PENINGKATAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK MELALUI PENERAPAN PROBLEM BASED LEARNING TERINTEGRASI PENDIDIKAN LINGKUNGAN
Abstract
Critical thinking skills are one of the essential competencies that students need to develop in order to face the challenges of 21st-century learning. However, students' critical thinking skills remain relatively low due to teacher-centered learning practices and limited connections between learning materials and real-world environmental issues. This study aimed to analyze the improvement of students' critical thinking skills through the implementation of an environmental education-integrated Problem Based Learning (PBL) model on the topic of temperature and heat. This research employed a quasi-experimental method using a Nonequivalent Control Group Design. The participants consisted of students from class XI-1 as the experimental group and class XI-2 as the control group at SMAN 22 Surabaya. The research instrument was an essay-based critical thinking test developed according to Facione's critical thinking indicators, including interpretation, explanation, inference, analysis, and evaluation. The data were analyzed using normalized gain (N-Gain) scores to determine the improvement in students' critical thinking skills. The results showed that the experimental class achieved an N-Gain score of 0.702, categorized as moderate, while the control class obtained an N-Gain score of 0.269, categorized as low. Indicator-based analysis revealed that the evaluation indicator showed the highest improvement with an N-Gain score of 0.755, while the interpretation indicator showed the lowest improvement with an N-Gain score of 0.654. These findings indicate that the implementation of an environmental education-integrated PBL model is effective in improving students' critical thinking skills on the topic of temperature and heat.
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