Development of Inclusive Learning Based on Problem-Based Learning to Improve Critical Thinking Skills and Scientific Attitudes of Students in the 3T Areas of Riau Province

Abstract

This study aims to develop an inclusive learning model based on Problem-Based Learning (PBL) to enhance students’ critical thinking skills and scientific attitudes in the 3T regions (frontier, outermost, and disadvantaged areas) of Riau Province, Indonesia. The research is motivated by the limited access to quality education in 3T areas, which affects students’ higher-order thinking skills and mastery of scientific attitudes. The model was developed using a Research and Development (R&D) approach adapted from the Borg & Gall framework, involving preliminary studies, model design, expert validation, revision, and limited trials. The research subjects were high school students in one of the 3T schools. Instruments used included a critical thinking skills test, a scientific attitude questionnaire, observation sheets, and interview guidelines. The results show that the inclusive PBL model developed is valid, practical, and effective for classroom implementation. Its application successfully improved students’ critical thinking skills through contextual problem-solving activities and fostered scientific attitudes such as curiosity, openness to evidence, and responsibility in the learning process. This study recommends the inclusive PBL model as an alternative instructional strategy for schools in 3T areas to support equitable improvement in education quality.Studi ini bertujuan untuk mengembangkan model pembelajaran inklusif berbasis Problem-Based Learning (PBL) untuk meningkatkan keterampilan berpikir kritis dan sikap ilmiah siswa di wilayah 3T (terdepan, terluar, dan tertinggal) Provinsi Riau, Indonesia. Penelitian ini dilatarbelakangi oleh terbatasnya akses terhadap pendidikan berkualitas di daerah 3T, yang memengaruhi keterampilan berpikir tingkat tinggi dan penguasaan sikap ilmiah siswa. Model ini dikembangkan menggunakan pendekatan Penelitian dan Pengembangan (R&D) yang diadaptasi dari kerangka Borg & Gall, melibatkan studi pendahuluan, desain model, validasi ahli, revisi, dan uji coba terbatas. Subjek penelitian adalah siswa SMA di salah satu sekolah 3T. Instrumen yang digunakan meliputi tes keterampilan berpikir kritis, kuesioner sikap ilmiah, lembar observasi, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa model PBL inklusif yang dikembangkan valid, praktis, dan efektif untuk implementasi di kelas. Penerapannya berhasil meningkatkan keterampilan berpikir kritis siswa melalui kegiatan pemecahan masalah kontekstual dan menumbuhkan sikap ilmiah seperti rasa ingin tahu, keterbukaan terhadap bukti, dan tanggung jawab dalam proses pembelajaran. Studi ini merekomendasikan model PBL inklusif sebagai strategi pembelajaran alternatif bagi sekolah di daerah 3T untuk mendukung peningkatan kualitas pendidikan yang adil.