The Effect of Problem-Based Learning (PBL) Model Implementation on Mathematics Learning Outcomes and Critical Thinking Skills
Pengaruh Implementasi Model Pembelajaran PBL (Problem Based Learning) terhadap Hasil Belajar Matematika dan Keterampilan Berpikir Kritis
Keywords:
Problem-Based Learning; mathematics learning outcomes; critical thinking skills; mathematics learning; quasi-experimentalAbstract
This study aims to investigate the effect of implementing the Problem-Based Learning (PBL) model on the mathematics learning outcomes and critical thinking skills of junior high school students. The research was conducted using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 64 eighth-grade students from a public junior high school in Cianjur, divided into an experimental class (n=32) that received instruction with the PBL model and a control class (n=32) that received conventional instruction. The instruments used were a validated mathematics learning outcomes test on the topic of probability and a validated critical thinking skills test. Data were analyzed using an independent samples t-test and correlation analysis. The results showed that: (1) there was a significant difference in mathematics learning outcomes between students who followed the PBL model compared to the conventional model (p<0.05); (2) there was a significant difference in critical thinking skills between the two groups (p<0.05); and (3) there was a positive correlation between mathematics learning outcomes and critical thinking skills (r=0.78). These findings imply the importance of applying the PBL model in mathematics instruction to enhance students' learning outcomes and critical thinking skills.References
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