The Influence of the Problem-Based Learning Model Integrated with SDGs-7 on Critical Thinking and Collaboration Skills
DOI:
10.29303/jppipa.v12i3.12884Published:
2026-03-25Downloads
Abstract
The demands of 21st-century education require students to develop critical thinking and collaboration skills to solve real-world problems and work effectively in teams. This study aims to examine differences in students’ critical thinking and collaboration skills between classes taught using a Problem-Based Learning (PBL) model integrated with the Sustainable Development Goals (SDGs) and those taught using the discovery learning model. It also investigates the simultaneous effect of the PBL–SDGs model on both skills. This study employed a quasi-experimental method with a nonequivalent control group design involving 38 eighth-grade students at a junior high school. The learning implementation focused on energy topics related to SDG 7 (affordable and clean energy). Data were collected using a validated critical thinking test and a collaboration questionnaire and analyzed using normalized gain (N-Gain), independent sample t-tests, and MANOVA. The results showed that the experimental class achieved higher improvements in critical thinking (N-Gain = 0.55) and collaboration (N-Gain = 0.43) than the control class (0.20 and 0.16). The t-test results indicated significant differences in critical thinking (p = 0.000) and collaboration (p = 0.001), while MANOVA confirmed a significant simultaneous effect (p < 0.05). These findings suggest that SDGs-integrated PBL can effectively support the development of critical thinking and collaboration skills and provide practical guidance for teachers in implementing contextual science learning.
Keywords:
Collaboration skills Critical thinking Energy learning Problem-based learning SDG 7References
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