Efektivitas Problem-Based Learning Berbantuan Digital Question Cards untuk Penguatan Berpikir Kritis Peserta Didik
DOI:
https://doi.org/10.66031/jinea.v2i3.716Keywords:
Digital Question Cards, Problem-Based Learning, Critical Thinking, Cognitive ScaffoldingAbstract
Critical thinking in mathematics learning does not always develop optimally through Problem-Based Learning (PBL), particularly when students lack sufficient structure to guide their reasoning. This study examined the effectiveness of PBL supported by digital question cards as cognitive scaffolding for enhancing students’ critical thinking skills. A quasi-experimental design involved 30 students assigned to experimental and control groups. Both groups received PBL with equivalent content and instructional time, while the experimental group additionally used digital question cards containing structured thinking prompts embedded throughout the problem-solving process. Data were collected through pretests and posttests and analyzed using Analysis of Covariance (ANCOVA), with initial ability controlled as a covariate. The experimental group showed a mean gain of 23.00 points, compared with 13.33 points in the control group, and achieved a mean posttest score of 79.33. ANCOVA revealed a significant between-group difference after controlling for initial ability. The findings indicate that digital question cards add value to PBL by directing students toward information identification, evidence analysis, alternative exploration, justification, and solution evaluation. The study highlights the importance of cognitively designed digital tools in strengthening critical thinking within problem-based mathematics learning.
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