The Problem-Based Learning to Promote Understanding of Scientific Concepts and Critical Thinking on Solids and Fluids for Grade 12 Students
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Abstract
Purpose concise this study aimed to 1) investigate students’ understanding of scientific concepts on solids and fluids through Problem-Based Learning (PBL) and 2) compare their critical thinking before and after the intervention. The sample group consisted of 40 Grade 12 students in the Science–Mathematics program, during the first semester of the 2025 academic year. The research instruments included: 1) four lesson plans of Problem-Based Learning on Solids and Fluids, with a total instructional time of 12 hours; 2) a two-tier multiple choice test for measuring students’ understanding of scientific concepts on solids and fluids. Part 1: Multiple-choice questions with four options. Part 2: Justifications for choosing the correct multiple-choice answer; and 3) a four-option multiple-choice critical thinking test, consisting of 12 items. Data were analyzed using frequency, percentage, mean, standard deviation, and a dependent samples t-test. Results after intervention were 1) students demonstrated CU (22.37%), PU (35.25%), SM (28.87%), and NU/NR (12.25%) and 2) the comparison of critical thinking scores of the students in Problem-Based Learning indicated that the mean score of critical thinking after the instruction was significantly higher than that before the instruction at the .05 level of significance. These findings suggest that PBL can effectively enhance students’ conceptual understanding and critical thinking in physics learning.
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