Developing Guided Problem Based Learning for Critical Thinking and Learning Independence in Elementary Science
Abstract
This study developed Guided Problem Based Learning (GPBL) and examined its validity, practicality, implementation, critical-thinking changes, and learning independence profiles. Elementary problem-based instruction requires guidance that supports inquiry while transferring responsibility to pupils. An ADDIE study was conducted in three elementary schools in Palangka Raya, Indonesia, from January to June 2026. A limited trial involved 15 pupils, followed by a one-group pretest–posttest trial with 80 pupils. Data comprised expert reviews, essay tests, observations, questionnaires, and interviews. The six-phase model connected contextual problems, clarification, scaffolded discussion, inquiry, reflection, and independent conclusions. Model, content, and language validation reached 91.67%, 92.50%, and 90.83%; pupil and teacher responses reached 88.00% and 90.56%, while implementation reached 83.33%. Mean critical-thinking scores increased from 55.94 to 65.25, a 9.31-point difference, t(79) = 5.224, p < .001, 95% CI [5.76, 12.86], with d_z = 0.58 and a low normalized gain of 0.21. Observed and self-reported independence reached 83.81% and 86.18%. GPBL was feasible and practical in the participating classrooms, with preliminary evidence of improved critical thinking. The uncontrolled design limits causal attribution, while independence measures describe implementation and post-instruction profiles rather than growth.
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