Problem Based Learning and Fifth Grade Students Mathematical Critical Thinking Ability
DOI:
https://doi.org/10.831215/d7tera53Keywords:
Problem Based Learning, Critical Thinking, Mathematics Education, Elementary School, Pre-Experimental StudyAbstract
This study examined changes in fifth-grade students mathematical critical thinking after problem-based learning. A quantitative pre-experimental one-group pretest-test design involved 28 students at SDN 2 Jembatan Kembar Timur, West Lombok. Students completed a ten-item test before and after a mathematics lesson organized around problem identification, investigation, collaborative solution development, presentation, and evaluation. The mean score increased from 46.79 (SD = 9.05) to 72.86 (SD = 11.50), producing a mean gain of 26.07 points. A paired-samples t test showed a significant difference, t(27) = 10.49, p < .001, with a 95% confidence interval for the gain of 20.97 to 31.17. The standardized paired effect was large (dz = 1.98). A Wilcoxon signed-rank sensitivity analysis also indicated improvement (W = 0, p < .001). The results suggest that problem-based learning can support mathematical critical thinking when students actively analyze contextual problems and justify solutions. Because the study lacked a comparison group and used one school, causal interpretation remains limited
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