The Effectiveness of Problem-Based Learning on Elementary Students’ Critical Thinking and Problem-Solving Skills

Vera Yuli Erviana; Bunga Divia; Munee Yiheng

doi:10.56741/IISTR.ijlree.001330

Authors

Vera Yuli Erviana
vera.erviana@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0003-2543-0886
Bunga Divia Universitas Ahmad Dahlan
Munee Yiheng Kaemae School, Narathiwat Primary Educational Service Office Area 3

DOI:

https://doi.org/10.56741/IISTR.ijlree.001330

Keywords:

Critical Thinking Skills, Elementary Education, Higher-Order Thinking Skills, Problem-Based Learning, Problem-Solving Skills, Quasi-Experimental Study

Abstract

The development of critical thinking and problem-solving skills is a central objective of contemporary elementary education. This study examined the effectiveness of Problem-Based Learning (PBL) in enhancing the critical thinking and problem-solving abilities of fourth-grade students within integrated IPAS instruction. A quantitative quasi-experimental design employing a nonequivalent control group pretest–posttest approach was used. The participants consisted of 46 fourth-grade students, divided into an experimental group (PBL, n = 23) and a control group (Project-Based Learning, PjBL, n = 23). Data were collected using validated pretest and posttest instruments measuring critical thinking and problem-solving skills. Descriptive and inferential analyses were conducted, including paired samples t-tests and effect size calculations using Cohen’s d. The results indicated that students in the PBL group demonstrated statistically significant improvements in critical thinking (t(22) = −7.40, p < .001, d = 1.42) and problem-solving skills (t(22) = −6.67, p < .001, d = 1.45), representing very large effects. In contrast, the PjBL group showed only modest and non-significant gains. These findings suggest that PBL is more effective than PjBL in fostering higher-order cognitive skills among elementary students. The study contributes empirical evidence supporting the integration of problem-centered learning approaches in primary education to enhance essential 21st-century skills.

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Author Biographies

Vera Yuli Erviana, Universitas Ahmad Dahlan

is a lecturer at the Elementary School Teacher Education Study Program, Universitas Ahmad Dahlan, Yogyakarta, Indonesia. Her research and community service activities are focused on the use of innovation in elementary schools. She has many books and articles published in various reputable journals. (email: vera.erviana@pgsd.uad.ac.id).

Bunga Divia, Universitas Ahmad Dahlan

is a School Teacher Education student at Ahmad Dahlan University, Indonesia. She is dedicated to the Effectiveness of Problem-Based Learning (PBL) Implementation on Students' Critical Thinking and Problem-Solving Skills (email: bunga20005135@webmail.uad.ac.id).

Munee Yiheng, Kaemae School, Narathiwat Primary Educational Service Office Area 3

is the Director of Kaemae School, which operates under the Narathiwat Primary Educational Service Office Area 3, Thailand. She holds a Master’s degree in Educational Administration from Thaksin University, Thailand. Her professional interests focus on school leadership, educational management, and improving institutional quality through effective administration and strategic planning. She is committed to strengthening school governance and fostering supportive learning environments. (email: muneewateh052@gmail.com).

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