Development of a Problem-Based Learning Module on Elements, Compounds, and Mixtures to Enhance Eighth-Grade Students’ Critical Thinking Skills

Purpose – As critical thinking is a key competency in science education, this study employs a meta-analysis to systematically evaluate the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' critical thinking skills. This study analyzed 21 articles published between 2017 and 2024. These articles specifically discuss the effectiveness of PBL implementation in enhancing students' critical thinking skills.Methodology – The selection criteria included peer-reviewed articles published between 2017 and 2024, which provided explicit numerical data (sample size, mean, standard deviation) and a direct focus on the impact of PBL on critical thinking skills. A random-effects model was chosen due to expected variability among studies, and the effect size was calculated using Hedges' g to ensure robust findings. Data analysis was performed using SPSS version 29 to calculate the summary effect, analyze heterogeneity, construct a forest plot, and identify potential publication bias.Findings – The meta-analysis revealed a significant improvement in critical thinking skills for students who experienced PBL-based learning compared to conventional methods (summary effect = 0.57, 95% CI = 0.15-1.0, p = 0.01). This shows that 57% of learning with PBL models analyzed has a significant positive effect on students' critical thinking skills. The heterogeneity test indicated (I² value = 93,9% > 25%), suggesting moderate variability among the analyzed studies. Funnel plots and Egger's regression tests indicate no risk of publication bias.Contribution– These findings emphasize the importance of integrating PBL into science curricula to foster critical thinking skills. Educators should consider structured PBL frameworks, while policymakers could support teacher training initiatives to optimize implementation. Future studies may explore longitudinal effects and variations across different educational levels.

This research aims to improve students' critical thinking skills through the implementation of Problem Based Learning (PBL) with mind map on subjects IPA 3. This research is a classroom action research, consist of stages: Planning, Implementation, Observation and Reflection. The topics are: Sexually Transmitted Diseases in the first cycle, Living Thing and Non Living Thing Component in the second cycle, and the Electric Energy Crisis in the third cycle. Instruments used are questions and observation sheets critical thinking and observation sheets of implementation of PBL model with mind map. The results showed the implementation of syntax PBL models with mind map has been good, and the average test results show an increase and most of students achieve very good in critical thinking. Thus, it can be concluded that the application of PBL models with mind map managed to improve students' critical thinking.

The results of the analysis of students’s report of fifth grade students at SDN Bangunharjo in the IPS subject were still below the KKM. This is related to the results of preliminary studies in the field which show that learning is still textual. There is a lack of HOTS questions to explore students' critical thinking processes and there was no study that presented a variety of situations to solve. This study aimed to analyze the effectiveness of the mind mapping-assisted PBL model to improve students' critical thinking. This research was conducted at Bangunharjo Elementary School, Semarang City. This type of research used quasi-experiments. The method used is a quantitative method. The entire population of class V at SDN Bangunharjo is 50 students. The research subjects were 25 students in the experimental class, class 5 B and 25 students in the control class, class VA. Sampling using nonprobability sampling with saturated sampling technique. Research data obtained from pretest-posttest, questionnaire, observation, and documentation. The data analysis used is the normality test, homogeneity test, sample t-test, gain test, and effective contribution. The results showed that the PBL model assisted by mind mapping was effective in increasing students' critical thinking: (a) the mean similarity results showed p = 0.988 and t count= 0.017, (b) completeness test, has result Sig value. showed a result of 0.05 ≤ 0.05, (c) the independent t-test showed a significance value showing the number 0.00 <0.05, (d) The n-gain result showed an average of 0.43. it conclusde, the problem based learning (PBL) model assisted by mind mapping is effective in increasing social studies students' critical thinking. For future researchers and for teachers, during the learning process the teacher should play an active role in providing direction and stimulus then students were able to learn independently and focus on learning. The problem-based learning model assisted by mind mapping can be used and developed in other learning materials and content to improve the quality of learning. Keywords: Critical Thinking, Mind mapping, Problem based learning,

