Problem-Based Learning (PBL) Integrated with the Scientific Writing Heuristic (SWH) Technique to Develop Critical Thinking and Problem-Solving Skills on the Topic of Applying Chemical Knowledge to Solve Problems among Grade 12 Students
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Abstract
This research article was a classroom action research aimed at: (1) examining approaches to implementing Problem-Based Learning (PBL) integrated with the Scientific Writing Heuristic (SWH) technique to enhance critical thinking and problem-solving skills in applying chemical knowledge among Grade 12 students, and (2) investigating the effects on students’ critical thinking and problem-solving skills following PBL integrated with SWH in chemical problem-solving. The learning model consisted of six steps: (1) identifying the problem, (2) understanding the problem, (3) collecting and organizing information, (4) conducting research collaboratively using SWH, (5) evaluating and making decisions, and (6) presenting and assessing work. The sample comprised 24 Grade 12 students selected purposively. Research instruments included three lesson plans, activity sheets, an assessment form for critical thinking and problem-solving skills, a learning behavior observation checklist, and a reflection form. The study was conducted in three cycles: Cycle 1 refers to plastic waste problem, Cycle 2 refers to oil contamination in water sources, and Cycle 3 refers to organic waste problem, over a total of 12 hours. Data were analyzed using content analysis, and credibility was ensured through triangulation.
The research findings revealed as follows: (1) The developed learning approach integrating PBL with SWH was characterized by selecting situations relevant to students’ lives, using guiding questions to promote analysis, employing clearly structured activity sheets, and organizing Gallery Walk activities for exchanging ideas. This approach enabled students to systematically analyze problems, apply diverse reasoning, and effectively reflect on their learning; and (2) students’ critical thinking and problem-solving skills improved across all components, including reasoning, systematic thinking, judgment and decision-making, and problem-solving. The greatest improvement was observed in problem-solving, followed by systematic thinking, while reasoning and judgment showed the least improvement. Nevertheless, students’ skills showed continuous growth across the three cycles, demonstrating the effectiveness of the implemented learning approach.
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