THE EFFECTS OF USING PROBLEM BASED LEARNING TO PROMOTE CRITICAL THINKING SKILLS

Abstract

The present research is the instructional model development to implement a problem-based learning for promoting critical thinking skills. The study aimed to investigate students’ learning achievement of a pre-test and a post-test and examine the critical thinking skills learned from developing the instructional model. The sampling groups were nine learning management and digital technology experts and twenty-eight students. The research instruments used were 1) The instructional model of a problem-based approach to improve the critical thinking skills evaluation form, 2) The achievement test, and 3) The critical thinking skills evaluation form. The statistics used were percentage, mean score, standard deviation, and t-test dependent. The results of the research were 1) The instructional model of a problem-based learning to developing critical thinking skills was at a good ( = 4.16, SD = 0.72), and Learning Unit No. 2, data types, was at the good level ( = 4.21, SD = 0.66). The next was Learning Unit No. 3, subprogram and other functions, which was at the good level ( = 4.20, SD = 0.78), and Learning No. 4, using data files, was at the good level ( = 4.15, SD = 0.71) respectively. However, Learning Unit No. 1, grammar structures of computer Languages of input-output commands, was at the lowest level ( = 4.08, SD = 0.72), 2) The mean score of students’ follow-up test was higher than the initial test at the statistically significant level of .05, and 3) The critical thinking skills of the sampling group improved from the developing instructional model were at a very good level of sixteen students (57 percent) and at a good level of twelve students (43 percent).