Improving critical thinking skills in learning temperature and its changes with the problem-based learning with argumentation model

Abstract

This study investigates the effectiveness of the Problem-Based Learning with Argumentation (PBLA) model in enhancing students’ critical thinking skills, specifically concerning the topic of temperature and its changes. Recognizing critical thinking as a crucial 21st-century skill, this quasi-experimental research employed a pretest-posttest control group design. The study was conducted during the 2022/2023 academic year at a junior high school in Wates Kulon Progo, Yogyakarta. One class served as the experimental group, receiving instruction through the PBLA model, while the control group was taught using the Discovery Learning model. Critical thinking skills were assessed using validated tests; these tests underwent validation by experts in education and evaluation, science education, and certified science teachers, followed by empirical validation through trials. The findings indicate that the experimental class, utilizing the PBLA model, demonstrated a higher average gain score in critical thinking skills (0.62) compared to the control class (0.48).