According to the competencies outlined in the current Higher Education Standard for the specialty 221 “Dentistry” within the field of knowledge 22 “Health Care” at the second (Master’s) level, students must be able to think abstractly, analyze and synthesize information, and demonstrate critical and self-critical thinking. Both general and specialized (professional, subject-specific) competencies highlight the necessity for students to critically understand educational challenges. The interpretation of these concepts aligns with widely accepted philosophical, scientific, legislative, and social perspectives. In this context, it becomes essential to identify effective methods for developing critical thinking in students as a component of Soft Skills, and to implement these methods in undergraduate education. Critical thinking serves as a key component that enhances students’ motivation to learn and prepares them for independent work. It plays a crucial role in acquiring both theoretical knowledge and practical skills. In order to improve and to develop critical thinking, undergraduate students must be able to interpret, analyze, and compare patient information; generalize, evaluate, and logically draw well-supported conclusions from the data obtained during patient examinations. The teacher must foster critical thinking in students by utilizing the technology of developing critical thinking, which operates through specific phases: challenge, comprehension, and reflection. To effectively cultivate critical thinking skills in undergraduate students, it is recommended to apply methods such as professional situation analysis, empathy, constructing effective arguments, and analyzing cause-and-effect relationships. These approaches will help develop critical thinking as a key component of Soft Skills in students.

Critical thinking is a fundamental skill in 21st-century education, enabling students to analyze information, evaluate evidence, and make informed decisions. Traditional teaching methods often fail to effectively foster critical thinking. Problem-Based Learning (PBL) has been identified as a promising pedagogical approach for enhancing students' critical thinking by engaging them in real-world problem-solving activities. However, empirical research on its effectiveness in middle school students remains limited. This study examined the impact of PBL on the development of critical thinking skills among middle school students. Specifically, it investigates (1) how PBL influences critical thinking, (2) the differences in critical thinking skills between PBL and traditional instruction, and (3) the validity of the Watson-Glaser Critical Thinking Appraisal (WGCTA) in assessing middle school students in a PBL context. A quasi-experimental study was conducted with 240 ninth-grade students divided into experimental (PBL-based) and control (traditional instruction) groups. Critical thinking skills, including inference, assumption recognition, deduction, interpretation, and argument evaluation, were measured using WGCTA. The data analysis involved Confirmatory Factor Analysis (CFA), Pearson correlation, and radar chart visualization. Students in the PBL group significantly outperformed those in the control group on all critical thinking dimensions. The most significant gains were observed in the inference, deduction, and evaluation of arguments. The CFA results confirmed the reliability and validity of the WGCTA for middle school students (CFI = 0.994, RMSEA = 0.020). This study highlights PBL as an effective method for enhancing critical thinking among middle school students. These findings support the integration of structured PBL strategies into curriculum design to improve students' analytical and problem-solving skills.

Background of the rearch is the low critical thinking skills of students. In addition, there is no data related to the distribution of indicators of students' thinking skills, especially in science learning. The research objective was to analyze the critical thinking skills of elementary school students through an integrated problem-based learning model with mind mapping. This type of research is experimental research with a quantitative approach. The research design used was a pre-experimental design of the One-Group Pretest-Posttest Design. The population in this study was class V SDI BTN IKIP I Makassar City. In this study using a purposive sampling technique this study used a purposive sampling technique. Data collection in this study was a descriptive test consisting of 7 questions according to indicators of critical thinking ability. The results of this study are that the basic clarification indicator gets the highest score on the pretest and posttest, with an average score of 60 and 82. Meanwhile, the strategy and tactics indicator receives the lowest score, averaging 52 on the pretest and 75 on the posttest. So it means that the distribution of critical thinking skills indicator scores shows that the basic clarification indicator gets the highest score, and the strategy and tactics indicators get the lowest score.

