Problem-Based Learning Model with Experimental Task Method Triggers Critical Thinking Skills

Abstract

The aim of this study is to determine the effect of Problem-Based Learning models with experimental task methods to trigger the critical thinking skills. The ability to think critically is the main needed ability for graduates in the 21st century. This type of research is a quasi-experiment using pre-test and post-test. The population used is the XII grade students of SMA in the 2018/2019 academic year. The research sample used was selected through purposive random sampling. The analysis used is Covariance Analysis. The results showed that the average difference in the value of critical thinking skills of the experimental class students was higher than the control class, which was 31 for the experimental class and 24 for the control class, with significance results (Sig = 0,000). This is because PBL is a learning model that uses contextual problems so that students actively build knowledge and can accommodate the development of critical thinking skills. In conclusion, the Problem-Based Learning model with the experimental task method triggers an increase in students' critical thinking skills compared to conventional learning models as evidenced by the ANACOVA results of significance 0,000 <0.05.