Exploring Critical Thinking in Environmental Education: A PBL Approach to Reaction Rate Material at Public Senior High Schools in Indonesia

Abstract

This study investigates students’ critical thinking abilities through a problem-based learning (PBL) approach, focusing on environmental-based reaction rate material. The study was conducted at a Public Senior High School in Jakarta the capital city of Indonesia, it involved 35 students, utilizing a descriptive quantitative method. The assessment tool for critical thinking skills comprised descriptive questions. Analysis of the data revealed percentages for each critical thinking indicator: providing a simple explanation (68.57%), determining the basis for decision-making (56.71%), offering further explanation (56.42%), drawing a conclusion (52.85%), and employing tactics and strategy (46.42%). In conclusion, when exposed to environmental-based reaction rate material through PBL, students’ critical thinking skills fall within the category of being sufficiently critical. This study provides valuable insights into the intersection of environmental education and pedagogical approaches.