THE IMPLEMENTATION OF PROBLEM-BASED LEARNING TO TEACH CRITICAL THINKING IN ENGLISH CLASS AT SMK NEGERI DANDER

Syaputra, Ridho Dwi (2025) THE IMPLEMENTATION OF PROBLEM-BASED LEARNING TO TEACH CRITICAL THINKING IN ENGLISH CLASS AT SMK NEGERI DANDER. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Syaputra, Ridho Dwi. 2025. The Implementation of Problem-Based Learning to Teach Critical Thinking in English Class at SMK Negeri Dander. Undergraduate Thesis, English Education Study Program, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro. Advisor (I) Fitri Nurdianingsih, M.Pd., Advisor (II) Dr. Refi Ranto Rozak, M.Pd. Keywords: Problem-Based Learning, Critical Thinking, English Language Learning, Analytical Exposition Text, Vocational High School This research was motivated by the low level of students’ critical thinking skills in English language learning at SMK Negeri Dander. Preliminary observations and interviews revealed that students often displayed passive behavior, minimal involvement in discussions, and difficulty in identifying problems, analyzing information, and developing logical arguments. The purpose of this study was to describ how Problem-Based Learning (PBL) is implemented in English language learning, and how students’ critical thinking skills are demonstrated during the implementation of PBL in the classroom. This research employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving tenth-grade LPFKK students and an English teacher at SMK Negeri Dander. The analysis followed the Miles an Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources, methods, and time. The findings showed that PBL was implemented through structured stages, including problem orientation, group discussion, data exploration, presentation, and reflection. The teacher’s role was primarily as a facilitator who guided students through the problem-solving process while encouraging their autonomy. Furthermore, the findings revealed that students demonstrated critical thinking skills as conceptualized by Facione (2015), including interpretation, analysis, evaluation, inference, explanation, and self-regulation. These skills were reflected in students’ ability to formulate arguments, assess the credibility of information, draw conclusions, justify ideas, and revise their reasoning based on feedback and discussion. Thus, the implementation of PBL created a learning environment that supported the development of students’ critical thinking skills in the context of English language instruction at a vocational high school.

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