Anita Fitria, Anggreini Anggreini, Undang Rosidin, Viyanti Viyanti, Wayan Suana

EFFECTIVENESS PROBLEM BASED LEARNING ON STUDENTS CRITICAL THINKING SKILLS TO SUPPORT ESD

Introduction

Effectiveness problem based learning on students critical thinking skills to support esd. Discover how Problem-Based Learning (PBL) significantly boosts students' critical thinking skills in physics, especially on alternative energy, supporting Education for Sustainable Development (ESD) goals.

Abstract

This research purposed to determine the effectiveness of problem based learning on students critical thinking skills especially on physics material about alternative energy and its role in supporting ESD. The design used in this research is quasi-experimental design with a non-equivalent control group design. The sample are class X E as the experimental class and then class X D as the control class at SMAN 14 Bandar Lampung. The test instrument have a value from Cronbach'Alpha is 0.862. The result of average N-Gain was 0.63 with a moderate category while the average n-gain of critical thinking skills in the control class was 0.41 with a moderate category. This shows that the indicators of critical thinking skills increased significantly, the sig. Value was 0.000 <0.05 so it can be concluded that there is asignificant difference between the average n-gain of critical thinking skills of students experimental class and the control class. This novelty from this research are contribution by integrating Problem-Based Learning (PBL) integrated Education for Sustainable Development (ESD) By using real-world sustainability issues as learning contexts, the study aims to enhance students' critical thinking skills in meaningful and relevant ways. The findings have practical implications for educators in designing instructional strategies to increase critical thinking and sustainability awareness. Theoretically, this research supports the role of PBL as an effective pedagogical approach for 21st-century education with the goals of sustainable development.

Review

This research effectively investigates the impact of Problem-Based Learning (PBL) on students' critical thinking skills, particularly within the context of physics material on alternative energy and its role in supporting Education for Sustainable Development (ESD). Employing a quasi-experimental design with a non-equivalent control group, the study clearly demonstrates a statistically significant difference in critical thinking gains between the experimental group, which experienced PBL, and the control group. The findings, with an average N-Gain of 0.63 for the experimental class versus 0.41 for the control class, both categorized as moderate, provide solid evidence for the effectiveness of the intervention. A significant strength of this study lies in its innovative integration of PBL with ESD, using real-world sustainability issues to create a highly relevant and meaningful learning environment. This approach not only aims to cultivate critical thinking but also inherently promotes sustainability awareness, which is a crucial aspect of 21st-century education. The reported high reliability of the test instrument (Cronbach's Alpha = 0.862) further strengthens the validity of the quantitative results. The practical implications are clear for educators seeking to design instructional strategies that simultaneously enhance critical thinking and foster a deeper understanding of sustainable development, while theoretically, it reinforces PBL's role as an effective pedagogical model for achieving these interconnected educational goals. While the study provides robust quantitative evidence, a potential limitation could be the specific and localized nature of the sample (two classes from one school in Bandar Lampung), which might affect the generalizability of the findings to more diverse educational contexts. Although the N-Gain was categorized as "moderate," exploring ways to achieve a higher impact or providing a deeper qualitative analysis of how students' critical thinking skills developed within the PBL-ESD framework could offer richer insights. Future research could consider longitudinal studies to assess the sustained impact of this integrated approach on students' critical thinking dispositions and their engagement with sustainable practices over time, potentially incorporating a mixed-methods design for a more comprehensive understanding.

Full Text

Comments

You need to be logged in to post a comment.