IMPLEMENTATION OF PROBLEM-BASED LEARNING TO ENHANCE CRITICAL THINKING IN READING COMPREHENSION FOR ELEMENTARY TEACHER EDUCATION PROGRAMS

Abstract

This study explores the implementation of Problem-Based Learning (PBL) to enhance critical thinking skills in reading comprehension among students in Elementary Teacher Education Programs. In the context of 21st-century education, critical thinking is an essential competency that must be developed through meaningful and active learning processes. However, many pre-service teachers still demonstrate low levels of critical engagement when interpreting texts. This article proposes PBL as an effective pedagogical approach to foster analytical thinking, interpretation, and reflective reasoning in reading activities. Using a quasi Experiment approach supported by instructional design analysis, this study outlines the stages of PBL implementation and its impact on students’ critical thinking abilities. The findings indicate that PBL promotes deeper comprehension, active engagement, and improved critical analysis in reading tasks. The study recommends integrating PBL into teacher education curricula to prepare future educators with higher-order thinking skills.