This study aims to examine the effectiveness of the implementation of
differentiated learning with the Problem Based Learning (PBL) model in improving
critical thinking skills in Economic Social Studies subjects at SMA Muhammadiyah
1 Purbalingga. The research method used was quasi-experiment with nonequivalent
control group design. The research subjects consisted of two groups of
students, namely the experimental class using differentiated learning Problem
Based Learning model and the control class using conventional learning methods.
The results showed that there was a significant increase in critical thinking
skills in students who followed differentiated learning with the Problem Based
Learning model compared to students who followed conventional learning.
Normality test showed that the data was not normally distributed with a
significance value of 0.001 (sig < 0.05). Wilcoxon test indicated a significant
difference with a significance value of less than 0.05 (sig < 0.05), which means the
hypothesis is accepted. In addition, the Man-Whitney test results showed that the
mean score of the experimental group (41.44) was higher than the control group
(29.56), with a significance value of 0.012 (sig < 0.05). This confirms that the
implementation of differentiated learning with Problem Based Learning model is
more effective in improving students' critical thinking skills.
Based on these findings, it is recommended that the Problem Based
Learning model be implemented more widely in learning economic social studies
and other subjects, and accompanied by training and professional development for
teachers. Further research is needed to examine the application of this model in
various other learning contexts.