Critical thinking is one of the most essential skills in the education system of modern society. In the field of education, many methods and techniques are used to develop this skill. In this regard, the problem-based learning method can be considered as the most effective of the various methods. This article investigated the efficiency of Problem-Based Learning (PBL) model as a useful strategy for improving English language learners’ critical thinking skills. The participants of this study were 34 Master Students of Academic Writing program of Khoja Akhmet Yassawi International Kazakh-Turkish University. English language learners were separated into experimental and control groups. The author used pre and post tests as a data collection instrument. In order to analyze the test results a quantitative method and descriptive statistical analysis were applied. The test scores were measured according to the six indicators of Bloom's Taxonomy thinking levels. The study lasted five weeks and the experimental group was taught online via Google classroom platform. In this research, a mind mapping strategy was used as a brainstorming tool to define and solve problems. It can be noted that the experimental group's post-test scores and learning outcomes were significantly improved. The experimental group achieved high scores from understanding and evaluation indicators, scoring 79% and 76% higher than the average scores respectively. This means that they can understand and evaluate any information they read or hear. While the other indicators, namely memorization (65%), application (68%) creation (61%) and analysis (51%), were also higher than the previous test scores. The latest results of the study identified the problem-oriented learning (PBL) model as the most effective method for developing critical thinking and recommend its independent application in any educational institution. It was also found that the integrated application of the problem-based learning (PBL) model with the mind mapping strategy can improve English language learners’ critical thinking skills. Keywords: critical thinking, Bloom’s Taxonomy, problem-based learning (PBL), mind map, MindMeister.

This paper delves into one of the primary challenges in higher education, which revolves around the methods employed by educators to cultivate enhanced critical thinking skills in students. While certain majors such as philosophy, logic, and literary criticism inherently demand higher levels of critical thinking, there exists a pressing need to investigate the efficacy of practical exercises like translation in fostering critical thinking abilities among university students (Ghazala, 2008; Beylard-Ozeroff, Lev?, & Popovi?, 1998). In this context, this narrative review embarks on an exploration of the intricate relationship between critical thinking and translation. While previous research has predominantly concentrated on the influence of critical thinking on translation quality, this study takes a novel perspective by assessing whether engagement in translation activities can indeed augment the critical thinking capabilities of students. Through an extensive literature review, this study examines existing research that elucidates the correlation between critical thinking and translation skills. Furthermore, it scrutinizes the fundamental constituents of critical thinking and the cognitive processes intricately involved in translation. The findings from this investigation unveil a positive connection between the practice of translation and the enhancement of critical thinking skills among students. Consequently, this narrative review not only contributes valuable insights but also underscores the potential educational advantages of incorporating translation exercises into curricula as a means to foster critical thinking.

Systematic review of problem based learning research in fostering critical thinking skills

The low critical thinking skills of Indonesian students in the 21st century indicate the necessity of training these skills to prepare for a future replete with challenges. Teachers need to innovate learning materials that foster critical thinking skills. This study aims to develop a PBL-based GLOWASEA Edukit media product that is valid, effective, and practical for enhancing students’ critical thinking skills. This developmental research was conducted following the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from the scores on the validation test, practicality test, questions’ validity and reliability test, and pretest and post-test score data. Data were analyzed using percentage analysis and qualitative description. Successively, the results of media and material validation and practicality were 82.61%, 91.17%, and 90.62%. The effectiveness of Edukit media is calculated using the N-Gain formula, resulting in an average score of 0.33, which meets moderate criteria. It can be concluded that the GLOWASEA Edukit media produced is valid, effective, and practical for training students’ critical thinking skills.

Various problems often occur during learning, such as what happens to class VIII students at SMP Negeri 11 Semarang. There is a phenomenon of a lack of critical thinking skills in students during learning. Teachers try to help improve students' critical thinking skills so that they can follow learning, especially on complex material. The purpose of this study was (1) to describe the use of mind map learning model in the development of critical thinking skills of grade VIII students in social studies subjects, (2) to analyze the effectiveness of the use of mind map learning model in improving critical thinking skills of grade VIII students in social studies subjects, (3) to identify factors that influence the success of the application of mind map learning model in the development of critical thinking skills. Critical thinking skills are essential for students in understanding and analyzing complex social problems. The mind map model is used as a learning tool that facilitates students' organization of information visually, connection to concepts, and increased active involvement in the learning process. This research used a qualitative method with a phenomenological approach, collecting data through observation, interviews, and documentation. The research subjects were VIII-B and VIII-E students totaling 32 students from each class. Data analysis used interactive analysis techniques. The results of this study show: (1) The application of the mind map learning model significantly increases student involvement in the learning process, students show high enthusiasm and can collaborate in groups to compile mind maps, this model also creates more interactive and interesting learning to improve student understanding of social studies learning materials. (2) The results showed that applying Mind Map in social studies learning can improve students' critical thinking skills, such as analyzing, evaluating, and information-seeking skills. In addition, it increases students' understanding of learning materials but also helps them to think logically and creatively. (3) Evaluation conducted by social studies teachers covers 3 main aspects, namely reflection on the learning process, the accuracy of the teaching module used, as well as challenges and obstacles in learning. This research can conclude that the mind map learning model is a learning model used to convey concepts or ideas in a way that encourages brain creativity and can improve students' critical thinking skills. Keywords: Mind map models, critical thinking, social studies learning, grade VIII students.

