The use of problem-based learning (PBL) to improve students’ critical thinking skills in social studies classes

Abstract

This study was motivated by the low critical thinking skills of 9th-grade students in Class IXA at SMPN-1 Gunung Bintang Awai in social studies, as reflected by a pre-cycle average score of only 4.15 and 80% of students falling into the low category. This situation was caused by the predominance of passive, teacher-centered teaching methods. The focus of this study was to improve students’ critical thinking skills and learning activities through the implementation of the Problem-Based Learning (PBL) model. This study used the Classroom Action Research (CAR) method, conducted in two cycles with 20 students. The research stages included planning (developing PBL-based lesson plans), action (implementing PBL with contextual problems), observation (measuring activities and critical thinking test results), and reflection. The results showed a significant improvement: the average critical thinking score rose from the initial level (low category) to 75.00 (65% proficiency) in Cycle I, and surged dramatically to 88.06 (100% proficiency) in Cycle II. This improvement aligns with student engagement, which rose from 55% (moderately active) in Cycle I to 90.25% (highly active) in Cycle II. It was concluded that the implementation of the PBL model—enhanced with intensive guidance and more contextual problems—proved highly effective in improving students’ critical thinking skills and learning engagement.