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Jurnal Pendidikan Sains

Abstract

Critical-thinking skills are essential competencies for students in 21st-century learning. Preliminary classroom observations in Class XI B at SMAN 1 Tojo indicated that instruction remained predominantly teacher-centered and provided limited opportunities for students to engage in activities involving interpretation, analysis, evaluation, and inference. This study aimed to improve students’ critical-thinking skills through the implementation of Problem-Based Learning (PBL) on the immune system topic. The study employed a Classroom Action Research (CAR) design conducted over two cycles, involving 28 students in Class XI B. Data were collected using a teacher activity observation sheet and critical-thinking skills tests assessing four indicators: interpretation, analysis, evaluation, and inference. The data were analyzed descriptively using percentages. Teacher activity increased from 88.16% in Cycle I to 94.16% in Cycle II, with both cycles classified as very good. Students’ critical-thinking skills increased from 62.86% in Cycle I to 74.64% in Cycle II, exceeding the predetermined success criterion of 70% in the second cycle. Improvements were observed across all four critical-thinking indicators. These findings indicate that students’ critical-thinking performance improved across the two action cycles following the implementation and refinement of PBL. The results support the use of PBL as a classroom-based instructional approach for promoting critical-thinking activities in learning about the immune system.

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354

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