Examining the Impact of Problem-Based Learning on Critical Thinking Among Junior High School Students
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Published:
Mar 29, 2024
Keywords:
Problem-Based Learning (PBL), Critical Thinking, Junior High School Students, Educational Pedagogy, Student Learning Outcomes
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Articles
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Abstract
Problem-based learning (PBL) has gained traction as a pedagogical approach aimed at fostering critical thinking skills among students. This research explores the influence of PBL on the critical thinking ability of junior high school students. Employing a quasi-experimental design, our study compares the critical thinking performance of students engaged in PBL with those receiving traditional instruction. Quantitative analysis reveals significant differences in post-test scores, with students in the PBL group demonstrating higher levels of critical thinking ability. Qualitative insights further illuminate the transformative impact of PBL on student engagement, collaboration, and enjoyment of learning. The findings underscore the efficacy of PBL in promoting critical thinking skills and have practical implications for educators seeking to enhance student learning outcomes. By integrating problem-based learning into the curriculum and providing support and scaffolding to students, educators can create learning environments that empower students to become critical thinkers and lifelong learners capable of navigating the complexities of the modern world.
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How to Cite
Nur Amanda, & Wahyuningsih. (2024). Examining the Impact of Problem-Based Learning on Critical Thinking Among Junior High School Students. International Journal of Curriculum Development, Teaching and Learning Innovation, 2(2), 45–52. https://doi.org/10.35335/curriculum.v2i2.161
References
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Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 2158244020938702.
Basweti, B. N. (2019). Effects of problem-based learning on learners’ acquisition of core critical thinking skills in heating effect of electric current in Nakuru county secondary schools, Kenya. Egerton University.
Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. Critical Theories in Education: Changing Terrains of Knowledge and Politics, 45–65.
Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution.
Cattaneo, K. H. (2017). Telling active learning pedagogies apart: From theory to practice. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 144–152.
Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738.
Dabbagh, N. (2019). Effects of PBL on critical thinking skills. The Wiley Handbook of Problem‐Based Learning, 135–156.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). Developing successful principals. Stanford Educational Leadership Institute, Ed.). Retrieved February, 20, 2009.
Dewey, J., Montessori, M., Strzemiński, W., Piaget, J., Vygotsky, L., von Foerster, H., Bruner, J., Simon, H., Watzlawick, P., & von Glasersfeld, E. (1997). Constructivism (learning theory). Journal of Social Sciences, Literature and Languages, 9–16.
Gallagher, S. A. (2015). The role of problem-based learning in developing creative expertise. Asia Pacific Education Review, 16(2), 225–235.
Golja, T., & Clerke, T. (2020). Towards understanding the development of 21st century capabilities: A scoping review of critical thinking. ICERI2020 Proceedings, 7577–7586.
Guerra, A. (2014). Problem based learning and sustainable engineering education: challenges for 21st century.
Hartling, L., Spooner, C., Tjosvold, L., & Oswald, A. (2010). Problem-based learning in pre-clinical medical education: 22 years of outcome research. Medical Teacher, 32(1), 28–35.
Health, N. I. of C., & (US), H. D. (2000). Health disparities: Bridging the gap. The Development.
Hoidn, S., & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours.
Kek, M. Y. C. A., & Huijser, H. (2016). Problem-based learning into the future: Imagining an agile PBL ecology for learning. Springer.
Kim, N. J., Belland, B. R., & Axelrod, D. (2019). Scaffolding for optimal challenge in K–12 problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 13(1), 3.
Lambros, A. (2013). Problem-Based Learning: from theory to practice. Encontro Sobre Educação Em Ciências Através Da Aprendizagem Baseada Na Resolução de Problemas, 2, 2–11.
Lesperance, M. M. (2008). The effects of Problem Based Learning (PBL) on students’ critical thinking skills. The University of North Carolina at Greensboro.
Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: a theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215–221.
