The effect of problem-based learning multimedia and picture media on students’ critical-thinking skills viewed from learning motivation and learning styles in elementary school

Abstract

This research aims to analyze (1) the effect of the PBL multimedia and picture media on critical-thinking skills, (2) the effect of learning motivation on critical-thinking skills, (3) the effect of learning styles on critical-thinking skills, and (4) the interaction between learning media, motivation learning, and learning styles on critical-thinking skills. This research is a quasi-experiment with the 2x2x2 factorial design. This research was conducted in 10 public elementary schools in Surakarta, Indonesia. The sample consisted of 292 students selected using the stratified cluster random sampling technique. The instruments used included an open essay test, a learning motivation questionnaire, and a learning style questionnaire. The research prerequisite tests include normality, homogeneity, and balance tests. The hypothesis was tested using three-way Anova. It was found that there were significant differences in the hypothesis and the post-hoc tests with a comparison of the average critical-thinking skills between the experimental classes. It is concluded that: (1) the PBL multimedia and picture media has no effect; (2) the learning motivation has an effect; (3) learning styles have an effect; and (4) there is no interaction between learning media, motivation learning, and learning styles on critical-thinking skills.