INTEGRATION OF PROBLEM-BASED LEARNING AND CHATBOT IN ENHANCING STUDENTS' CRITICAL THINKING SKILLS, COLLABORATIVE SKILLS, AND SELF-REGULATION IN MATHEMATICS LEARNING FOR GRADE IX STUDENTS AT ABC SCHOOL, JAKARTA

Abstract

This Classroom Action Research examined the integration of Problem-Based Learning (PBL) and chatbot technology (ChatGPT) to enhance Grade IX students’ critical thinking skills, collaborative skills, and self-regulation in mathematics learning. The study was conducted over three iterative cycles consisting of planning, action, observation, and reflection. The PBL model followed five stages: orientation, analysis, investigation, synthesis, and reflection, with ChatGPT integrated during the investigation stage to support inquiry and problem exploration. Data were collected using observation rubrics, validated questionnaires, and post-lesson teacher interviews.
The findings indicated consistent improvement across all targeted competencies. Students’ critical thinking skills increased from Cycle 1 to Cycle 3, with more than 90% of students meeting the success criteria by the final cycle. Collaborative skills also improved steadily, with over 85% of students achieving the expected performance standard. Similarly, students’ self-regulation showed notable development, as more than 90% of students reached the established success benchmark. These results suggest that the integration of chatbot-assisted PBL effectively supports the development of critical thinking, collaboration, and self-regulation in lower secondary mathematics learning.

Penelitian Tindakan Kelas ini bertujuan untuk mengkaji integrasi model Problem-Based Learning (PBL) dan teknologi chatbot (ChatGPT) dalam meningkatkan kemampuan berpikir kritis, keterampilan kolaborasi, dan regulasi diri siswa kelas IX pada pembelajaran matematika. Penelitian dilaksanakan melalui tiga siklus tindakan yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Model PBL yang diterapkan terdiri atas lima tahap, yaitu orientasi, analisis, investigasi, sintesis, dan refleksi, dengan ChatGPT diintegrasikan pada tahap investigasi untuk mendukung proses inkuiri dan pemecahan masalah. Data dikumpulkan melalui rubrik observasi, kuesioner yang telah divalidasi, serta wawancara guru setelah pembelajaran.

Hasil penelitian menunjukkan peningkatan yang konsisten pada seluruh kompetensi yang diteliti. Kemampuan berpikir kritis siswa meningkat hingga lebih dari 90% siswa mencapai kriteria keberhasilan pada siklus akhir. Keterampilan kolaborasi juga menunjukkan peningkatan, dengan lebih dari 85% siswa memenuhi standar yang ditetapkan. Selain itu, regulasi diri siswa berkembang secara signifikan, ditunjukkan oleh lebih dari 90% siswa yang mencapai kriteria keberhasilan. Temuan ini menunjukkan bahwa integrasi PBL berbantuan chatbot efektif dalam mendukung pembelajaran matematika di jenjang SMP.