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Ketut Suma
Universitas Pendididkan Ganesha, Singaraja, Indonesia
Humanities Education Public Health Social Sciences Other

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The Problem-Based Learning Model Assisted by Multimedia Teaching Materials Enhances Students’ Critical Thinking Skills and Interest in Learning Science Gusti Ngurah Bagus Tirtayadnya; I Made Citra Wibawa; Ketut Suma
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.111987

Abstract

The current condition of education indicates that elementary school students’ critical thinking skills in science in Indonesia have not yet developed optimally and remain a serious challenge, as reflected in science literacy achievement that is still below the international average. Therefore, this study aims to analyze the effect of a Problem-Based Learning (PBL) model supported by multimedia instructional materials on fifth-grade students’ critical thinking skills and learning interest in science. This study employed a quantitative approach using a quasi-experimental research design, specifically a pretest–posttest nonequivalent control group design. The population consisted of 313 fifth-grade elementary school students, from which a sample of 130 students was selected using random sampling techniques. Data were collected through tests and questionnaires, with research instruments comprising critical thinking tests and learning interest questionnaires. Data analysis was conducted using one-way MANCOVA with the assistance of SPSS 27.0 for Windows. The results indicate significant differences in students’ critical thinking skills and learning interest in science between those taught using the Problem-Based Learning model supported by multimedia instructional materials and those taught using the conventional Problem-Based Learning model. It can be concluded that the Problem-Based Learning model supported by multimedia instructional materials results in higher improvements in students’ learning interest in science compared to the Problem-Based Learning model. The implication of the research is that the application of PBL assisted by teaching materials can help students in learning.
Problem-Based Learning Model Assisted by Mind Mapping to Enhance Elementary Students’ Critical Thinking in Science Viewed from Self-Efficacy Ni Nyoman Sri Arianti; I Made Citra Wibawa; Ketut Suma
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.112034

Abstract

The low level of students’ critical thinking skills in science learning is primarily attributed to instructional practices that are still dominated by basic question-and-answer methods and limited discussions. This study aimed to analyze the effect of the Problem Based Learning (PBL) model assisted by mind mapping on elementary school students’ science critical thinking skills in terms of their self-efficacy. This research employed a quantitative approach using a quasi-experimental design. The population consisted of 324 fourth-grade elementary school students, and random sampling was used to select the research sample. Data were collected through questionnaires and essay tests, with self-efficacy and critical thinking tests serving as the research instruments. Data analysis techniques included descriptive analysis and analysis of covariance (ANCOVA). The results indicated that: first, there were significant differences in science critical thinking skills between students taught using the PBL model assisted by mind mapping and those taught using conventional learning models. Second, there was a significant interaction effect between the PBL model assisted by mind mapping and students’ self-efficacy on science critical thinking skills. Third, there were significant differences in science critical thinking skills between students with high self-efficacy who learned through the PBL model assisted by mind mapping and those who learned through conventional models.Fourth, there were significant differences in science critical thinking skills between students with low self-efficacy who learned through the PBL model assisted by mind mapping and those who learned through conventional models.
Co-Authors Gusti Ngurah Bagus Tirtayadnya I Made Citra Wibawa Ni Nyoman Sri Arianti