THE INFLUENCE OF PROBLEM-BASED LEARNING ON ELEMENTARY STUDENTS' CRITICAL THINKING SKILLS IN LOCAL CULTURAL HERITAGE LEARNING

Elzsa Dia Aisya; Zuyyina Fihayati

doi:10.61796/acjoure.v4i2.562

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Elzsa Dia Aisya Muhammadiyah University of Sidoarjo, Indonesia
Zuyyina Fihayati
[email protected]
Muhammadiyah University of Sidoarjo, Indonesia

Vol. 4 No. 2 (2026): Academic Journal Research

Articles

11 August 2026

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Objective: Critical thinking is an essential competency in elementary education, yet classroom instruction frequently remains teacher-centered and provides limited opportunities for students to investigate contextual problems. This study examines the effect of Problem-Based Learning (PBL) on fifth-grade students' critical thinking skills in learning local cultural heritage, using Candi Pari as the problem context. Method: A quasi-experimental nonequivalent control group design involved 60 students divided into an experimental class and a control class. Data were collected through pretests, posttests, observation sheets, and validated critical-thinking instruments, then analyzed using N-Gain, paired-sample t-tests, independent-sample t-tests, and Cohen's d. Results: The analysis indicates that the experimental class achieved a higher posttest mean and N-Gain than the control class, with a statistically significant difference and a large effect size. PBL supports interpretation, analysis, evaluation, inference, and explanation by engaging students in collaborative investigation and solution presentation. Novelty: Contextual PBL can therefore strengthen critical thinking while building awareness of local cultural heritage.

Aisya, E. D., & Fihayati, Z. (2026). THE INFLUENCE OF PROBLEM-BASED LEARNING ON ELEMENTARY STUDENTS’ CRITICAL THINKING SKILLS IN LOCAL CULTURAL HERITAGE LEARNING. Academic Journal Research, 4(2), 110–121. https://doi.org/10.61796/acjoure.v4i2.562

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