Effect of Problem-Based Learning Model on Critical Thinking Skills in Civic Education Learning
Abstract
Research has been conducted on the problem by discussing the effect of the Problem Base Learning model to improve students' critical thinking skills in civic education subjects in class III elementtary school Srewendari. The study aims to determine the effect of the Problem-Based Learning model on critical thinking skills in analyzing facts, presenting arguments, providing conclusions, conveying the concept of Pancasila, arguing, independent thinking in reflection, solving problems and recognizing information found in class III elementtary school in Srewendari Malang City. This research is quasi-experimental (quasi experiment) using the Nonequivalent groups pretest-posttest control group design refers to this design, the effect of the PBL model on critical thinking skills will be known through the comparison of the average posttest score of critical thinking skills between the experimental class and the control group through the t-test. The population of this study was third-grade students of public elementary schools in Malang City. The research conducted has samples taken in the form of experimental class a as many as three and control class b as many as three, data collected through observation with rating scale instruments and tests with instruments in the form of test or evaluation questions conducted in class. The data were analyzed quantitatively through a difference test with a confidence interval greater than 95%. The results of the research conducted show that the application of the Problem-Based Learning model has a positive and significant effect on student's critical thinking skills in civic education subjects.
Downloads
References
Akkaş Baysal, E., Yurtseven, R., & Ocak, G. (2023). The predicting power of primary school students’ critical thinking tendencies on entrepreneurial tendencies. International Journal of Psychology and Educational Studies, 10(3), 653–666. https://doi.org/10.52380/ijpes.2023.10.3.1176
Alfiyanti, I. F., & Jatmiko, B. (2020). Studies in learning and teaching studies in learning and teaching the effectiveness of Predict Observe Explain (POE) model with PhET to improve critical thinking skills of senior high school students. 1(2), 76–85. https://doi.org/10.46627/silet
Asri, I. H., Jampel, I. N., Putu Arnyana, I. B., Suastra, I. W., & Nitiasih, P. K. (2024). Profile of Problem Based Learning (PBL) model in improving students’ problem solving and critical thinking ability. KnE Social Sciences. https://doi.org/10.18502/kss.v9i2.14898
Borah, N., Paudel, S., & Stivers, A. (2024). Comparing the effectiveness of case-based learning and problem-based learning in a core finance class. Journal of Education for Business, 99(2), 113–124. https://doi.org/10.1080/08832323.2023.2277272
da Fonsêca Barros, M. H., & Penna, M. (2023). Problem-based learning (PBL) in music teacher education. International Journal of Music Education, 41(4), 585–597. https://doi.org/10.1177/02557614221130526
Darmawati, Y., & Mustadi, A. (2023). The Effect of Problem-Based Learning on the Critical Thinking Skills of Elementary School Students. Jurnal Prima Edukasia, 11(2), 142–151. https://doi.org/10.21831/jpe.v11i2.55620
Dawood, O., Rea, J., Decker, N., Kelley, T., & Cianciolo, A. T. (2021). Problem-based learning about problem-based learning: lessons learned from a student-led initiative to improve tutor group interaction. Medical Science Educator, 31(2), 395–399. https://doi.org/10.1007/s40670-021-01259-1
Fitriati, F., Rosli, R., Iksan, Z., & Hidayat, A. (2023). Exploring challenges in preparing prospective teachers for teaching 4C skills in mathematics classroom: A school-university partnership perspectives. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2286812
Geiger, V., Gal, I., & Graven, M. (2023). The connections between citizenship education and mathematics education. ZDM - Mathematics Education, 55(5), 923–940. https://doi.org/10.1007/s11858-023-01521-3
Gotlieb, M. R., & Sarge, M. A. (2021). Civic learning and self-determination: a model of user-generated content and civic readiness among actualizing citizens. Communication Theory, 31(1), 127–149. https://doi.org/10.1093/ct/qtaa032
Heron, G., & Lightowler, C. (2020). Examining professionals’ critical thinking about children who pose a serious threat to others. British Journal of Social Work, 50(2), 598–615. https://doi.org/10.1093/bjsw/bcaa002
Huang, J., & Sang, G. (2023). Conceptualising critical thinking and its research in teacher education: A systematic review. Teachers and Teaching: Theory and Practice, 29(6), 638–660. https://doi.org/10.1080/13540602.2023.2212364
Husain, S. B., Puryanti, L., & Setijowati, A. (2021). Education for all: A study on education for indigenous people in south sulawesi, indonesia. Kasetsart Journal of Social Sciences, 42(3), 623–629. https://doi.org/10.34044/j.kjss.2021.42.3.25
Kanyesigye, S. T., Uwamahoro, J., & Kemeza, I. (2023). The impact of problem-based learning on students’ achievement in mechanical waves in secondary schools. Research in Science Education, 53(6), 1013–1033. https://doi.org/10.1007/s11165-023-10119-4
