The Effects of Problem Based Learning (PBL) on Students’ Critical Thinking Skills in Writing Expository Text At ISHS I Mukomuko

Febiloka, Agnes (2026) The Effects of Problem Based Learning (PBL) on Students’ Critical Thinking Skills in Writing Expository Text At ISHS I Mukomuko. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study aims to investigate the effects of Problem-Based Learning (PBL) model on students’ critical thinking skills in writing expository texts at Islamic Senior High School (ISHS) 1 Mukomuko. The research employed a quasi-experimental design with a pre-test and post-test control group. The population consists of all eleventh-grade students (180 students) spreading over two classes (XI B and XI C). The Samples ware taken 30 students from each classes ( purposive sampling technique). Instruments were writing tests measuring six indicators of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. During the first two weeks, students were directed and organised to analyse texts. They were then guided to design their texts individually and in groups. Furthermore, with the implementation of PBL, students were encouraged to develop their ideas and imagination to produce good expository texts. In the final stage of the experiment, they were encouraged to analyse and evaluate their work. After several meetings, they were given a post-test to determine the impact of the PBL treatment. The test results were analysed using SPSS 25. The result of the pre test showed that the average score of experimental group was 55,76 and control group was 50,93. Meanwhile the post test score of experimental group was 76,30 and control group was 58,60. It showed that the experimental group was 76,30 was higher than the control group with different was 17,70. The hypothesis test showed that in p-value < 0.05, indicating a significant difference between the two groups. Thus, H₀ was rejected and H₁ was accepted. It can be concluded that the implementation of Problem-Based Learning (PBL) has a significant effects on students’ critical thinking skills in writing expository text, particularly in developing HOTS at levels C4–C6. These findings also indicated that PBL effectively encouraged students to think analytically, evaluate information logically, write with more structured and argue reflectively.

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