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Development of Problem-Based Learning Worksheets Integrated with Think–Pair–Share to Enhance Students’ Critical Thinking Skills on Reaction Rate Topics

Jurnal Inovasi Pendidikan Kimia · Vol. 19 No. 2 (2026) · pp. 113–119

DOI
10.15294/jipk.v19i2.9937
ISSN
2503-1244, 1979-0503
Published
2026-01-22
Publisher
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang
Language
eng

Abstract

This study aimed to examine the feasibility, effectiveness, and practicality of a reaction rate worksheet based on Problem-Based Learning (PBL) integrated with the Think–Pair–Share (TPS) strategy to enhance students’ critical thinking skills. This research employed a Research and Development (R&D) approach using the 4-D development model, consisting of the define, design, development, and dissemination stages. The developed worksheet was evaluated in terms of feasibility through expert validation, effectiveness through learning outcomes, and student responses. The feasibility results indicated that the worksheet was rated as very feasible, with material expert validation reaching 89.81% and media expert validation achieving 95.83%. In addition, the readability test yielded a score of 89.70%, which also fell into the very feasible category. The effectiveness of the worksheet was determined through a t-test analysis, showing that the calculated t-value exceeded the t-table value, indicating that the use of the worksheet effectively improved students’ critical thinking skills. Classical learning completeness in the experimental class reached 80.56% (categorized as proper), while the control class achieved 44.44% (categorized as quite proper). Furthermore, the critical thinking score of the experimental class reached 82.43% (very critical), compared to 72.09% (critical) in the control class. Observational results also revealed that students in the experimental class demonstrated higher critical thinking abilities than those in the control class. Student responses to the worksheet were highly positive, with an average score of 85.81%, categorized as very good. Overall, the findings indicate that the PBL-based worksheet integrated with Think–Pair–Share is feasible, effective, and well-received as an instructional material for training students’ critical thinking skills.

Keywords

Collaboration network of the authors

7 authors · 10 co-authorship links · 2 across different organisations

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  • State University of Semarang
  • IKIP Siliwangi
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Sri NurhayatiIKIP Siliwangi1
Rizka Indriani SetyaningrumState University of Semarang1
Sri Susilogati SumartiState University of Semarang1
Agung Tri PrasetyaState University of Semarang1
Melly RihmahwatiState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JIPK/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Development of Problem-Based Learning Worksheets Integrated with Think–Pair–Share to Enhance Students’ Critical Thinking Skills on Reaction Rate Topics</dc:title>
	<dc:creator xml:lang="en">Ameiliana Nur Azizah</dc:creator>
	<dc:creator xml:lang="en">Harjono, Harjono</dc:creator>
	<dc:subject xml:lang="en">LKPD</dc:subject>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:subject xml:lang="en">Think Pair Share</dc:subject>
	<dc:subject xml:lang="en">Critical Thinking</dc:subject>
	<dc:subject xml:lang="en">Reaction Rate</dc:subject>
	<dc:description xml:lang="en">This study aimed to examine the feasibility, effectiveness, and practicality of a reaction rate worksheet based on Problem-Based Learning (PBL) integrated with the Think–Pair–Share (TPS) strategy to enhance students’ critical thinking skills. This research employed a Research and Development (R&amp;amp;D) approach using the 4-D development model, consisting of the define, design, development, and dissemination stages. The developed worksheet was evaluated in terms of feasibility through expert validation, effectiveness through learning outcomes, and student responses. The feasibility results indicated that the worksheet was rated as very feasible, with material expert validation reaching 89.81% and media expert validation achieving 95.83%. In addition, the readability test yielded a score of 89.70%, which also fell into the very feasible category. The effectiveness of the worksheet was determined through a t-test analysis, showing that the calculated t-value exceeded the t-table value, indicating that the use of the worksheet effectively improved students’ critical thinking skills. Classical learning completeness in the experimental class reached 80.56% (categorized as proper), while the control class achieved 44.44% (categorized as quite proper). Furthermore, the critical thinking score of the experimental class reached 82.43% (very critical), compared to 72.09% (critical) in the control class. Observational results also revealed that students in the experimental class demonstrated higher critical thinking abilities than those in the control class. Student responses to the worksheet were highly positive, with an average score of 85.81%, categorized as very good. Overall, the findings indicate that the PBL-based worksheet integrated with Think–Pair–Share is feasible, effective, and well-received as an instructional material for training students’ critical thinking skills.</dc:description>
	<dc:publisher xml:lang="en">Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-01-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JIPK/article/view/9937</dc:identifier>
	<dc:identifier>10.15294/jipk.v19i2.9937</dc:identifier>
	<dc:source xml:lang="en">Jurnal Inovasi Pendidikan Kimia; Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia; 113-119</dc:source>
	<dc:source>2503-1244</dc:source>
	<dc:source>1979-0503</dc:source>
	<dc:source>10.15294/jipk.v19i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JIPK/article/view/9937/8229</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Inovasi Pendidikan Kimia</dc:rights>
</oai_dc:dc>