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This study aims at analyzing the effect of problem based learning (PBL) compared to direct instruction (DI) on students critical thinking skills (CTA) viewed from their social attitudes (SA). This study used post-test only control group design. The population is 15 classes (584 students) of SMA 4 and SMA 6 Denpasar. The sample was chosen by random assignment technique and selected 4 classes (150 students = 25.7% of the population). The samples were divided into PBL group and DI group each 2 classes or 75 students. Furthermore, in each group sorted according to high and low SA, each of the 25 students (33%), both PBL and DI. Students CTA were measured by tests while SA are measured by questionnaires. Data were analyzed by 2x2 ANOVA. The results showed that students CTA in the PBL group higher than the DI group. Students who have high SA show higher CTA than those with low SA. PBL and DI models interact strongly with high SA in achieving CTA. The implication that guiding students to interact socially well is an alternative way for teachers so students can achieve adequate CTA in learning physics in SMA. Keyword: Problem-based learning, social attitude, critical thinking ability

proceedings of the 1st international conference on education social sciences and humanities (icesshum 2019)

Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics