An Investigation into the Effect of Problem-Based Learning on Learners' Writing Performance, Critical and Creative Thinking Skills

Abstract

Background: In addition to mastering writing skills, university graduates are also expected to be able to develop two 21st-century skills: critical and creative thinking skills. These two skills play an important role so students can survive and compete in the disruptive era. Purpose: Although there have been many experimental studies using the BL model in learning to write, the existing research is still inadequate in investigating the effect of PBL model on L1 writing performance, critical, and creative thinking skills. Method: This study used a sequential mix-method design consisting of a quantitative method in the initial phase, followed by a qualitative method in the final phase. The participants of this study were students from the Islamic Banking Study Program at UIN Sultan Maulana Hasanuddin Banten, numbering as many as 61 students. By using a random sampling technique, researchers selected 2 groups of participants from 5 existing groups. The data was collected using questionnaires, essay writing tests, assessment rubrics, and interviews. Next, the researcher ran paired sample t-tests and one way ANCOVA, in order to analyze the data quantitatively. In addition, the researcher also analyzed data from semi-structured interviews using thematic analysis techniques. Results: The results showed that students taught using the PBL model could significantly improve writing performance, critical thinking skills, and creative thinking skills when compared to conventional models used in the control class. In addition, the results from the interviews also strengthened the quantitative findings by showing that students had positive attitudes and perceptions of learning to write. In other words, students who were taught with the PBL model gave a positive response and attitude because they felt motivated to learn to write. Conclusion: This research is expected to increase knowledge about how students can improve writing performance, critical thinking, and creative thinking. In addition, it is hoped that these findings can be an alternative in choosing writing learning methods.