Differences in Students’ Critical Thinking and Collaboration Skills between Problem-Based Learning and Discovery Learning in Physics

Mawarni Saputri; Saminan Saminan; Ziaun Nisa

doi:10.61142/esj.v4i2.372

Authors

Mawarni Saputri Universitas Syiah Kuala
Saminan Saminan Universitas Syiah Kuala
Ziaun Nisa Universitas Syiah Kuala

DOI:

https://doi.org/10.61142/esj.v4i2.372

Keywords:

Collaboration skills, Critical thinking skills, Discovery learning, Problem based learning

Abstract

Critical thinking and collaboration are essential 21st-century competencies. However, recent PISA results indicate that students’ critical thinking skills remain low, a condition also found at SMA 15 Adidarma Banda Aceh. Therefore, this study aimed to examine the effect of the Problem-Based Learning (PBL) model on students’ critical thinking and collaboration skills in physics learning on the topic of Heat and Temperature. This study employed a quantitative approach with a non-equivalent control group design. The participants were two Grade XI classes. The experimental group was taught using the PBL model, while the control group received instruction through the Discovery Learning model. Data were collected through pretest and posttest essay tests to measure critical thinking skills, while collaboration skills were assessed using observation sheets. Critical thinking data were analyzed using an independent samples t-test, whereas collaboration data were analyzed descriptively using percentage analysis. The results showed a significant difference in critical thinking skills between the experimental and control groups , with the experimental group achieving better results. In addition, students’ collaboration skills in the PBL class were categorized as very good. It can be concluded that the PBL model has a significant positive effect on improving students’ critical thinking and collaboration skills. Therefore, PBL is recommended as an effective instructional alternative for physics teachers to promote higher-order thinking and collaborative learning competencies.

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