THE DEVELOPMENT OF CRITICAL THINKING SKILL IN MATHEMATICS THROUGH PROBLEM-BASED LEARNING IN YOUNG LEARNERS
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This research aimed to compare critical thinking skill in Mathematics through problem-based learning (PBL) in young learners before and after the treatment and examine young learners’ opinion towards the use of problem-based learning to develop critical thinking skill in Mathematics. The sample group size consisted of 30 grade 4 students who enrolled in Anglo Singapore International School of campus 31 in the academic year 2021-2022. The students were given a pre-test to check for their mathematical problem-solving skills, and thereafter, underwent a treatment of PBL teaching approach. This was then followed by a post-test to compare the results of pre and post treatment. Mixed method research was used consisting of quantitative and qualitative data analysis. The result of each student was analyzed using a paired sample T-test. The mean score of the post-test (x̅=7.26, SD=1.11) reflected a significant increase compared to that of the pre-test (x̅=4.26, SD=1.11). The p-value of both pre and post test is 0.01 which indicated that the test was statistically significant. This suggested that the treatment using PBL learning approach yielded a positive the students’ learning outcome. The students’ responses on their opinion towards PBL were also collected using individual interview and 5-point Likert scale questionnaire. The findings revealed that the students displayed a positive opinion towards the usage of PBL. Thus, PBL learning approach may be considered fruitful in learning mathematics and developing critical thinking skills
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