Implementation of problem-based learning (PBL) model assisted by electronic science worksheets to improve critical thinking skills of 8th grade students

Abstract

This study investigates the effectiveness of the Problem-Based Learning (PBL) model, assisted by Electronic Student Worksheet, in enhancing students' critical thinking skills in science education. A pre-experimental One-Group Pretest-Posttest Design was employed, involving 34 eighth-grade students from SMPN 3 Sumber, selected through purposive sampling. A critical thinking test served as the research instrument, and the data were analyzed using descriptive and inferential statistics, including N-gain analysis and paired sample t-tests. The results indicate a moderate improvement in students' critical thinking skills, with an N-gain score of 0.54, and a significant difference (p 0.05) between pretest and posttest scores. Additionally, the effect size was large (d = 2.30), indicating a substantial impact of the PBL model. These findings confirm that PBL, assisted by Electronic Student Worksheet, is an effective instructional strategy for enhancing critical thinking skills in science education. This study highlights the potential of technology-enhanced learning to optimize student engagement and promote higher-order thinking skills. Further research is suggested to explore the long-term impact and broader implementation of this approach in diverse educational settings.