This study started with the assumption that learners must possess critical thinking skills to adequately prepare for the future society that awaits them. To achieve this goal, it was determined that "humanity classical classes" would be beneficial. However, they were disregarded by many learners because they were seen as impractical. Therefore, this study aims to demonstrate the effectiveness of Problem-Based Learning (PBL).
The following research hypothesis was formulated to accomplish the research objective.
Hypothesis 1. The critical thinking tendency of middle school students who participated in "humanity classical classes based PBL" may vary depending on the time period, such as before and after class.
Hypothesis 2. The critical thinking tendencies of middle school students who participated in "humanities classical classes based PBL" may vary depending on their period of study and gender.
A total of 30 students in the first grade of middle school were selected as participants for the study. Between February 4 and June 3, 2023, a total of 18 tests were conducted at regular intervals (including the pre-test, test 1, and test 2) in order to determine their effect. The measurement tool, which is analyzed through Kim Myung Sook's (2006) "K Critical Thinking Tendency Test," is based on Repeated Measures Variance Analysis.
The following are the research results obtained from this study.
First, through repeated measurement variance analysis across different measurement periods, it was found that the overall tendency for critical thinking significantly increased over time. This is demonstrated by the pre-test (M=4.09), Test 1 (M=4.47), and Test 2 (M=4.67).
Second, it was found that there was a significant change in the tendency for critical thinking based on the gender of middle school students. In the case of male students, there was a significant increase in critical thinking tendencies over time, as seen in the pre-test (M=4.11), test 1 (M=4.45), and test 2 (M=4.66). In the case of female students, there was a significant increase in critical thinking tendencies over time, as observed in the pre-test (M=4.07), test 1 (M=4.49), and test 2 (M=4.68).
This study is significant because it demonstrated the effectiveness of classical humanities classes for middle school students in developing critical thinking skills, which are essential for this age group.
Therefore, future research should go beyond studying the procedures and effects of PBL and focus on identifying the various problems that can arise in the classroom context when it is implemented in the educational field.