The Effectiveness of Problem-Based Learning Models in Improving Students’ Critical Thinking Skills

Abstract

In the 21st century, enhancing students’ critical thinking skills is crucial for developing high
quality human resources. In physics education, students often struggle to analyze problems, apply
concepts, and draw logical conclusions, indicating a limited ability to think critically. This issue
is
often associated with teacher-centered learning methods. This study investigates the
effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ critical thinking
skills in the context of static fluids. Using a quasi-experimental design, 72 grade XI science
students were divided into control and experimental groups. The experimental group received PBL
instruction, while the control group followed traditional methods. Data from pre-tests and post
tests were analyzed using independent sample t-tests. Results showed that the experimental group
had significantly higher critical thinking scores. This finding suggests that PBL effectively fosters
students’ critical thinking by encouraging inquiry, collaboration, and real-world problem solving