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The Influence of Problem-Based Learning (PBL) and Self-Efficacy on Critical Thinking Skills of Elementary School Level
Abstract
This study aims to determine the effect of Problem-Based Learning (PBL) and self-efficacy on students' critical thinking, and the effect of PBL on critical thinking skills with self-efficacy as a mediating variable. Unlike prior PLS-SEM research that largely targets higher-education contexts, this study extends the structural model to the elementary level. A quantitative explanatory design was used with a purposive sample of 138 sixth-grade students at SD International Al Abidin Surakarta. Data were collected using a validated academic self-efficacy questionnaire and a higher-order thinking skills (HOTS)-based critical thinking test after PBL implementation. Data were analyzed using PLS-SEM through measurement and structural model evaluation and bootstrapping for hypothesis testing. Results show that the measurement model met convergent and discriminant validity and reliability criteria. In the structural model, PBL and academic self-efficacy jointly explained a substantial portion of variance in critical thinking (R² = 0.618); effect-size estimates indicated moderate contributions for PBL (f² = 0.294) and self-efficacy (f² = 0.335), and predictive relevance was acceptable (Q² = 0.358). Hypothesis tests indicate significant direct effects of PBL on critical thinking (t = 7.145, p < 0.001) and of academic self-efficacy on critical thinking (t = 7.097, p < 0.001). PBL strongly affected academic self-efficacy (t = 15.066, p < 0.001), and the mediating pathway through self-efficacy was significant (t = 19.253, p < 0.001). The findings suggest that implementing PBL while supporting students’ academic self-efficacy can effectively enhance critical thinking in elementary education.
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DOI: https://doi.org/10.17509/ebj.v8i1.91207
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