The Effect of Problem-Based Learning (PBL) on Students' Reflective Thinking Skills in Economics Learning

Abstract

Reflective thinking skills in economics learning are still relatively low, affecting students' ability to analyze and solve problems systematically. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students' reflective thinking skills. The study used a quantitative approach with a pre-experimental one-group pre-test–post-test design. The population included all tenth-grade students, while the sample was class X E of SMAN 2 Tangerang Selatan in the 2025/2026 academic year, comprising 32 students selected through cluster random sampling. The research instruments included ATP, teaching modules, student worksheets (LKPD), and essay tests based on reflective thinking indicators, namely reacting, comparing/elaborating, and contemplating, which had been validated. Data were analyzed using normality tests, N-Gain, and a paired-sample t-test. The findings revealed that the data were normally distributed, with an N-Gain score categorized as low. However, pre-test and post-test scores differed significantly, indicating that PBL significantly improved students' reflective thinking skills despite the low level of improvement. This study contributes to developing innovative problem-based learning strategies to enhance reflective thinking skills in economics education.