Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis

Liu, Yong; Pásztor, Attila

doi:10.1016/j.tsc.2022.101069

Cited by 104 publications

(81 citation statements)

References 62 publications

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“…Learning that begins with good organization guarantees achieving teaching goals, and in principle, critical thinking skills enable students to organize their learning (da Silva Almeida & Helena Rodrigues Franco, 2011). The investigative phase is a way to achieve critical thinking, this has been claimed for a long time as a way to train how students think (Arends, 2012), and even broadly underlies the ways of acquisition of critical thinking in problem-based learning (Birgili, 2015;Liu & Pásztor, 2022;Osman & Kriek, 2021;Seibert, 2021;Suyatman et al, 2021). The last two phases in the CPBL model are analyze and evaluate, both of which are core indicators of critical thinking skills (R. H. Ennis, 2011;Facione, 2020), which if taught directly in a learning model, can have an impact on increasing students' critical thinking skills.…”

Section: Resultsmentioning

confidence: 99%

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

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Section: Resultsmentioning

confidence: 99%

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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show abstract

“…However, what must be known in using PBL is that it is necessary to improve how to deliver the correct crew problem so that students easily understand what they are going to do. The initial problem presented is not a problem in the form of questions but issues that occur in students' lives [47][48]. However, in this book, the questions already have elements that meet the PBL criteria, so students can start stimulating their critical minds through this e-book.…”

Section: Methodsmentioning

confidence: 99%

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

Susanto¹,

Dwiyanti²,

Marini³

et al. 2022

Int. J. Interact. Mob. Technol.

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With the development of technology, especially in the world of education, teachers must have learning media that attracts students' attention, one of which is E-Books. This study aims to determine whether Problem Based Learning-Based E-Books Can Improve Students' Critical Thinking Ability in Primary School Science Learning. This research was conducted on elementary school students in the district of Jagakarsa, South Jakarta. This research method uses the RnD method. In this research. To get the results, the researchers used a pre-test and also a post-test to get the results. The results show that this E-Book is able to improve critical thinking skills in science learning as digital media innovation, narration, video and also practice questions.

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“…Thus, students need to learn together throughout the development of the project. Indeed, the PBL method is designed to promote problem-solving and collective learning [ 59 ].…”

Section: Methodsmentioning

confidence: 99%

Dynamics of Team Learning Behaviours: The Effect of Time and Team Culture

Pinheiro

Rebelo

Lourenço

et al. 2022

Behavioral Sciences

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This research study focused on team learning behaviours, particularly the extent to which teams use learning behaviours over time, as well as the influence of different team cultures on learning behaviours over time. Data from 33 university project teams were collected longitudinally at three moments (beginning, halfway point, and end of the project) and the analysis was conducted through growth modelling. A linear relationship between time and team learning through experimenting behaviour was found, suggesting that experimenting behaviour tends to increase over time in project teams. Moreover, the early development of team cultures that promote mutual understanding and good interpersonal relationships, the accomplishment of objectives, flexibility, and the search for alternative ways to perform tasks/problem solving are conducive to experimenting behaviours from the beginning of the teamwork. This study highlights the relevance of the temporal dynamics of team learning behaviours and their interaction with team culture.

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Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis

Cited by 104 publications

References 62 publications

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

Dynamics of Team Learning Behaviours: The Effect of Time and Team Culture

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