 1 (2026): AugustArticles
Downloads
How to Cite
Abstract
This study investigated the effectiveness of Problem-Based Learning (PBL) in enhancing the critical thinking skills of eleventh-grade students at SMAN 1 Kediri. A quantitative approach using a quasi-experimental pretest-posttest control group design was employed. The participants consisted of 19 students in class XI MS1 as the experimental group and 23 students in class XI MS2 as the control group, selected through purposive sampling. Data were collected using six essay questions designed to assess students’ critical thinking skills. The validity of the teaching module, student worksheet (LKPD), and test instruments was evaluated by three experts using Aiken’s V analysis. The results showed that the mean critical-thinking score of the experimental group increased from 26 in the pretest to 75 in the posttest, while the control group increased from 24 to 57. The independent-samples t-test revealed a significant difference between the two groups (p < 0.001), indicating that students who experienced PBL demonstrated higher critical-thinking skills than those receiving conventional instruction. These findings suggest that PBL provides meaningful learning experiences that support students’ abilities to analyze problems, evaluate information, and formulate evidence-based solutions. Therefore, PBL can be considered an alternative instructional approach for promoting critical-thinking skills in biology learning.
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334
Apriana, M., Artayasa, I. P., & Zulkifli, L. (2025). Pengaruh model pembelajaran Problem Based Learning (PBL) terhadap motivasi dan hasil belajar peserta didik pada pelajaran Biologi di SMAN 1 Kediri. Journal of Classroom Action Research, 7(2), 783–788. https://doi.org/10.29303/jcar.v7i2.11302
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7
Fa'uni, A. M., Fauzi, Z. A., Nabila, A., Rosydah, L., Qadli, M. F., & Rahmah, N. (2024). Pengaruh model pembelajaran Problem Based Learning terhadap keterampilan berpikir kritis siswa kelas III sekolah dasar. Journal on Education, 7(1), 4332–4340. https://doi.org/10.31004/joe.v7i1.6920
Facione, P. A. (2020). Critical thinking: What it is and why it counts (2020 update). Insight Assessment. https://insightassessment.com/iaresource/critical-thinking-what-it-is-and-why-it-counts/
Gholami, M., Kordestani Moghadam, P., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Hossein Pour, A. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16–21. https://doi.org/10.1016/j.nedt.2016.06.007
Herzon, H. H., Budijanto, & Utomo, D. H. (2018). Pengaruh Problem-Based Learning (PBL) terhadap keterampilan berpikir kritis. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(1), 42–46. https://doi.org/10.17977/jptpp.v3i1.10446
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi Kurikulum 2013. Ghalia Indonesia.
Sarwastuti, H. T., & Purnomo, Y. W. (2023). Pengaruh Problem Based Learning terhadap keterampilan berpikir kritis matematika materi lingkaran. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 473–482.
https://doi.org/10.24127/ajpm.v12i1.6172
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591–611. https://doi.org/10.1093/biomet/52.3-4.591
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58. https://doi.org/10.7771/1541-5015.1046
Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Medical Education, 40(6), 547–554. https://doi.org/10.1111/j.1365-2929.2006.02481.x
Walker, A., & Leary, H. (2009). A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 12–43. https://doi.org/10.7771/1541-5015.1061
Wicaksono, Y. A., Supandi, & Nugroho, A. A. (2024). Hambatan berpikir kritis peserta didik dalam memecahan masalah aritmatika sosial ditinjau dari gaya kognitif. Jurnal Pendidikan Guru Profesional, 2(1), 77–92. https://doi.org/10.26877/jpgp.v2i1.488
World Economic Forum. (2020). The Future of Jobs Report 2020. https://www.weforum.org/publications/the-future-of-jobs-report-2020/
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
