<![CDATA[Critical thinking is a crucial competency for students in 21st-century learning. However, students' critical thinking skills regarding the topic of ecosystems remain low, largely because instruction tends to be teacher-centered and lacks engaging learning media. This study aimed to determine the effect of the Problem-Based Learning (PBL) model, supported by animated videos, on students' critical thinking skills regarding ecosystem concepts. A quantitative approach was employed using a quasi-experimental design—specifically, the Non-Equivalent Control Group Design. The sample consisted of 76 tenth-grade students from SMA Negeri 8 Makassar, divided into an experimental group (38 students) and a control group (38 students) selected via random sampling. Data were collected using an essay test designed to measure critical thinking skills based on Ennis's indicators. Analysis involved descriptive statistics, prerequisite tests (normality and homogeneity), Analysis of Covariance (ANCOVA), and the N-Gain test. The results indicate that the PBL model supported by animated videos had a significant effect on students' critical thinking skills. The ANCOVA results showed a significance value of < 0.001, indicating a difference in critical thinking skills between the experimental and control groups after controlling for pretest scores. Furthermore, the average N-Gain score for the experimental group (0.6486) was higher than that of the control group (0.5541), with both falling into the "medium" category. Thus, the implementation of the PBL model supported by animated videos is effective in enhancing students' critical thinking skills regarding ecosystem concepts.]]>
Copyrights © 2026
