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

Abstract

Critical thinking skills are a skill that is needed in the 21st century. This study aims to determine the effectiveness of the Problem Based Learning with Argumentation (PBLA) model in improving students' critical thinking skills on temperature material and its changes. This study is a quasi-experimental research with a pretest-posttest control group design in one of the junior high schools in Wates Kulon Progo, Yogyakarta for the 2022/2023 academic year with one class as an experimental class using the PBLA model and the other class using the discovery learning model. Data were obtained using critical thinking skills tests that have been validated by education and evaluation experts, science education experts, and certified science teachers, as well as empirical validation through trials. The results showed that the average calculation of the gain score of critical thinking skills in the experimental class was higher by 0.62 than that of the control class of 0.48.