Integrating Technology into Problem-Based Learning: A Practical Implementation

Critical thinking and problem-solving skills are essential components of 21st-century education goals. Weak problem-solving and higher-order thinking skills (HOTS) can become problematic for students studying physics, particularly in the context of magnetism. To address this issue, efforts are being made to improve physics problem-solving skills through the application of problem-based learning (PBL) and HOTS. The study aims to determine whether students' physics problem-solving skills are better when using PBL-HOTS compared to PBL alone. Additionally, the study aims to determine the improvement and profile of physics problem-solving skills according to Heller after the application of PBL-HOTS on magnetism material. The study employed a mixed-methods sequential explanatory pre-test post-test control group design. The participants were ninth-grade students from SMP Negeri 1 Kersana during the 2021/2022 academic year. The sample was selected using purposive sampling, with Class IX A as the experimental group and Class IX C as the control group. Data was collected using a physics problem-solving test, including descriptions, interviews, and post-test documentation checks. The t-test results indicate that students who applied PBL-HOTS had better physics problem-solving skills than those who applied PBL. Additionally, the N-Gain test showed a moderate increase in students' physics problem-solving skills after the application of PBL-HOTS, with an average N-Gain score of 0.4785. The results of interviews and examination of posttest documentation support Heller's profile of students' physics problem-solving skills. This includes indicators of focusing on the problem (84.69%), describing physics concepts (70.94%), planning solutions (87.81%), implementing problem-solving plans (95.63%), and evaluating solutions (46.88%).

The use of problem based learning (PBL) to improve critical thinking skills and Indonesian language skills, to improve students' critical thinking skills, problem based learning (PBL) is the right learning model to use. The purpose of problem-based learning is to find out how problem-based learning can help students in improving their critical thinking and language skills. The subject in this study focuses on how students' Indonesian language skills. Data collection techniques are done by observation and finding references from various research journals. The research method used in this study is quantitative method, quantitative research to try to find out how effective PBL is in improving certain skills, such as critical thinking and Indonesian language skills. PBL model can serve as a useful tool to improve students' critical thinking and Indonesian language skills.

This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

Problem-based learning (PBL) is an instructional approach in which students learn course content by using a structured approach to collaboratively solving complex real-world problems. PBL addresses widespread industry concern that graduates of technician and engineering programs often have difficulty applying their technical knowledge to novel situations and working effectively in teams. Over the past 9 years, the PBL Projects of the New England Board of Higher Education (Boston, MA) have developed instructional strategies and materials that research shows address industry concerns by improving student learning, retention, critical thinking and problem-solving skills as well as the transfer of knowledge to new situations. In this paper we present a retrospective of the PBL Projects, three National Science Foundation Advanced Technology Education (NSF-ATE) projects that developed twenty interdisciplinary multi-media PBL case studies called in the topic areas of optics/photonics, sustainable technology and advanced manufacturing, provided faculty professional development in the use of PBL in the classroom to teachers across the U.S. and abroad, and conducted research on the efficacy of the PBL method. We will describe the resources built into the Challenges to scaffold the development of students’ problem solving and critical thinking skills and the support provided to instructors who wish to create a student-centered classroom by incorporating PBL. Finally, we will discuss plans for next steps and examine strategies for taking PBL to the next level through actual industry-based problem solving experiences.

This study aims to improve students' critical thinking skills in the subject of Catholic Religious Education and Character through the implementation of the Problem-Based Learning (PBL) model. The background of this research is based on the low cognitive learning outcomes of students, particularly in critical thinking and problem-solving skills. The research was conducted at SMP Negeri 3 Pegagan Hilir with a sample of 12 students from class IX-A. The research method used was Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of the stages of planning, implementation, observation, and reflection. The instruments used included observation sheets and evaluation tests. The research results showed an increase in students' critical thinking skills in the second cycle compared to the first cycle. The average score of students' critical thinking skills increased from 70 in the first cycle to 88 in the second cycle, with a learning mastery rate of 90%. The implementation of the PBL model proved effective in enhancing students' participation in group discussions, critical thinking skills, and learning motivation. This model also helped students connect the concepts learned with real-life situations, thereby improving their understanding and learning outcomes

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.

