<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran berbasis Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa kelas X pada mata pelajaran Ekonomi di SMA Negeri 1 Suwawa, Kabupaten Bone Bolango. Meskipun berbagai penelitian sebelumnya telah menunjukkan efektivitas PBL dalam meningkatkan kemampuan berpikir kritis, masih terdapat gap penelitian terkait penerapannya secara spesifik pada konteks pembelajaran Ekonomi di tingkat SMA, khususnya pada materi Industri Keuangan Non Bank (IKNB), serta keterbatasan studi yang menggunakan desain kuantitatif korelasional untuk mengukur besaran pengaruh secara empiris. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei korelasional, yang bertujuan untuk menguji hubungan dan pengaruh antara variabel tanpa melakukan manipulasi. Populasi penelitian berjumlah 123 siswa dengan sampel sebanyak 56 responden yang dipilih melalui teknik simple random sampling. Data dikumpulkan melalui observasi, kuesioner, dan dokumentasi, kemudian dianalisis menggunakan regresi linear sederhana dengan bantuan SPSS versi 21.0. Hasil penelitian menunjukkan bahwa PBL memiliki pengaruh positif dan signifikan terhadap kemampuan berpikir kritis siswa, dengan nilai t-hitung 7,949 > t-tabel 2,004 dan koefisien determinasi (R²) sebesar 53,9%. Hal ini menunjukkan bahwa 53,9% variabilitas kemampuan berpikir kritis siswa dipengaruhi oleh penerapan PBL, sedangkan sisanya 46,1% dipengaruhi oleh variabel lain yang tidak diteliti. Dengan demikian, semakin baik penerapan PBL, semakin tinggi kemampuan berpikir kritis siswa. The Effect of Problem Based Learning Model on Critical Thinking Abilities of Grade X Students in Economics Subject This study aims to determine the effect of the application of Problem Based Learning (PBL) learning model on the critical thinking skills of tenth grade students in Economics subject at SMA Negeri 1 Suwawa, Bone Bolango Regency. Although various previous studies have shown the effectiveness of PBL in improving critical thinking skills, there is still a research gap related to its specific application in the context of Economics learning at the high school level, especially in the Non-Bank Financial Industry (IKNB) material, as well as limitations of studies that use quantitative correlational designs to measure the magnitude of the effect empirically. This study uses a quantitative approach with a correlational survey design, which aims to test the relationship and influence between variables without manipulation. The study population was 123 students with a sample of 56 respondents selected through a simple random sampling technique. Data were collected through observation, questionnaires, and documentation, then analyzed using simple linear regression with the help of SPSS version 21.0. The results showed that PBL has a positive and significant influence on students' critical thinking skills, with a calculated t-value of 7.949 > t-table 2.004 and a coefficient of determination (R²) of 53.9%. This indicates that 53.9% of the variability in students' critical thinking skills is influenced by the implementation of PBL, while the remaining 46.1% is influenced by other variables not examined. Therefore, the better the implementation of PBL, the higher the students' critical thinking skills.]]>
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