Evaluation of the Application of Genially Assisted Problem-Based Learning, and Critical Thinking Profiles of Junior High School Students

Authors

  • Novita R Gama Universitas Negeri Goronatalo
  • Ritin Uloli Universitas Negeri Goronatalo
  • Abdul Haris Odja Universitas Negeri Goronatalo
  • Dewi Diana Paramata Universitas Negeri Goronatalo
  • I Made Hermanto Universitas Negeri Goronatalo

DOI:

https://doi.org/10.71280/jotter.v4i1.614

Keywords:

Critical Thinking, learning evaluation, With a friendly touch, PBL

Abstract

Critical thinking is an essential competency in 21st-century science learning. Problem-Based Learning (PBL), supported by interactive digital media such as Genially, can provide opportunities for students to engage with contextual problems, investigate information, discuss alternatives, and evaluate solutions. This study aimed to evaluate the implementation of Genially-assisted PBL in temperature and heat learning and to describe students’ critical thinking profiles based on five Ennis indicators. A sequential explanatory mixed-methods design was employed, with descriptive quantitative data as the primary strand and semi-structured interviews as supporting qualitative data. The participants were 30 seventh-grade students at SMP Muhammadiyah Batudaa, comprising 16 students in the PBL–Genially class (VII-A) and 14 students in the regular class (VII-B). Data were collected using a 10-item essay test administered as a pretest and posttest and a 25-question semi-structured interview. The intervention was conducted over three meetings, each lasting 2 × 40 minutes. Quantitative data were analyzed descriptively, while interview data were analyzed thematically and integrated with test results through triangulation. The mean critical thinking score in the PBL–Genially class increased from 4.50 to 22.93, whereas the regular class increased from 2.35 to 8.28. Interview findings indicated that students benefited from visual and interactive learning experiences but still struggled to provide evidence-based explanations, draw conclusions, connect concepts with scientific mechanisms, and select appropriate problem-solving strategies. The findings suggest that Genially-assisted PBL can support critical thinking development when accompanied by systematic scaffolding, guided questioning, argumentation practice, and feedback. These results highlight the importance of structured instructional support during implementation.

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Published

2026-08-20

How to Cite

Novita R Gama, Ritin Uloli, Abdul Haris Odja, Dewi Diana Paramata, & I Made Hermanto. (2026). Evaluation of the Application of Genially Assisted Problem-Based Learning, and Critical Thinking Profiles of Junior High School Students. Journal of Teacher Training and Educational Research, 4(1), 1–11. https://doi.org/10.71280/jotter.v4i1.614

Issue

Vol. 4 No. 1 (2026): August 2026

Section

Articles

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Copyright (c) 2026 Novita R Gama, Ritin Uloli, Abdul Haris Odja, Dewi Diana Paramata, I Made Hermanto

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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