The Effectiveness of Problem-Based Learning Models in Improving Critical Thinking Skills of Secondary School Students

Abstract

This study aims to examine the effectiveness of the Problem-Based Learning model in improving critical thinking skills among secondary school students. A qualitative research approach was employed using a descriptive case study design, as this design allows an in-depth exploration of learning processes and students’ cognitive development within a natural classroom setting. The study was conducted at a public secondary school in Indonesia selected for its implementation of problem-based instructional practices. The participants consisted of twelve informants, including students and teachers, chosen through purposive sampling to ensure rich and relevant data related to the learning process and critical thinking development. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using thematic analysis. The findings reveal that Problem-Based Learning effectively enhances students’ abilities to analyze problems, evaluate information, and reflect on their reasoning processes. The model promotes active engagement, collaborative inquiry, and meaningful learning experiences that support critical thinking development. Based on these findings, the study recommends the systematic integration of Problem-Based Learning in secondary education and encourages future research to explore its long-term impact across different subjects and educational contexts.