Open AccessA Conceptual Framework for Empowering Students’ Critical Thinking through Problem Based Learning in Chemistry
Author(s) -
Miterianifa,
Ashadi Ashadi,
Sulistyo Saputro,
Suciati Suciati
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1842/1/012046
Subject(s) - critical thinking , mathematics education , problem based learning , computer science , process (computing) , documentation , thinking processes , critical systems thinking , qualitative research , management science , action research , psychology , sociology , engineering , social science , statistical thinking , programming language , operating system
Problem Based Learning (PBL) is a model whose learning relates to problems in everyday life. Through problem-solving activities, it is hoped that it can empower students’ critical thinking skills. This paper proposes a conceptual framework to explore the implementation of problem-based learning in empowering critical thinking. This research method is qualitative research categorized as a literature review. Data collection was carried out by documentation method trough the stages of searching, selection, presentation, and descriptive analysis of literature related to PBL and critical thinking. The method use is qualitative with the main source from the literature review of the PBL and critical thinking. From the results of the literature review analysis reveals the steps of the PBL model are, 1) oriented questions to problems, 2) Organize student to learn, 3) Guiding individual and group investigations, 4) Develop and Present the Work, 5) Analyze and evaluate the problem-solving process. Critical thinking skills that can the empowered through the application of problem-based learning in this article include 1) the ability to focus on questions, 2) analyze arguments, 3) the ability to ask a question and the ability to answer the question, and 4) express opinions during presentations appropriately based on appropriate learning resources, 5) observing and considering the results of observations, 6) identifying assumptions, and 7) deciding on an action. The literature review results show that the syntax contained in PBL can improve critical thinking.