The Effect of Problem-Based Learning Assisted by Animated Videos on Students’ Critical Thinking Skills

Abstract

Critical thinking is an essential skill in Economics education because students need to analyze problems, evaluate information, and formulate appropriate solutions. This study examined the effect of Problem-Based Learning (PBL) assisted by animated videos on the critical thinking skills of Phase E Economics students at SMA Negeri 4 Padang. A quantitative quasi-experimental study with a pretest-posttest control group design involved 72 students selected purposively from two classes. Class X.E5 (n = 36) was the experimental group and Class X.E1 (n = 36) was the control group. Data were collected using 10 open-ended questions measuring analysis, evaluation, and inference. The instrument was reviewed by experts and demonstrated acceptable reliability (Cronbach’s alpha = 0.825). Data were analyzed using ANCOVA, with pretest scores as a covariate, and N-Gain to assess improvement. The ANCOVA results showed a significant difference between the groups after controlling for initial ability (F = 25.904, p < 0.001, partial η² = 0.273). The adjusted mean was 79.49 for the experimental group and 66.62 for the control group. N-Gain values were 0.67 and 0.47, respectively, both categorized as moderate. These findings indicate that PBL assisted by animated videos can support the development of students’ critical thinking skills in Economics learning.