Enhancing Critical Thinking Skills through Problem-Based Instruction: A Quasi-Experimental Study on Eighth-Grade Students in Physics Education
DOI:
https://doi.org/10.36312/mj.v2i1.2737Keywords:
Problem-based Instruction, Critical Thinking, Physics Education, Quasi-Experimental Design, Secondary Science LearningAbstract
This study investigates the impact of Problem-Based Instruction (PBI) on the development of critical thinking skills among eighth-grade students at SMP Negeri 11 Mataram, focusing on the topic of vibrations and waves in physics. Utilizing a quasi-experimental post-test only control group design, the study involved 51 students divided into an experimental group taught with the PBI model and a control group receiving conventional lecture-based instruction. Critical thinking was assessed using essay-type tests aligned with Ennis’s indicators, and data were analyzed through descriptive statistics and independent samples t-tests. The results reveal a significant difference in critical thinking performance between groups, with the PBI group achieving a higher mean score (82.27) compared to the control group (61.72). Effect size calculations also indicate a strong practical impact of the intervention. Observational data confirm high implementation fidelity in both groups. These findings affirm the effectiveness of PBI in fostering higher-order thinking, analytical reasoning, and student engagement in science education. The study recommends broader integration of PBI into curriculum planning and teacher training programs to support the development of critical thinking competencies in secondary education.
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