Comparison of Problem-Based Learning Model with Direct Instruction in Mathematics Learning Towards the Development of Critical Thinking Skills

The selection and application of learning models to develop critical thinking skills is a problem in learning mathematics in elementary schools. The purpose of this study was to determine the difference between Problem Based Learning model and Direct Instruction model in mathematics learning on the development of critical thinking skills. This research is a quasi – experimental research, using quantitative data analysis and sampling using cluster random sampling. Data collection with tests. Data analysis of this research includes: prerequisite analysis test, two-way variance analysis test of unequal cells, and further analysis of variance test. The results of the calculation of the analysis of variance test of two-way unequal cells obtained data that Fcount (5.36) > Ftable (3.91), and in the Anava further test, obtained data that the marginal mean of the Problem Based Learning model is 88.58 greater than the Direct Instruction model which has a mean of 80.05. The conclusion of the research is that the effectiveness of the Problem Based Learning model is better than the Direct Instruction model in developing critical thinking.