The Effectiveness of Problem-Based Learning Model with Socio-Scientific Themes in Improving Critical Thinking Skills

Wahyu Sulaiman, Zainul Arifin Imam Supardi, Hasan Subekti

© 2025 Wahyu Sulaiman, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 8, Issue 1, Pages 72-77, ISSN 2619-9955, https://doi.org/10.18421/SAR81-09, March 2025.

Received: 21 February 2025.
Revised:  08 March 2025.
Accepted: 14 March 2025.
Published: 27 March 2025.

Abstract:

This study examines how a Socio-Science Issue (SSI) based Problem-Based Learning (PBL) model affects junior high school students' critical thinking skills. Using a quasi-experimental design with pre-test and post-test, the results demonstrated that students in the experimental group, who used SSI-based PBL, had higher post-test scores than the control group using traditional methods. The findings demonstrate that SSI-based PBL effectively enhances critical thinking by encouraging active participation, collaboration, and contextual problem-solving. This creative approach is in line with 21st-century educational goals and gives students more meaningful and engaging learning experiences.

Keywords – Problem-Based Learning (PBL), Socio-Science Issue (SSI), critical thinking, contextual learning.

                   

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