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Zuyyina Fihayati
Muhammadiyah University of Sidoarjo, Indonesia
Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Engineering Social Sciences Other

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THE INFLUENCE OF PROBLEM-BASED LEARNING ON ELEMENTARY STUDENTS' CRITICAL THINKING SKILLS IN LOCAL CULTURAL HERITAGE LEARNING Elzsa Dia Aisya; Zuyyina Fihayati
Academic Journal Research Vol. 4 No. 2 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i2.562

Abstract

Objective: Critical thinking is an essential competency in elementary education, yet classroom instruction frequently remains teacher-centered and provides limited opportunities for students to investigate contextual problems. This study examines the effect of Problem-Based Learning (PBL) on fifth-grade students' critical thinking skills in learning local cultural heritage, using Candi Pari as the problem context. Method: A quasi-experimental nonequivalent control group design involved 60 students divided into an experimental class and a control class. Data were collected through pretests, posttests, observation sheets, and validated critical-thinking instruments, then analyzed using N-Gain, paired-sample t-tests, independent-sample t-tests, and Cohen's d. Results: The analysis indicates that the experimental class achieved a higher posttest mean and N-Gain than the control class, with a statistically significant difference and a large effect size. PBL supports interpretation, analysis, evaluation, inference, and explanation by engaging students in collaborative investigation and solution presentation. Novelty: Contextual PBL can therefore strengthen critical thinking while building awareness of local cultural heritage.
Co-Authors Elzsa Dia Aisya