Objective: Critical thinking is an essential competency in elementary education, yet classroom instruction frequently remains teacher-centered and provides limited opportunities for students to investigate contextual problems. This study examines the effect of Problem-Based Learning (PBL) on fifth-grade students' critical thinking skills in learning local cultural heritage, using Candi Pari as the problem context. Method: A quasi-experimental nonequivalent control group design involved 60 students divided into an experimental class and a control class. Data were collected through pretests, posttests, observation sheets, and validated critical-thinking instruments, then analyzed using N-Gain, paired-sample t-tests, independent-sample t-tests, and Cohen's d. Results: The analysis indicates that the experimental class achieved a higher posttest mean and N-Gain than the control class, with a statistically significant difference and a large effect size. PBL supports interpretation, analysis, evaluation, inference, and explanation by engaging students in collaborative investigation and solution presentation. Novelty: Contextual PBL can therefore strengthen critical thinking while building awareness of local cultural heritage.
ABSTRACT
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