Mudzuna Quraisyah Basimin, Habiddin Habiddin, Ridwan Joharmawan, Yahmin Yahmin, Lutfiana Ufiqoh
This study investigates the critical thinking skills (CTS) and cognitive learning outcomes (CLO) of students utilizing Pictorial-Based Learning (PcBL) as compared to those taught through Direct Instruction (DI). A quasi-experimental design with pretest and post-test measures was employed, involving 46 students from Class XI IPA at SMA Nasional Malang during the 2023/2024 academic year, selected via convenience sampling. The critical thinking skills test was developed based on Facione’s framework, and the Cognitive Learning Outcomes Instrument has been previously validated. Data analysis utilized the Independent Samples t-test, N-gain scores, and Cohen’s Effect Size. The findings reveal that students receiving instruction through PcBL demonstrated significantly better CTS and CLO in reaction rate material than their peers in the DI group. Specifically, the Independent Samples t-test results indicated a significant difference in CTS and CLO scores between the PcBL and DI classes. The average CTS score for the PcBL class was 70.83, while the DI class had an average score of 48.37. Regarding CLO, the PcBL class achieved an average score of 75.65, compared to 61.30 for the DI class. The N-gain score for CTS was calculated to be 0.54, falling within the moderate category, with a Cohen’s effect size of 1.08, indicating a substantial effect. For CLO, the N-gain score was 0.56, also categorized as moderate, with a Cohen’s effect size of 0.95, classified as very large. © 2025 Sociedade Brasileira de Química.
Universitas Negeri Malang, Chemistry Department, Jawa Timur, 65145, Indonesia; Universitas Negeri Malang, Department of Science Education, Jawa Timur, 65145, Indonesia
