The Effectiveness of GeoGebra-Assisted Problem-Based Learning with a Deep Learning Approach on Critical Thinking Skills

Abstract

Critical thinking is a higher-order thinking skill that needs to be developed in mathematics education. However, students' proficiency in this area remains relatively low. This study aims to analyze the effectiveness of Problem-Based Learning (PBL) integrated with a GeoGebra-assisted deep learning approach on students' critical thinking skills. This research employed a quantitative method with a pretest-posttest control group design. The sample comprised two eighth-grade classes at SMP Negeri 41 Semarang, selected through a cluster random sampling technique, consisting of an experimental group of 32 students and a control group of 32 students. The experimental group was subjected to PBL with a GeoGebra-assisted deep learning approach, whereas the control group received standard PBL instruction. Data were collected using a critical thinking skills test that had met the validity and reliability criteria. The data were subsequently analyzed using a classical mastery test, an independent sample t-test (test of two means), and a test of two proportions. The results indicated that the experimental class achieved classical learning mastery, demonstrated a higher average in critical thinking skills, and showed a greater proportion of mastery compared to the control class. Consequently, the application of PBL combined with a GeoGebra-assisted deep learning approach is effective in enhancing students' critical thinking skills and can serve as an innovative alternative strategy in mathematics instruction.