The Effectiveness of Problem-Based Learning Method in Enhancing Students’ Critical Thinking Skills in Junior High Schools

Abstract

This study investigates the effectiveness of the Problem-Based Learning (PBL) method in enhancing students’ critical thinking skills in junior high schools. The research emphasizes how PBL, as a student-centered approach, encourages learners to actively construct knowledge through solving real-life problems rather than relying solely on teacher-centered instruction. By engaging students in inquiry, analysis, and reflection, the PBL method fosters higher-order thinking processes such as reasoning, evaluation, and problem-solving. The study adopts a quasi-experimental design involving two groups: an experimental group taught using the PBL approach and a control group taught through conventional methods. Data were collected through pre-tests and post-tests using standardized critical thinking assessment instruments. The findings reveal that students who experienced the PBL method demonstrated a significant improvement in critical thinking skills compared to those taught with traditional approaches. The improvement was particularly evident in students’ abilities to analyze arguments, identify assumptions, and draw logical conclusions. Furthermore, the study highlights that PBL not only enhances academic achievement but also promotes collaboration, communication, and independent learning. The results suggest that integrating PBL into junior high school curricula can effectively cultivate critical thinking competencies essential for 21st-century learning. Therefore, educators are encouraged to apply PBL strategies consistently to create more interactive and meaningful learning experiences.