Problem-Based Questions to Assess Students’ Critical Thinking on the Topic of Substances and Their Changes
DOI:
10.29303/jppipa.v11i6.10084Published:
2025-06-30Downloads
Abstract
21st-century education demands critical thinking skills, which still need to be improved among Indonesian students, especially at the junior high school level. Substance matter and its changes have the potential to train critical thinking through analysis and real problem-solving but are often taught without in-depth understanding. Therefore, the development of problem-based questions is needed to measure and improve students' critical thinking skills. This research aims to develop a problem-based question instrument to measure students' critical thinking skills on substance topics and their changes. This type of research is research and development that involves modifying the Borg & Gall model. The instrument developed is in the form of 30 multiple-choice questions to determine the achievement of students' critical thinking skills. The questions developed are adjusted to critical thinking skills strategies, namely ((1) focus on questions; (2) analyze arguments; (3) ask and answer challenge clarification questions; (4) consider the credibility of a source; (5) observing and considering the results of observations; (6) making deductions and considering the results of deductions; (7) making induction and considering the results of induction; (8) making and evaluating decisions; (9) identifying assumptions; and (10) determining an action. The validation of evaluation experts, subject matter experts, and junior high school science teachers showed that problem-based questions were valid and feasible to measure students' critical thinking skills toward substance material and its transformation
Keywords:
Problem-based questions Critical thinking skills R&D AssessmentReferences
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Albar, S. B., & Southcott, J. E. (2021). Problem and project-based learning through an investigation lesson: Significant gains in creative thinking behaviour within the Australian foundation (preparatory) classroom. Thinking Skills and Creativity, 41(100853). https://doi.org/10.1016/j.tsc.2021.100853
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim, I. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36–44. https://doi.org/10.1108/IJLLS-10-2014-0042
Borg, W. R., & Gall, M. D. (1983). Educational research an introduction (4th ed.). Logman, Inc.
Bowen, R. S. (2022). Student perceptions of “ critical thinking ”: insights into clarifying an amorphous construct. Chemistry Education Research and Practice, 23(3), 725–741. https://doi.org/10.1039/x0xx00000x
Dewi, N. D. L., & Prasetyo, Z. K. (2016). Pengembangan instrumen penilaian IPA untuk memetakan critical thinking dan practical skill peserta didik SMP. Jurnal Inovasi Pendidikan IPA, 2(2), 213–222. https://doi.org/10.21831/jipi.v2i2.11963
Gürses, A., Şahin, E., & Güneş, K. (2022). Investigation of the Effectiveness of the Problem-Based Learning (PBL) model in teaching the concepts of “heat, temperature and pressure” and the effects of the activities on the development of scientific process skills. Education Quarterly Reviews, 5(2), 67–73. https://doi.org/10.31014/aior.1993.05.02.469
Hanzlová, R., & Kudrnáč, A. (2024). Developing critical thinking test for adolescents: A validity and reliability study from the Czech Republic. Thinking Skills and Creativity, 53(August). https://doi.org/10.1016/j.tsc.2024.101613
Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286. https://doi.org/10.1016/j.tate.2021.103286
Jiménez Pérez, E. del P., León Urrutia, M., García Guirao, P., & Cerezo Guzmán, M. V. (2025). Design and validation of CRISENSE, a novel critical competence assessment tool for Spanish adolescents and young adults. Thinking Skills and Creativity, 56(March 2023). https://doi.org/10.1016/j.tsc.2024.101708
Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/EU-JER.9.3.1141
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating Higher ‑ Order , Critical , and Critical ‑ Analytic Thinking in Problem ‑ and Project ‑ Based Learning Environments : A Systematic Review. In Educational Psychology Review (Vol. 35, Issue 2). Springer US. https://doi.org/10.1007/s10648-023-09757-x
Manassero-Mas, M. A., & Vázquez-Alonso, Á. (2022). An empirical analysis of the relationship between nature of science and critical thinking through science definitions and thinking skills. SN Social Sciences, 2(12), 1–27. https://doi.org/10.1007/s43545-022-00546-x
Mayarni, M., & Nopiyanti, E. (2021). Critical and analytical thinking skill in ecology learning : A correlational study. JPBI ( Jurnal Pendidikan Biologi Indonesia ), 7(1), 63–70. https://doi.org/10.22219/jpbi.v7i1.13926
Miterianifa, Ashadi, Saputro, S., & Suciati. (2021). A conceptual framework for empowering students’ critical thinking through Problem Based Learning in chemistry. Journal of Physics: Conference Series, 1842(1), 1–9. https://doi.org/10.1088/1742-6596/1842/1/012046
Muhibbuddin, M., Artika, W., & Nurmaliah, C. (2023). Improving critical thinking skills through higher order thinking skills (HOTS)-based science. International Journal of Instruction, 16(4), 283–296. https://doi.org/10.29333/iji.2023.16417a
Nitko, A. J., & Brookhart, S. M. (2011). Educational assesment of students. Pearson Education, Inc.
