ABSTRACT
This study determines the significant relationship between the extent of implementation of Problem-Based Learning (PBL) and the critical thinking skills of learners in science. The study employed a descriptive-correlational research design utilizing an adapted survey instrument based on the study of Savery (2015), Overview of Problem-Based Learning: Definitions and Distinctions. The questionnaire assessed the extent of PBL implementation in terms of four key domains—planning and preparation, facilitation of learning, assessment and reflection, and support and resources. Similarly, a validated learner survey was used to measure the extent of critical thinking skills in science. The respondents of the study included one (1) school head, seven (7) teachers, and one hundred (100) randomly selected learners from Hugpa Elementary School, Ormoc City Division, for the School Year 2025–2026. The findings revealed that the extent of PBL implementation was very high across all domains, indicating that teachers consistently apply PBL principles in instruction. Likewise, the critical thinking skills of learners were found to be very high, demonstrating that students possess strong analytical, evaluative, and problem-solving abilities. More importantly, the statistical analysis indicated a significant positive relationship (r = 0.72) between the extent of PBL implementation and the learners’ critical thinking skills. This suggests that consistent and well-structured use of PBL strategies significantly enhances students’ higher-order thinking abilities. Therefore, the study concludes that Problem-Based Learning is an effective pedagogical approach for developing critical thinking in science education. It underscores the importance of sustained teacher training, adequate support, and resource provision to strengthen PBL implementation and promote meaningful, inquiry-driven learning experiences.
Keywords: Implementation, Problem-Based Learning, Critical Thinking Skills, Learners, Science, Instructional Supervision Plan
INTRODUCTION
Developing critical thinking is essential for students to effectively process complex information, make informed decisions, and solve problems. In today’s fast-paced and information-rich world, critical thinking has become more important than ever. It empowers students to analyze, evaluate, and synthesize information, hence fostering independent thinking and lifelong learning. In response to the demands of the 21st century, school has implemented significant educational reforms to enhance the quality and relevance of education (Morchid, 2020; World Bank, 2015). A key goal of these reforms is to promote critical thinking among students, as outlined in the strategic vision for Philippine school reform (2015–2030) and the Education Act of 2019. However, effectively teaching and assessing critical thinking in classrooms remains challenging due to a lack of adequate training, resources, and pedagogical strategies among teachers (Llorent Bedmar, 2014; Chouari & Nachit, 2016).
Critical thinking is not only essential for comprehending complex concepts but also for independent problemsolving (Gultom et al., 2021; Suyatman et al., 2021). In the context of Indonesian students’ performance, there is room for optimism if teachers prioritize the cultivation of critical thinking skills closely linked to a deep understanding of subjects. This emphasis on critical thinking extends beyond academic realms, permeating various aspects of human life, including fields such as science, history, literature, psychology, education, and everyday situations (Berdahl et al., 2021; Jamaludin et al., 2022). The research underscores the role of critical thinking as a key predictor of academic success (Han et al., 2020; Menap et al., 2021) because it is a calculated intelligence aspect focusing on beliefs and actions (Ennis, 2018; Menap et al., 2021). Moreover, it is a skill that is vital for lifelong learning, impacting students’ personalities and attitudes (Paidi et al., 2021). Analytical thinking, a crucial component of critical thinking, equips students with 21st-century skills needed for effective problem-solving and decision-making (Aksu & Eser, 2020; Anggraini et al., 2019; Suyatman et al., 2021). Therefore, teachers must instill these skills throughout lessons, where questioning, accurate information, assumptions, logical judgments, and conclusions are pivotal (Fatah et al., 2022), aligning with Indonesian students’ needs.
In the 21st century, education must evolve to meet changing expectations (Hendi Ristanto et al., 2018). Students are expected to possess the 4C characteristics: critical thinking, creativity, communication, and collaboration (González-Salamanca et al., 2020; Ismawati et al., 2023). These attributes are seen as essential tools for addressing societal issues and challenges effectively. However, a significant issue lies in the teaching process within classrooms, where teachers often fail to nurture students’ critical thinking skills (Alblooshi, 2021; Octavia, 2020). In typical classroom learning, the emphasis is frequently on rote memorization, neglecting the importance of understanding and applying information to real-life situations. (Devi et al., 2020) assert that while teachers demand student engagement in learning, the crucial aspects of imparting problem-solving techniques and fostering independent learning are often overlooked.
Problem-based learning has emerged as a promising approach to fostering critical thinking. It engages students in real-world projects that require them to apply their knowledge and skills to solve problems. This method not only boosts engagement and motivation but also promotes a deeper understanding and retention of knowledge. Through project work, students practice and develop critical thinking skills as they plan, research, collaborate, and reflect on their learning processes and outcomes.
The impact of problem-based learning on critical thinking across educational levels has been thoroughly evaluated in recent meta-analyses. A comprehensive meta-analysis conducted by Nur Hikmah et al. (2023) found that PBL significantly improves both critical and creative thinking skills in science and physics, with large effect sizes across all levels—including elementary school. A complementary review by May Hafizah and colleagues (2024) confirmed a strong effect (SMD ≈ 1.25, p < .001) of PBL in enhancing critical thinking—a maximum benefit observed among junior high learners, followed by elementary students.
Moreover, context-specific research supports PBL’s efficacy at the elementary level. A focused study by Imarida (2021) conducted with Grade 6 learners in Palembang demonstrated an 86% improvement in critical thinking post-test scores after implementing PBL in science instruction. Additionally, Damailia & Pratiwi (2022) reported significant gains in critical thinking skills among Grade 5 students through PBL interventions.
Intermediate students are at a pivotal developmental stage: they are developing the cognitive maturity necessary to engage in analytical reasoning and independent thought. Transitioning successfully into secondary education demand robust critical thinking capacity. Yet many classrooms remain dominated by teacher-directed lessons, limiting deeper cognitive engagement. Hence, it is in this premise that the researcher decided to conduct this study to evaluate the implementation of problem-based learning in enhancing the critical thinking skills of the learners. A proposed instructional supervision plan was formulated based on the findings of the study.
This study determines the significant relationship between the extent of implementation of problem-based learning in enhancing the critical thinking skills of learners in Science of Hugpa Elementary School, Ormoc District 2, Ormoc City Division. The findings of the study will be the basis for the proposed instructional supervision plan.
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