McCurdy, R. P., Nickels, M. L., & Bush, S. B. (2020). Problem-based design thinking tasks: Engaging student empathy in STEM. The Electronic Journal for Research in Science & Mathematics Education, 24(2), 22–55.
Pifarre, M., & Cobos, R. (2010). Promoting metacognitive skills through peer scaffolding in a CSCL environment. International Journal of Computer-Supported Collaborative Learning, 5, 237–253.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, 9(2), 5–15.
Savin-Baden, M. (2016). The impact of transdisciplinary threshold concepts on student engagement in problem-based learning: A conceptual synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2), 1–22.
Sharma, N. (2010). Implementing problem based learning at two English medical schools. Library and Archives Canada= Bibliothèque et Archives Canada, Ottawa.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 2158244020938702.
Basweti, B. N. (2019). Effects of problem-based learning on learners’ acquisition of core critical thinking skills in heating effect of electric current in Nakuru county secondary schools, Kenya. Egerton University.
Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. Critical Theories in Education: Changing Terrains of Knowledge and Politics, 45–65.
Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution.
Cattaneo, K. H. (2017). Telling active learning pedagogies apart: From theory to practice. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 144–152.
Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738.
Dabbagh, N. (2019). Effects of PBL on critical thinking skills. The Wiley Handbook of Problem‐Based Learning, 135–156.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). Developing successful principals. Stanford Educational Leadership Institute, Ed.). Retrieved February, 20, 2009.
Dewey, J., Montessori, M., Strzemiński, W., Piaget, J., Vygotsky, L., von Foerster, H., Bruner, J., Simon, H., Watzlawick, P., & von Glasersfeld, E. (1997). Constructivism (learning theory). Journal of Social Sciences, Literature and Languages, 9–16.
Gallagher, S. A. (2015). The role of problem-based learning in developing creative expertise. Asia Pacific Education Review, 16(2), 225–235.
Golja, T., & Clerke, T. (2020). Towards understanding the development of 21st century capabilities: A scoping review of critical thinking. ICERI2020 Proceedings, 7577–7586.
Guerra, A. (2014). Problem based learning and sustainable engineering education: challenges for 21st century.
Hartling, L., Spooner, C., Tjosvold, L., & Oswald, A. (2010). Problem-based learning in pre-clinical medical education: 22 years of outcome research. Medical Teacher, 32(1), 28–35.
Health, N. I. of C., & (US), H. D. (2000). Health disparities: Bridging the gap. The Development.
Hoidn, S., & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours.
Kek, M. Y. C. A., & Huijser, H. (2016). Problem-based learning into the future: Imagining an agile PBL ecology for learning. Springer.
Kim, N. J., Belland, B. R., & Axelrod, D. (2019). Scaffolding for optimal challenge in K–12 problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 13(1), 3.
Lambros, A. (2013). Problem-Based Learning: from theory to practice. Encontro Sobre Educação Em Ciências Através Da Aprendizagem Baseada Na Resolução de Problemas, 2, 2–11.
Lesperance, M. M. (2008). The effects of Problem Based Learning (PBL) on students’ critical thinking skills. The University of North Carolina at Greensboro.
Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: a theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215–221.
McCurdy, R. P., Nickels, M. L., & Bush, S. B. (2020). Problem-based design thinking tasks: Engaging student empathy in STEM. The Electronic Journal for Research in Science & Mathematics Education, 24(2), 22–55.
Pifarre, M., & Cobos, R. (2010). Promoting metacognitive skills through peer scaffolding in a CSCL environment. International Journal of Computer-Supported Collaborative Learning, 5, 237–253.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, 9(2), 5–15.
Savin-Baden, M. (2016). The impact of transdisciplinary threshold concepts on student engagement in problem-based learning: A conceptual synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2), 1–22.
Sharma, N. (2010). Implementing problem based learning at two English medical schools. Library and Archives Canada= Bibliothèque et Archives Canada, Ottawa.
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