M. Muslim, R.A. Sihombing, B.K. Prahani, A. Samsudin
Introduction. The development of critical thinking and communication skills is essential for the educational growth of junior high school students. These skills are fundamental in enabling students to analyze information critically, solve problems effectively, and express ideas clearly in both written and oral forms. However, traditional teaching methods often fall short in cultivating these competencies, highlighting the need for more innovative and student-centered learning approaches. One promising solution is the integration of a problem-based learning (PBL) model with the science writing heuristic (SWH) approach. Therefore, this study aimed to explore the enhancement of critical thinking and communication skills among junior high school students through the application of the PBL-SWH model, specifically focused on the topic of work and simple machines. Research methods. This study used a pre-experimental one-group pretest-posttest design, involving 25 eighth-grade students from a junior high school in Bandung, West Java, Indonesia. The learning intervention combined the Problem-Based Learning (PBL) model with the Science Writing Heuristic (SWH) approach. Data were collected using a critical thinking test, observation sheets, communication assessment rubrics, and a student response questionnaire. Students were grouped into high, medium, and low categories based on their proficiency levels to observe variations in outcomes. The instruments were validated and analyzed using normalized gain (N-gain), descriptive statistics, and paired sample t-tests to determine the effectiveness of the intervention on cognitive and communicative skills. Results. The findings showed significant improvements in students’ critical thinking and communication skills. The average N-gain score for critical thinking was 0.51 (moderate category), with the highest improvement in making simple clarifications (0.60) and the lowest in developing strategies and tactics (0.45). The paired sample t-test revealed a significant difference between pretest and posttest scores (t = -3.623, p < 0.001). Written communication skills increased steadily from “Less” to “Good” across four sessions, and oral communication skills also improved, particularly in eye contact and body language. Student responses were highly positive, with an average approval rate of 85.37%, indicating that the PBL-SWH approach enhanced both the learning experience and student engagement. Conclusion. The findings suggest that integrating problem-based learning with the science writing heuristic can be an effective strategy for enhancing critical thinking and communication skills among junior high school students. This approach not only promotes deeper understanding of science concepts such as work and simple machines, but also helps students to express their ideas more confidently and reflectively. Given the positive student responses and observed learning outcomes, this model holds strong potential for broader application in science education to foster essential 21st-century competencies. © Muslim Muslim, Rizky Agassy Sihombing, Binar Kurnia Prahani, Achmad Samsudin, 2025
Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Graduate Institute of Science Education, College of Science, National Taiwan Normal University, Taipei, Taiwan; Department of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
