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Abstract

Environmental degradation requires students to possess critical thinking skills. However, the prevalence of conventional teaching methods is considered ineffective in honing these skills. Furthermore, gender differences that influence students’ learning styles are often not adequately accommodated. This study aims to conduct a comparative analysis of the impact of the Problem-Based Learning model assisted by the Instagram account Greenpeaceid on students’ critical thinking skills based on gender. The present study employs a quasi-experimental method using a posttest-only control group design implemented as a 2×2 treatment-by-level design. Data were collected via written tests and analyzed using a Two-Way ANOVA. The results of the study show that the application of the Problem-Based Learning model has a statistically significant effect on improving students' critical thinking abilities compared to the traditional teaching methods. The results also indicate that gender also plays a significant role, as female students tend to achieve higher average scores than male students. However, no significant interaction was found between the learning model and gender regarding critical thinking skills.

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