The Influence of the Problem-Based Learning Model on Students Critical Thinking Skills and Self-Confidence

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis dan Self Confidence Peserta Didik

Authors

  • Della Hasna Agustin Department of Economics Education, Universitas Siliwangi, Tasikmalaya
  • Yoni Hermawan Department of Economics Education, Universitas Siliwangi, Tasikmalaya
  • Ai Nur Solihat Department of Economics Education, Universitas Siliwangi, Tasikmalaya

Keywords:

Problem-Based Learning, Critical Thinking, Self-Confidence

Abstract

This research was prompted by the low critical thinking skills and self-confidence observed among students at SMAN 6 Tasikmalaya. The study aimed to determine the effect of the Problem-Based Learning (PBL) model on students' critical thinking skills and self-confidence in the economics subject, specifically on the concept of international trade. This study employed a quasi-experimental method with a post-test-only control group design. Data were collected through essay tests and questionnaires. The population for this research consisted of all 198 eleventh-grade social science (XI IPS) students at SMAN 6 Tasikmalaya during the 2023/2024 academic year. The sample included 39 students from class XI IPS 4 as the experimental group and 39 students from class XI IPS 5 as the control group, selected using a purposive sampling technique. The results of the study conclude that the Problem-Based Learning model has a significant influence on students' critical thinking skills and self-confidence.

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Published

16-07-2025

How to Cite

Agustin, D. H., Hermawan, Y., & Solihat, A. N. (2025). The Influence of the Problem-Based Learning Model on Students Critical Thinking Skills and Self-Confidence: Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis dan Self Confidence Peserta Didik. COSMOS: Jurnal Ilmu Pendidikan, Ekonomi Dan Teknologi, 2(4), 1034–1044. Retrieved from https://cosmos.iaisambas.ac.id/index.php/cms/article/view/340

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Vol. 2 No. 4 (2025): June-July

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