Dampak Problem Based Learning (PBL) dengan Pendekatan Metakognitif terhadap Kemampuan Berpikir Kritis

Abstract

Critical thinking skills are a crucial foundation for scientific literacy, particularly in understanding abstract concepts within the topic of Particle Dynamics, which frequently trigger misconceptions.This study aims to explore the impact of the Problem-Based Learning (PBL) model integrated with a metacognitive approach on students' critical thinking skills in Particle Dynamics. Utilizing a quasi-experimental method with a Non-equivalent Control Group Design, the research involved an experimental class (PBL with a metacognitive approach) and a control class (Conventional). The instrument used was a critical thinking test based on Ennis's indicators, including analysis, evaluation, and inference. Data analysis was conducted using N-gain and t-tests, following normality and homogeneity prerequisite tests. The results indicated a significant improvement in the experimental class, achieving a post-test average of 83.30 and an N-Gain of 0.72 (High Category), surpassing the control class, which reached an average of 67.40 and an N-Gain of 0.48 (Medium Category). The Independent Sample T-test yielded a Sig. value of 0.00 < 0.05, leading to the rejection of $H_0$. This proves that the synergy between PBL and metacognition effectively enhances critical thinking sharpness compared to conventional methods. The metacognitive approach serves as a cognitive process controller, helping students overcome misconceptions and increasing independence in solving complex physical problems.