The Influence of Problem-Solving-Based Physics Learning Models on Students’ Critical Thinking Ability and Learning Independence on the Achievement of SDG 4
Keywords:
physics learning model; problem-solving; critical thinking; independent learning; SDG 4Abstract
Critical thinking and independent learning are two equally important abilities that students need if they are to support the achievement of Sustainable Development Goals (SDGs), especially SDG 4, which relates to improving the quality of education. This study aimed to determine the influence of a problem-solving-based physics learning model on students’ critical thinking skills and learning independence. This study used a quasi-experimental method with a nonequivalent control group of 60 physics students who had been recruited by purposive sampling; each group comprised 30 students. Data on students’ critical thinking skills were collected through a written test with a multiple-choice format accompanied by reasons for selecting a certain answer, and data on learning independence were collected through questionnaires. Research data were analyzed with descriptive statistical tests and t-tests. After the intervention, the results showed that the average critical thinking ability score of the experimental group was 85.30, and that of the control group was 70.50. In addition, the average student learning independence in the experimental group was 4.16, and for the control group, 3.35. The findings of this study indicate that a physics learning model based on problem-solving significantly affected students’ critical thinking skills and learning independence, at a significance level of .05. This research makes an important contribution to improving the quality of education, especially by applying the physics learning model, which can enhance students’ ability to think critically and learn autonomously, thereby contributing to advancing education quality, and aligning with SDG 4 in the Indonesian context. It is recommended that further research is conducted to apply this model to various academic disciplines, and over a longer time frame.
https://doi.org/10.26803/ijlter.24.8.48
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