<![CDATA[Kemampuan berpikir kritis penting dalam pembelajaran Informatika karena siswa perlu menilai bukti, membedakan informasi yang dapat dipercaya, dan mengambil keputusan pada isu sosial-digital seperti hoaks, privasi, etika bermedia, dan dampak penggunaan teknologi. Meskipun Problem-Based Learning (PBL) dan gamifikasi telah banyak digunakan, bukti mengenai integrasi PBL dengan Wordwall pada materi dampak sosial informatika di Madrasah Aliyah masih terbatas, terutama pada desain nonequivalent yang memerlukan pengendalian kemampuan awal. Penelitian ini bertujuan menguji efektivitas PBL berbantuan Wordwall terhadap kemampuan berpikir kritis siswa setelah mempertimbangkan skor awal. Penelitian menggunakan quasi-experiment dengan nonequivalent pretest-posttest control group design pada 50 siswa kelas XI Informatika di MAN 1 Bandar Lampung; masing-masing 25 siswa berada pada kelas eksperimen dan kontrol. Kelas eksperimen mengikuti PBL berbantuan Wordwall selama tiga pertemuan, sedangkan kelas kontrol mengikuti pembelajaran konvensional. Kemampuan berpikir kritis diukur menggunakan 10 soal uraian yang telah dinyatakan valid pada uji coba. Rata-rata skor kelas eksperimen meningkat dari 68,5 menjadi 83,2, sedangkan kelas kontrol dari 63,9 menjadi 67,4. N-Gain kelas eksperimen sebesar 0,47 (sedang) dan kelas kontrol 0,10 (rendah). Analisis ANCOVA yang mengendalikan pretest menunjukkan perbedaan antarkelompok yang signifikan (p < 0,001) dengan partial eta squared 0,532, yang menunjukkan efek besar. Temuan ini menunjukkan bahwa PBL berbantuan Wordwall berpotensi efektif pada konteks penelitian ini, tetapi generalisasi perlu dibatasi karena penugasan kelas tidak acak, sampel berasal dari satu sekolah, dan intervensi berlangsung singkat. Critical thinking is essential in Informatics learning because students need to evaluate evidence, distinguish trustworthy information, and make reasoned decisions about socio-digital issues such as misinformation, privacy, media ethics, and the social consequences of technology use. Although Problem-Based Learning (PBL) and gamification have been widely applied, evidence concerning the integration of PBL with Wordwall in the topic of the social impacts of Informatics at the Madrasah Aliyah level remains limited, particularly in nonequivalent designs that require control of baseline differences. This study examined the effectiveness of Wordwall-assisted PBL on students’ critical thinking after accounting for pretest scores. A quasi-experimental nonequivalent pretest-posttest control group design involved 50 Grade XI Informatics students at MAN 1 Bandar Lampung, with 25 students in each group. The experimental class received Wordwall-assisted PBL for three meetings, while the control class received conventional instruction. Critical thinking was measured using 10 essay items that had been declared valid during pilot testing. The experimental group’s mean score increased from 68.5 to 83.2, whereas the control group increased from 63.9 to 67.4. The N-Gain was 0.47 (moderate) in the experimental group and 0.10 (low) in the control group. ANCOVA controlling for pretest scores indicated a significant between-group difference (p < .001) with a partial eta squared of .532, representing a large effect. The findings suggest that Wordwall-assisted PBL is potentially effective in this context; however, generalization should remain cautious because classes were not randomly assigned, the sample came from one school, and the intervention was brief.]]>
