ESD-Oriented PBL to Enhance Vocational Students’ Critical Thinking Skills

  ABSTRACT: The paradigm shift in global education demands learning processes that emphasize not only cognitive outcomes but also the development of critical thinking skills, environmental awareness, and social responsibility. This study aims to analyze the effect of implementing a Problem-Based Learning (PBL) model oriented toward Education for Sustainable Development (ESD) on students’ critical thinking skills. The research employed a quasi-experimental method with a pretest–posttest control group design. Samples were selected using purposive sampling based on class characteristics. Class X DKV 1 (36 students) was assigned as the experimental group, and Class X DKV 2 (36 students) as the control group. The experimental group received instruction through the PBL-ESD model, while the control group was taught using conventional methods. Data were collected through multiple-choice tests covering five indicators of critical thinking and analyzed using ttests and effect size calculations to determine the significance and magnitude of the treatment effect. The results showed that the experimental group achieved a higher average score in critical thinking than the control group. The N-Gain value in the experimental class was 0.59 (moderate category), while the control class obtained 0.24 (low category). The normality tests yielded Sig. 0.41 > 0.05 and Sig. 0.38 > 0.05 for the experimental and control groups, respectively, indicating normal data distribution. The homogeneity test resulted in Sig. 0.17 > 0.05, showing homogeneous variance. The independent t-test revealed Sig. (2-tailed) 0.002 < 0.05, indicating a significant difference between the two groups. Furthermore, the effect size value of 1.25 was categorized as high, demonstrating a strong influence of the PBL-ESD model on improving students’ critical thinking skills. In conclusion, the implementation of the PBL model oriented toward ESD is proven effective in enhancing students’ critical thinking abilities while fostering ecological awareness and social responsibility. The findings are expected to serve as a reference for educators in developing innovative learning strategies aligned with 21stcentury education demands and sustainable development goals.

KEYWORDS – Problem-based learning, education for sustainable development, critical thinking skills