Nurwahidah, I., Widiyawati, Y., Sari, D. S., Masykuri, M., & Budiyanto, C. W. (2020). Development of science test to measure HOTS and digital literacy of junior high school students on the topic of city noise. Edusains, 12(2), 203–213.
OECD. (2019). Programme for international student assessment (PISA) results from PISA 2018. In Organisation for Economic Co-operation and Development. http://www.oecd.org/pisa/ Data
Paul, R., & Elder, L. (2019). The nature and functions of critical &creative thinking. books.google.com. https://books.google.com/books?hl=en&lr=&id=KjWbDwAAQBAJ&oi=fnd&pg=PA2&dq=systemic+thinking+chemistry+learning&ots=ZJiLtKsyEV&sig=bXT7CYnBlJ1Mj6MGBRyYJxVOINk
Paulsen, V. H., & Dankert, S. (2022). Students ’ reasoning when faced with test items of challenging aspects of critical thinking. Thinking Skills and Creativity, 43(November 2021), 1–13. https://doi.org/10.1016/j.tsc.2021.100969
Prasad, S., & O’Malley, C. (2022). An introductory framework of Problem-Based Learning (PBL) and perspectives on enhancing facilitation approaches. HAPS Educator, 26(3), 52–58. https://doi.org/10.21692/haps.2022.016
Reyes, R. L. (2025). Integrating real-world problems into chemistry curricula: Enhancing relevance and student engagement. Forum for Education Studies, 3(2), 2177. https://doi.org/10.59400/fes2177
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & ... (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. In International Journal of …. Springer. https://doi.org/10.1186/s40594-020-00208-5
Santos-Meneses, L. F., Pashchenko, T., & Mikhailova, A. (2023). Critical thinking in the context of adult learning through PBL and e-learning: A course framework. Thinking Skills and Creativity, 49(June), 101358. https://doi.org/10.1016/j.tsc.2023.101358
Santos, L. F. (2017). The role of critical thinking in science education. Journal of Education and Parctice, 8(20), 159–173.
Sari, D. S., Widiyawati, Y., & Nurwahidah, I. (2019). Pengembangan instrumen integrated science test untuk mengukur kemampuan berpikir kritis peserta didik SMP. Prosiding Seminar Nasional Sains Dan Entrepreneurdhip VI, 1–9.
Sari, D. S., Widiyawati, Y., Nurwahidah, I., & Setiawan, T. (2023). STEM critical thinking assessment for measuring students ’ critical thinking skills in the automotive chemistry course. Jurnal Penelitian Pendidikan IPA, 9(7), 5289–5295. https://doi.org/10.29303/jppipa.v9i7.4750
Sarıgoz, O. (2022). Analysis of masters degree attaining teachers’ opinions on developing 21st-century life skills of students. African Educational Research Journal, 10(4), 400–409. https://doi.org/10.30918/aerj.104.22.055
Shanta, S., & Wells, J. G. (2022). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design …, 32, 267–285. https://doi.org/10.1007/s10798-020-09608-8
Siburian, J., Corebima, A. D., Ibrohim, & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 2019(81), 99–114. https://doi.org/10.14689/ejer.2019.81.6
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of Problem-Based Learning (PBL) in STEM Education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), 1–20. https://doi.org/10.3390/educsci12100728
Sumintono, B., & Widhiarso, W. (2013). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial. Trim Komunikata Publishing House.
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a
Suprapto, N. (2016). What should educational reform in Indonesia look like?-learning from the PISA science scores of East-Asian countries and Singapore. Asia-Pasific Forum on Science Learning and Teaching, 1–20.
Suwistika, R., Ibrohim, I., & Susanto, H. (2024). Improving critical thinking and creative thinking skills through POPBL learning in high school student. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 115–122. https://ejournal.umm.ac.id/index.php/jpbi/article/view/30172
Tawfik, A. A., Gish-lieberman, J. J., Gatewood, J., & Arrington, T. L. (2021). How k -12 teachers adapt problem-based learning. The Interdisciplinary Journal of Problem Based Learning, 15(1), 1–19. https://doi.org/10.14434/ijpbl.v15i1.29662
Umrzokova, G., & Pardaeva, S. (2020). Developing teacher` professional competence and critical thinking is a key factor of increasing the quality of education. Mental Enlightenment Scientific Methodological Journal, 2, 66–75. mentaljournaljspu.uz/index.php/mesmj/article/view/31
Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: a systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1139987
License
Copyright (c) 2025 Dwi Septiana Sari, Indri Nurwahidah, Yeni Widiyawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
