Analysis of The Influence of Problem-Based Learning on Critical Thingking Skills in Fraction Learning

Abstract

Critical thinking skills are an important 21st-century competency that needs to be developed through innovative learning approaches such as Problem-Based Learning (PBL), especially in complex and conceptual fraction material. The purpose of this study is to analyze the influence of the PBL model on students' critical thinking skills in learning fractions. The method used is a systematic literature review of ten accredited national journals and ten reputable international journals published between 2019 and 2024. The analysis was conducted qualitatively on the design, findings, and contributions of the PBL model in improving students' critical thinking skills in the areas of understanding, analyzing, and evaluating fraction concepts. The results of the study indicate that PBL has a significant impact on improving critical thinking skills through real-world contexts, collaborative interactions, and an emphasis on logical reasoning. This model encourages students to actively solve fraction problems, construct mathematical arguments, and critically reflect on alternative solutions. The conclusion of this study states that the consistent and structured application of PBL contributes significantly to improving students' critical thinking skills in fraction learning.