Integrasi Sustainable Development Goals (SDGD) dalam Problem Based Learning: Sebuah Pendekatan Untuk Penguatan Keterampilan Berpikir Kritis

Irwan Baadilla, Ahmad Hidayatullah, Rokhmani Rokhmani, Rohimi Zamzam

Abstract


This study aims to analyze the effect of implementing Problem-Based Learning (PBL) integrated with the Sustainable Development Goals (SDGs) on improving students’ critical thinking skills in the Indonesian language course. The research employed a quasi-experimental method using a Nonequivalent Control-Group Design involving two classes: an experimental class applying PBL-SDGs and a control class using the lecture method. Data were collected through tests to measure students’ initial (pretest) and final (posttest) critical thinking abilities. Data analysis techniques included instrument validity and reliability tests, descriptive analysis, assumption tests (normality and homogeneity tests), paired sample t-test, and independent sample t-test. The results showed that the average critical thinking score of students in the experimental class increased more significantly than that of the control class (86.04 vs. 77.36) with a significance value of 0.000 < 0.05. The findings confirm that the integration of PBL-SDGs has a significant impact on critical thinking skills. This result encourages students to be more active in identifying problems, analyzing information, constructing arguments, and formulating contextual solutions. The study concludes that the implementation of SDG-based PBL is more effective than the lecture method in enhancing critical thinking while also fostering students’ critical awareness of global sustainability issues.

Abstrak
Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Problem-Based Learning (PBL) yang diintegrasikan dengan Sustainable Development Goals (SDGs) terhadap peningkatan keterampilan berpikir kritis mahasiswa pada mata kuliah Bahasa Indonesia. Penelitian menggunakan metode quasi eksperimen dengan desain Nonequivalent Control-Group Design pada dua kelas, yaitu kelas eksperimen dengan penerapan PBL-SDGs dan kelas kontrol dengan metode ceramah. Teknik pengumpulan data dilakukan dengan tes untuk mengukur kemampuan awal (pretes) dan kemampuan akhir (postes) berpikir kritis mahasiswa. Teknik analisis data dalam penelitian ini meliputi uji validitas dan reliabilitas instrumen, analisis deskriptif, uji prasyarat (uji normalitas dan homogenitas), paired sample t-test, dan independent sample t-test. Hasil penelitian menunjukkan bahwa skor rata-rata kemampuan berpikir kritis mahasiswa kelas eksperimen meningkat lebih signifikan dibanding kelas kontrol (86,04 vs 77,36) dengan nilai signifikansi 0,000 < 0,05. Temuan ini menegaskan bahwa integrasi PBL-SDGs memiliki pengaruh terhadap keterampilan berpikir. Hasil ini mendorong mahasiswa lebih aktif mengidentifikasi masalah, menganalisis informasi, menyusun argumen, serta merumuskan solusi kontekstual. Penelitian ini menyimpulkan bahwa penerapan PBL berbasis SDGs lebih efektif dibanding metode ceramah dalam meningkatkan berpikir kritis sekaligus menumbuhkan kesadaran kritis mahasiswa terhadap isu global keberlanjutan.

Keywords


Problem-Based Learning; Sustainable Development Goals; Critical Thinking; Pembelajaran Bahasa Indonesia; Pendidikan Tinggi

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References


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DOI: https://doi.org/10.26499/rnh.v14i2.8411

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