Encouraging Students’ Critical Thinking Using Problem-Based Book Integrated Daily Problems and Solutions about Environmental Pollution

Abstract

Using learning books for students related to everyday problems and their solutions is important to support the empowerment of students' thinking. This research aims to encourage students' critical thinking (CT) using a problem-based book integrated with daily problems related to environmental pollution. Quasi-experimental-based research was used to investigate the CT of 103 junior high school students. Forty-nine students were given an intervention using a problem-based book integrated with daily problems about environmental pollution. A total of 54 students were not given intervention (control class). Students' CT was collected using tests validated by experts and empirically and met reliability. CT n-gain was calculated based on pre- and post-CT values. Students' CT priors show differences, so the calculation of the intervention effect uses n-gain data. The t-test calculates CT differences in the intervention and nonintervention classes. Data analysis shows that using a problem-based book integrated with daily problems about environmental pollution affects increasing students' CT, which is significant (Sig. n-gain < 0.05). Students in the experimental class showed a moderate increase, while students in the control class showed a low CT increase. Presenting daily problems related to the environment around students has increased critical discussion during learning. This condition causes CT students to be encouraged to be better during learning.