Education is a basic need for human beings today the world of education is expected to be challenged to be able to produce individuals who can meet global demands. This study aims to describe students' critical thinking skills in mathematics learning with the Problem Based Learning model. The method used in this study is the SRL (Systematic Literatul Review) method. SRL is carried out by the researcher by identifying, reviewing, evaluating and interpreting all available research. The results of the study show that the Problem Based Learning learning model used can hone students' critical thinking skills, after using the Problem Based Learning learning model, students can have diverse critical thinking skills. The positive impact of PBL on students' critical thinking skills includes improving the ability to identify problems, collect and analyze information, and formulate appropriate solutions. In addition, PBL can also increase students' motivation to learn and promote collaboration and communication skills in the context of mathematics learning.

The phenomenon of low problem-solving abilities among students at SMPN 8 Lebong, especially in the subject of Islamic Religious Education and Character Education, has become the main concern of this study. Students often struggle to relate religious concepts to everyday problems, resulting in underdeveloped critical thinking skills and problem-solving abilities. This study also aims to evaluate the impact of applying the Problem-Based Learning (PBL) model on enhancing students’ critical thinking and problem-solving skills. The method used in this research is a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The data analysis technique used is interactive data analysis, which involves data reduction, data presentation, and drawing conclusions. Data validity is tested using triangulation, by comparing data from various sources to ensure the validity of the findings. The results of the study indicate that: 1) The planning of the PBL model successfully created learning scenarios relevant to students’ everyday lives, facilitating the development of their problem-solving skills. 2) The implementation of PBL was active with group discussions, case studies, and the application of deep problem-solving, enhancing collaboration among students. 3) Evaluation shows that the application of PBL improved students’ problem-solving abilities, with evidence of better problem analysis and more effective solutions. 4) This research shows that the application of the PBL model at SMPN 8 Lebong has a positive impact on improving students’ problem-solving abilities. The main supporting factors for the implementation of PBL include active student involvement, the role of an effective facilitator, and the application of relevant technology. However, there are also some inhibiting factors, such as limited resources, the lack of teacher training related to PBL, and time management challenges that affect the smoothness of the learning process.

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.

This study aimed to explore the elements of critical thinking skills required for Islamic Studies teachers in teaching Tawhid using an exploratory sequential mixed-method design. Nine Islamic Studies experts from educational institutions in North Eastern Nigeria participated in the study. In the qualitative phase, expert interviews were conducted, which served as the basis for the development of quantitative instruments. A 61-item questionnaire was analyzed for reliability using IBM SPSS version 25. Exploratory factor analysis identified thirteen factors that characterize elements of critical thinking in Tawhid teaching. Smart PLS and confirmatory factor analysis validated these items. The resulting framework includes three main themes and 12 sub-elements that focus on Knowledge Construction (KNC), Evaluative Reasoning (EVR), and Right Decision Making (RDM). Each theme includes four sub-elements. This framework serves as a guide for the development of critical thinking skills among Islamic Studies teachers in Nigerian secondary schools. The study is of theoretical, methodological and contextual relevance to policy makers, curriculum developers, lecturers, supervisors and teachers of Islamic Studies. Recommendations include integrating the framework into the Islamic Studies curriculum in northeast Nigeria to improve teachers' critical thinking skills and optimise Tawhid teaching in secondary schools.

This study aims to analyze the critical thinking skills and problem-solving skills, analyzing whether the improvement of critical thinking skills and problem-solving skills that are taught by the problem-based learning model using mind map better than students who are taught by conventional learning. This research is a quasi-experimental research with two group pretest-posttest design. The research population is all students of class X SMA Negeri 2 Bandar (senior high school) in first semester, academic year 2017/2018. The study sample was taken randomly consisting of 64 students. Class X MIPA-1 is an experimental class, consisting of 32 students with learning problem model learning using mind map. Class X MIPA-3 is a control class consisting of 32 students using conventional learning. The research instrument uses essay test of critical thinking skills and problem-solving skills that have been declared valid. Data analysis using statistical t-test. The results showed that the average value of critical thinking skills and problem-solving skills using conventional learning was 61.09 and 61.88 were in a low category while the students applying the problem-based learning model using mind map were 75.78 and 77.56 are in the moderate category. The result of hypothesis testing using independent sample t-test shows that each significance value (sig) <0.05 is 0.00 then H 0 is rejected, it means that the skills of critical thinking and problem-solving skills of students who are treated with problem-based learning model using mind map is better than conventional learning, so it can be concluded that there is the effect of problem based learning model using mind map to improve critical thinking skills and problem-solving skills

