The Effectiveness of Problem-Based Learning on Critical Thinking Skills in Indonesian Language Education
Keywords:
problem-based learning, critical thinking skills, Indonesian language education, pedagogical innovationAbstract
This study investigates the effectiveness of Problem-Based Learning (PBL) in enhancing critical thinking skills among students in Indonesian language education contexts. Employing a quasi-experimental design with pretest-posttest control group, the research involved 120 secondary school students across four schools in Java, Indonesia. Students in the experimental group received PBL instruction focused on authentic language problems, while the control group experienced traditional lecture-based instruction. Critical thinking skills were measured using adapted Watson-Glaser Critical Thinking Appraisal instruments and authentic assessment rubrics aligned with Indonesian language competencies. Results indicate that PBL significantly improved students' critical thinking abilities, particularly in analysis, evaluation, and inference dimensions. Qualitative findings reveal that PBL fostered deeper engagement with linguistic concepts, promoted collaborative reasoning, and enhanced students' metacognitive awareness. The study demonstrates that culturally responsive PBL implementation in Indonesian language education can effectively develop 21st-century critical thinking competencies while maintaining alignment with national curriculum standards and cultural learning preferences.
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