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.

Lectures are basically a relationship between lecturers and students with the purpose of lectures being the achievement of Course Learning Outcomes. Mathematics Education students have a challenge regarding the mindset that courses in the Mathematics Education study program are not easy so that they require critical logical mathematical thinking skills. Critical thinking skills were needed because they have an impact on learning outcomes. The lecture process that is centered on lecturers is one of the causes of passive classes and low critical thinking skills of students. A learning approach was needed that could foster critical thinking skills of students. This study was aims to improve the critical thinking skills students of Mathematics Education in the Integral Calculus course through the application of Student Center Learning. The method of qualitative research is the research of classroom action, the technique of data collect is non-test, namely through observation, data sources from observation sheets and students. The research results show that there is an increase in indicators of critical thinking skills before and after the action. Before the action, students can identify problems by 15% and after the action becomes 50%. Students can analyze problems, before the action by 20% and after the action 60%. Students can solve problems, before the action 15% and after the action 65%. Students can draw conclusions before the action 25%, after the action 70%. From the research results and discussion, it could be concluded that practice the Student Center Learning could improve the critical thinking skills the students of Mathematics Education in the Integral Calculus Course

This study aims to examine the effectiveness of integrating interactive digital media into problem-based learning (Problem-Based Learning/PBL) to enhance the critical thinking skills of middle school students. The research method used is a quantitative approach with a quasi-experimental pretest-posttest control group design. The subjects of the study are 60 eighth-grade students at SMP Negeri 4 Bandar Lampung, divided into experimental and control groups. The instruments used include critical thinking skills tests based on Ennis’ indicators, as well as observation sheets for learning activity engagement. The data were analyzed using normality tests, homogeneity tests, paired sample t-tests, independent sample t-tests, as well as N-Gain and Cohen’s d calculations. The results indicate a significant increase in critical thinking skills in the experimental group compared to the control group, with a p-value of 0.000 in the independent t-test. The average N-Gain for the experimental group was 50.88% (moderate category), while the control group only achieved 3.48% (low category). The effect size calculated using Cohen’s d reached 3.08, indicating a very large treatment effect. These findings reinforce that integrating interactive digital media into problem-based learning can effectively improve students’ critical thinking skills. The results also support the implementation of the Merdeka Curriculum, which emphasizes strengthening the Pancasila student profile, especially in the dimensions of critical and reflective thinking.

Critical thinking skills are one of the essential competencies that must be developed in elementary school students in the modern era. This ability serves as a foundation for students to understand problems, analyze information, and make informed decisions in subsequent educational levels. However, in practice, students' critical thinking skills are still relatively low, particularly in science learning. This study aims to investigate the effect of implementing problem-based learning (PBL) models on the critical thinking skills of 5th-grade students on human respiratory system material. The study employed a quantitative approach with a quasi-experimental method using a pretest-posttest nonequivalent control group design, which involved administering a pretest before treatment and a posttest after treatment to both the experimental and control groups. Data were analyzed using ANCOVA to determine differences in critical thinking skills after treatment. The results showed that the PBL model had a significant effect on improving students' critical thinking skills. This was evidenced by the ANCOVA analysis results, which showed an F-count of 11.414, greater than the F-table of 2.74, with a significance value of 0.001, which is less than 0.05. These findings indicate that the alternative hypothesis is accepted, and it can be concluded that the learning model has a significant effect on critical thinking skills of students on the human respiratory system material. The results of the further LSD test demonstrate that PBL has greater potential to improve students' critical thinking compared to the conventional model. This study recommends that teachers consistently apply PBL models in science and other subjects to encourage students to think deeply, systematically, and analytically