The Effect of The Problem-Based Learning Model on Critical Thinking Skills in Mathematical Problem Solving

Abstract

This study aims to evaluate the policy of implementing the Problem-Based Learning (PBL) model on critical thinking skills and gender gaps in mathematical problem solving among elementary school students. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The study population comprised all fifth-grade students at SD Negeri 060921 Medan Sunggal, totaling 56 students, with the entire population used as the sample. The experimental group (32 students) received instruction using the PBL model, while the control group (24 students) was taught using a conventional model. The research instrument consisted of three essay questions that had passed content validity tests (expert judgment), item validity (r_calculated > r_table 0.433), and reliability testing (Cronbach's Alpha = 0.83, indicating a very high category). Data analysis techniques included the Shapiro-Wilk normality test, Levene's test for homogeneity, and the Independent Sample T-Test for hypothesis testing. The results showed that, in general, students' critical thinking skills were in the high category, with an average score of 82.39, and no students fell into the low category. By gender, male students achieved an average of 82.33, while female students achieved 82.45, indicating a significant balance. All critical thinking indicators were in the high category, with the information-gathering indicator recording the highest average (88.85), while the comprehension-building indicator was the lowest (80.83). The hypothesis test results proved that the PBL implementation policy had a significant effect on students' critical thinking skills (t_calculated = 36.052; p = 0.000 < 0.05), while gender showed no significant effect (t = -0.069; p = 0.946 > 0.05). This study concludes that the PBL policy is effective in improving students' critical thinking skills evenly, with no gender gap, although reinforcement is still needed for the comprehension-building indicator. Policy recommendations are addressed to the Department of Education, teachers, students, and future researchers to optimize the implementation of PBL in elementary schools.