The Implementation of Problem-Based Learning to Enhance Students' Critical Thinking in Learning English
Keywords:
Problem-Based Learning, critical thinking, English language learning, vocational school, analytical expositionAbstract
abstrak—Penelitian ini bertujuan untuk mengkaji efektivitas penerapan Problem-Based Learning (PBL) dalam pembelajaran Bahasa Inggris untuk meningkatkan kemampuan berpikir kritis siswa Sekolah Menengah Kejuruan (SMK). Latar belakang studi ini didasari oleh lemahnya keterampilan berpikir kritis siswa yang cenderung pasif dan mengandalkan hafalan. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi dan wawancara pada siswa kelas X di salah satu SMK di Jawa Timur. Hasil observasi menunjukkan bahwa penerapan PBL mampu meningkatkan keterlibatan siswa, mendorong kolaborasi, serta memperkuat pemahaman terhadap struktur teks analytical exposition. Siswa mulai menunjukkan kemampuan analitis, mengevaluasi argumen, serta merancang solusi kreatif dalam diskusi kelompok. Wawancara mendalam mengungkap bahwa siswa lebih reflektif dan rasional dalam menyikapi informasi, menunjukkan kebiasaan mempertanyakan dan mengkritisi pernyataan yang diterima. Dengan demikian, PBL terbukti mendukung peningkatan keterampilan berpikir kritis sekaligus memperkuat proses pembelajaran Bahasa Inggris secara bermakna.
Kata kunci—Problem-Based Learning, berpikir kritis, pembelajaran Bahasa Inggris, SMK, analytical exposition
Abstract—This study aims to examine the effectiveness of implementing Problem-Based Learning (PBL) in English language instruction to enhance the critical thinking skills of vocational high school (SMK) students. The background of this research is based on students' weak critical thinking skills, which tend to be passive and rely heavily on memorization. This study employs a qualitative approach using observation and interviews with tenth-grade students at a vocational school in East Java. Observation results indicate that the implementation of PBL can increase student engagement, encourage collaboration, and strengthen their understanding of the structure of analytical exposition texts. Students began to demonstrate analytical abilities, evaluate arguments, and develop creative solutions during group discussions. In-depth interviews revealed that students became more reflective and rational in responding to information, showing a habit of questioning and critically analyzing received statements. Thus, PBL has proven to support the enhancement of critical thinking skills while also reinforcing meaningful English language learning.
Keywords—Problem-Based Learning, critical thinking, English language learning, vocational school, analytical exposition
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