Developing Students’ Critical Thinking Skills Through Differentiated Problem-Based Learning

Authors

DOI:

https://doi.org/10.15823/p.2024.155.9

Keywords:

Differentiated instruction, critical thinking, problem-based learning

Abstract

This study aims to analyse critical thinking skills through differentiated problem-based learning (PBL). The data analysis methods included descriptive analysis, normality tests, homogeneity tests, independent sample t-tests, N-Gain, and ANOVA. The results of the research explain that PBL with differentiated instruction effectively improves students critical thinking skills and a significant effect of learning models and learning styles on students critical thinking skills.

Author Biographies

Deasy Arisanty, University of Lambung Mangkurat, Indonesia

Department of Geography Education, Faculty of Teacher Training and Education, Lambung Mangkurat University

Sunarno Basuki, University of Lambung Mangkurat, Indonesia

Department of Physical Education, Faculty of Teacher Training and Education, Lambung Mangkurat University

Dharmono Dharmono, University of Lambung Mangkurat, Indonesia

Department of Biology Education, Faculty of Teacher Training and Education, Lambung Mangkurat University

Ali Rachman, Dharmono

Department of Guidance and Counseling, Faculty of Teacher Training and Education, Lambung Mangkurat University

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Published

2024-11-18

How to Cite

Hastuti, K. P., Arisanty, D., Basuki, S., Dharmono, D., & Rachman, A. (2024). Developing Students’ Critical Thinking Skills Through Differentiated Problem-Based Learning. Pedagogy / Pedagogika, 155(3), 174–194. https://doi.org/10.15823/p.2024.155.9

Issue

Vol. 155 No. 3 (2024): Pedagogika

Section

Articles

License

Copyright (c) 2024 Karunia Puji Hastuti, Deasy Arisanty, Sunarno Basuki, Dharmono Dharmono, Ali Rachman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.