A Study of Analytical Thinking Ability Using a Problem-Based Learning Approach among Grade 7 Students

Abstract

This study aimed to examine the effects of a Problem-Based Learning (PBL) approach on the analytical thinking ability of Grade 7 students, both before and after the implementation, and to explore their satisfaction with this learning model. The participants were 33 Grade 7 students from a medium-sized secondary school in Kalasin Province, selected through purposive sampling. The research instruments included four PBL lesson plans (IOC = 1.00), an analytical thinking ability test (IOC = 0.67–1.00; Cronbach’s Alpha = 0.89), and a student satisfaction questionnaire (IOC = 1.00; Cronbach’s Alpha = 0.87). Data were analyzed using means, standard deviations, and a dependent samples t-test. The results revealed that students’ analytical thinking ability after learning with the PBL approach was significantly higher than before the intervention at the .05 level of significance. Additionally, students also expressed the highest level of satisfaction with the learning management approach, particularly in terms of participation, diversity of activities, and clarity of learning objectives. These findings indicate that the PBL approach has strong potential to enhance analytical thinking and student engagement in science classrooms.