The Effect of Ethnoscience-Based Problem-Based Learning on Students’ Critical Thinking Ability: A Study on Buffer Solution Material

Abstract

Students' low critical thinking skills on buffer solutions remain a challenge in chemistry education, and the application of an ethnoscience approach to address this topic has not been extensively researched. This study aims to determine the effect of the ethnoscience-based Problem-Based Learning (PBL) model on students' critical thinking abilities. This quasi-experimental research uses a pretest-posttest control group design. The population in this study was all 95 students of MA Syaikh Zainuddin NW Anjani. The sample included 25 students from class XI MIPA A as the control class and 24 students from class XI MIPA B as the experimental class. The sample was selected using purposive sampling. The data collection technique in this study was an essay test. The Research data were analyzed using normality and homogeneity tests as prerequisites, then continued with an independent-samples t-test using SPSS software. The results showed that the significance value of the hypothesis test using the Independent-Samples t-test was less than 0.05. This indicates that the ethnoscience-based problem-based learning model significantly affects students' critical thinking abilities