The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

Bashith, Abdul; Amin, Saiful

doi:10.15548/jt.v24i2.271

Cited by 20 publications

(18 citation statements)

References 8 publications

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“…Another excellence of PBL model is the possibility to develop a critical thinking skill (Akınoğlu & Tandoğan, 2007;Allison & Pan, 2011) through a scientific method (Kronberg & Griffin, 2000). During the problem solving process, students are able to refine their critical thinking skills (Bashith & Amin, 2017;Mundilarto & Ismoyo, 2017;Pusparini, Feronika & Bahriah, 2018;Ramadhani, Huda & Umam, 2019). Students are able to analyze and synthesize every single problem they face (Nasution et al 2016), so that several problem solvings can be obtained rather than only one problem.…”

Section: Introductionmentioning

confidence: 99%

Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude

Amin

Utaya

Bachri

et al. 2020

Journal for the Education of Gifted Young Scientists

100

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The purpose of this study was to: (1) to determine the effect of problem-based learning (PBL) model on critical thinking skill, and (2) to determine the effect of PBL model on environmental attitude. This study used a quasi-experiment model with a pretestposttest control group design. The subjects of this study were students of Social Sciences Education Program, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, academic year 2018/2019. The sampling technique used purposive sampling and determined 25 subjects in each experimental and control class. Data collection used a test as an instrument of critical thinking skill and a questionnaire that were used to know the students' environmental attitude. The data analysis used independent sample t-test. The results showed: 1) there is a significant influence of PBL model on students' critical thinking skill (p=0.010) and 2) there is a significant influence of PBL model on students' environmental attitude (p=0.000). The PBL model has higher influence on critical thinking skill and environmental attitude than to conventional model. The use of problem-based learning models in activities to solve environmental problems encourages students' critical thinking skills to foster an environmental attitude.

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Section: Introductionmentioning

confidence: 99%

Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude

Amin

Utaya

Bachri

et al. 2020

Journal for the Education of Gifted Young Scientists

100

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“…Wirda, Haji & Khaldun (2015) also stated that student KPS in the material of optical equipment also increased with the average from 5.56 to 13.40 with an increasement in N-Gain of 0.63 by applying PBL model. From those previous studies, Bashith & Saiful (2017) suggest that the PBL should be an alternative teaching model which can be applied to enhance student critical thinking skill. Thus, in this study it is proven that the use of the PBL model can rise the students' KPS average by 1.25 or 3.47%.…”

Section: The Effect Of Mind Mapping Model On Student Kpsmentioning

confidence: 99%

The Effect of Mind Mapping-Assisted Problem-Based Learning (PBL) Model on Science Process Skills of Fifth Graders

Anratriningrum

Sutarto²,

Mulyono

2020

J. Prim. Educ.

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Science learning model directs students to learn concept understanding and scientific principle. Scientific principle in science learning relate to investigation or experiment to drill science process skills that can develop critical thinking and problem-solving abilities. Process skills are students' abilities to manage what has been gained in teaching and learning activities. The purpose of this study was to analyze the effect of using the Mind Mapping, Problem Based Learning (PBL) model, and Problem Based Learning model assisted by Mind Mapping on students' science process skills. The research method used quantitative research in the form of quasi experimental design. The sample of this study were students of 5th grade with 30 students as experimental class, 24 students as control-1 class, and 28 students as control-2 class. The data collection techniques used in this study were written test, observation, and documentation. The results of the analysis showed that simultaneously a learning model affected students' science process skills by 13%. This study had also showed that of the three models that had been used, problem-based learning assisted by mind mapping model was the most effective model for improving students' science process skills compared to problem-based learning model or mind mapping model

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“…In a class that implements problem-based learning, rather than directly being given learning materials, students are given authentic problems as their starting point to learn, which then will be discussed in groups, encouraging them to creatively and critically collect information and data to solve problems (Anazifa & Djukri, 2017;Bashith & Amin, 2017). For Lin (2015), the problem is not only the starting point; it is the centerpiece of the learning process.…”

Section: Characteristics Of Problem-based Learningmentioning

confidence: 99%

“…Nevertheless, divided arguments regarding problem-based learning are found. Some studies found the strengths of problem-based learning for enhancing students' 21 st -century skills (Anazifa & Djukri, 2017;Bashith & Amin, 2017;Duff, 2008;Ghufron & Ermawati, 2018;Hadi & Izzah, 2018;Iswandari et al, 2017;Lapuz & Fulgencio, 2020;Keong & Mohammed, 2015;Munawaroh, 2020;Yuberti et al, 2019). On the other hand, some studies found the complexity and challenges in implementing problem-based learning (Blundell & Berardi, 2016;Ceker & Ozdamli, 2016;Ghufron & Ermawati, 2018;Iswandari et al, 2017;Kassem, 2018;Miner-Romanoff, Rae, & Zakrzewki, 2019).…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning and 21st-century skills: Are they compatible?

Suwastini

Puspawati

Adnyani

et al. 2021

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Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

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The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

Cited by 20 publications

References 8 publications

Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude

Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude

The Effect of Mind Mapping-Assisted Problem-Based Learning (PBL) Model on Science Process Skills of Fifth Graders

Problem-based learning and 21st-century skills: Are they compatible?

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