Students' critical thinking skills are still relatively low, despite the importance of these skills in facing the challenges of the 21st century. This study aims to explore the effect of the Problem-Based Learning (PBL) model on enhancing students' critical thinking skills, considering the level of interpersonal intelligence. The research uses a posttest-only treatment by level (2 x 2) design, with the dependent variable being critical thinking skills, and the independent variables including the learning model (PBL and conventional) and interpersonal intelligence (high and low). The sample consists of 144 eighth-grade students from two public junior high schools in West Jakarta, selected using cluster random sampling technique. The results show that students taught with the PBL model exhibited better critical thinking skills than those taught with the conventional model. Furthermore, students with high interpersonal intelligence demonstrated superior critical thinking skills compared to those with low interpersonal intelligence. The study also identifies a significant interaction between the learning model and interpersonal intelligence, where students with high interpersonal intelligence who received PBL instruction showed the best critical thinking outcomes. In conclusion, the PBL model has been proven to significantly improve critical thinking skills, especially in students with high interpersonal intelligence. These findings provide guidance for educators to consider students' characteristics when selecting the appropriate teaching model to support the development of their critical thinking skills.

This study aims to determine the extent to which the use of Problem Based Learning method to improve Critical Thinking Skills of Asthma’ul Husna Class 4B SDN Tambakaji 01. The formulation of the problem is How high is the increase in critical thinking skills of students in class 4B SDN Tambakaji 01 in the subject of Islamic Religious Education and Ethics material Asthma’ul Husna using the Problem Based Learning (PBL) learning model? How can the Problem Based Learning (PBL) learning model improve the critical thinking skills of students in class 4B SDN Tambakaji 01 in learning activities of Islamic Religious Education and Ethics material Asthma’ul Husna ? Collaborators in this class action research are Senior PAI Teacher Peers. This research is a Classroom Action Research consisting of 2 cycles, each cycle consisting of 4 stages, namely planning, implementation, observation, and reflection. The data collection methods used were observation and documentation. Data analysis in this study is by comparing the achievement of grades with criteria for achievement of learning objectives 70-75 and is characterized by an increase in the Classical Completeness Criteria in each cycle. Data collection is done by looking at the critical thinking skills of students during learning activities. From the analysis of the data obtained, it can be concluded that there is an increase in the critical thinking skills of students in the pre-cycle, cycle I and cycle II shows that the critical thinking skills of students have increased, students with scores below Criteria for Achievement of Learning Objectives in the pre-cycle were 52%, in cycle I decreased to 26%, cycle II decreased to 0%. So there is an increase in students in critical thinking skills from 48% to 74%, or an increase of 100%. With this increase, it has shown success in this classroom action research. The classroom action research target on improving critical thinking skills has shown the planned results, namely 85% of active students in the implementation of learning in Cycle II

One of the goals of learning physics is to help students develop their critical thinking skills. Preliminary studies conducted at SMAN 1 Pacitan show that the learning process is still teacher-centered with the lecture method and providing practice questions. Such a learning process causes the development of student's critical thinking skills to be less well-stimulated. Using e-modules in physics learning is expected to be a new solution to stimulate students' critical thinking skills. This research aims to determine the impact of Problem-Based learning physics electronic module integrated with STEM on students' critical thinking skills. The research method uses a quasi-experimental technique with a one-group pretest-posttest design. Data analysis used the N-gain test to determine the increase in students' critical thinking skills and the t-test to determine the effect of problem-based learning electronic module integrated with STEM on students' critical thinking skills. The sample was selected using a purposive sampling strategy. The samples involved were 34 students of class XI MIPA Senior High School Pacitan. The test was conducted to collect data on students' critical thinking skills. Research data was collected using an essay test of critical thinking skills totaling twelve valid questions with a reliability coefficient 0.70. Before the N-gain test was carried out, the normality, homogeneity, and t-test were first carried out. In the normality test, the data is normally distributed. In the homogeneity test, the data is homogeneous. Based on the paired sample t-test, it shows that there is a significant difference between pretest and posttest critical thinking skills with a sig. (2-tailed) &lt;0.05, which indicates that the problem-based learning electronic module integrated with STEM has a positive effect on students' critical thinking skills. By acquiring an N-Gain score of 0.76 in the high category, the PBL physics electronic module integrated with STEM on mechanical wave characteristics material can improve students' critical thinking skills.