Karmana, I. W., Ibrahim, M., & Susantini, E. (2019). Development of karmana-problem based learning modelto train problem solving skills and concept mastery of biology teacher candidates. Journal of Physics: Conference Series, 1227(1). https://doi.org/10.1088/1742-6596/1227/1/012002
Leigh, L., & Mok, Z. H. (2024). The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience. Medical Teacher. https://doi.org/10.1080/0142159X.2024.2337254
Li, A., Mellon, M., Keuhl, A., & Sibbald, M. (2023). Measuring group function in problem-based learning: development of a reflection tool. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04726-y
Masko, M. K., Thormodson, K., & Borysewicz, K. (2020). Using case-based learning to teach information literacy and critical thinking skills in undergraduate music therapy education: A cohort study. Music Therapy Perspectives, 38(2), 143–149. https://doi.org/10.1093/mtp/miz025
Myrzatayeva, G., Almetov, N., & Tazhmukhanova, N. (2023). Systematic training of future teachers for developing critical thinking of schools pupils in Kazakhstan. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2202103
Niu, S. J., Niemi, H., Harju, V., & Pehkonen, L. (2021). Finnish student teachers’ perceptions of their development of 21st-century competencies. Journal of Education for Teaching, 47(5), 638–653. https://doi.org/10.1080/02607476.2021.1951602
Ortega-Quevedo, V., Gil-Puente, C., & Rapp, C. V. (2023). Social construction of technology: an experience for development of critical-thinking and nature of science and technology. International Journal of Innovation in Science and Mathematics Education (Vol. 31, Issue 1) https://doi.org/10.30722/IJISME.31.01.002
Peer, F. (2023). The human infrastructure of civic data: a taxonomy for participatory infrastructuring of civic data. Computer Supported Cooperative Work: CSCW: An International Journal, 32(4), 825–859. https://doi.org/10.1007/s10606-023-09470-x
Perdana, R., Jumadi, J., Rosana, D., & Riwayani, R. (2020). The online laboratory simulation with concept mapping and problem based learning (Ols-cmpbl): Is it effective in improving students’ digital literacy skills? Cakrawala Pendidikan, 39(2), 382–394. https://doi.org/10.21831/cp.v39i2.31491
Rico, H., de la Puente Pacheco, M. A., Pabon, A., & Portnoy, I. (2023). Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236450
Rizki, I. A., & Suprapto, N. (2024). Project-oriented problem-based learning through SR-STEM to foster students’ critical thinking skills in renewable energy material. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10102-2
Shaw, A., Liu, O. L., Gu, L., Kardonova, E., Chirikov, I., Li, G., Hu, S., Yu, N., Ma, L., Guo, F., Su, Q., Shi, J., Shi, H., & Loyalka, P. (2020). Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment. Studies in Higher Education, 45(9), 1933–1948. https://doi.org/10.1080/03075079.2019.1672640
Sun, L., Asmawi, A., Dong, H., & Zhang, X. (2024). Empowering Chinese undergraduates’ business english writing: Unveiling the efficacy of DingTalk-Aided Problem-based language learning during Covid-19 period. Education and Information Technologies, 29(1), 239–271. https://doi.org/10.1007/s10639-023-12288-1
Susanti, M., Suyanto, S., Jailani, J., & Retnawati, H. (2023). Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course. Journal of Education and Learning (EduLearn), 17(4), 507–525. https://doi.org/10.11591/edulearn.v17i4.20866
Tandika, P. B. (2022). Instructional materials and the development of young children’s 21st century skills: perspectives from early educators in Ukerewe, Tanzania. Journal of Research in Childhood Education, 36(1), 31–45. https://doi.org/10.1080/02568543.2020.1834473
Vicol, M. I., Gavriluț, M. L., & Mâță, L. (2024). A quasi-experimental study on the development of creative writing skills in primary school students. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010091
Wadtan, R., Sovajassatakul, T., & Sriwisathiyakun, K. (2024). Effects of team-based ubiquitous learning model on students’ achievement and creative problem-solving abilities. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2303550
Wahyuni, S., Korespondensi, A., Kampus, :, Tegal, B., Jember, B., & Timur, J. (2015). Developing science learning instruments based on local Wielementtary schoolom to improve student’s critical thinking skills. Jurnal Pendidikan Fisika Indonesia, 11(2), 156–161. https://doi.org/10.15294/jpfi
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: a meta-analysis. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09864-3
Yoto, Marsono, Suyetno, A., Mawangi, P. A. N., Romadin, A., & Paryono. (2024). The role of industry to unlock the potential of the Merdeka curriculum for vocational school. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2335820
Zheng, Q. M., Li, Y. Y., Yin, Q., Zhang, N., Wang, Y. P., Li, G. X., & Sun, Z. G. (2023). The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04531-7
Copyright (c) 2024 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
