Komparasi Metode Ceramah dan PBL terhadap Berpikir Kritis Siswa di SMAN 14 Kota Jambi

Abstrak

This study aims to analyze the differences in critical thinking skills in Physics between students who received learning using the Lecture method and students who followed learning using the Problem-Based Learning (PBL) method at SMA Negeri 6 Muaro Jambi. This study used a quasi-experimental method with a pretest–posttest control group design. Data were collected through a critical thinking ability test given before and after the treatment. The research sample was class XII F3 (experimental or Lecture group) and class XII F4 (control or PBL group), each consisting of 30 students. The results of the analysis showed a significant difference between the two groups (Sig. < 0.05), with the average posttest results of the Lecture group's critical thinking skills being higher (80.00) than the PBL group (74.44). Thus, the Lecture method proved to be more effective in improving students' critical thinking skills, a surprising finding considering the general view that PBL is superior in this aspect.