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All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Irma Wulandari
Universitas Sultan Ageng Tirtayasa
Humanities Environmental Science Other

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THE EFFECT OF THE PROBING PROMPTING LEARNING MODEL ON THE CRITICAL THINKING ABILITY OF GRADE X STUDENTS IN HISTORY LEARNING AT SMK INFORMATICA CITY OF SERANG : Pengaruh Model Pembelajaran Probing Prompting terhadap Kemampuan Berpikir Kritis Siswa Kelas X Pada Pembelajaran Sejarah di SMK Informatika Kota Serang Irma Wulandari; Arif Permana Putra; Agus Rustamana
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 2 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i2.7142

Abstract

This study aims to examine the effect of the Probing–Prompting learning model on students’ critical thinking skills in history learning. A quantitative approach with a quasi-experimental design was employed. The population consisted of 188 tenth-grade students at a vocational high school in Indonesia. Using purposive sampling, two classes were selected as research samples: one experimental class applying the Probing–Prompting model and one control class applying the Discovery Learning model. Students’ critical thinking skills were measured using a multiple-choice test based on Ennis’s critical thinking indicators. Data were analyzed using descriptive statistics and independent sample t-tests. The results indicate that the experimental class achieved a higher mean post-test score (69,38) compared to the control class (51,36). The t-test results show a significance value of 0,000 (< 0,05), indicating a statistically significant difference between the two groups. These findings demonstrate that the Probing–Prompting learning model has a significant positive effect on students’ critical thinking skills in history learning. This study contributes to the development of student-centered instructional strategies that promote higher-order thinking skills in history education.
Co-Authors Agus Rustamana Arif Permana Putra