摘要：In the context of 21st century learning, lecturers encounter complex challenges in
optimizing learning processes and outcomes. The previous research reports that
teaching method is considered as the right solution to overcome that problem. This
quasi-experimental research aims to: 1) explore the difference between Critical
Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice
elementary teachers taught by using POGIL and traditional lecture, and 2) analyze
the correlational strength between CTS and PSS. Both groups were chosen by
using cluster random sampling. This research was conducted at the Universitas
Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic
year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS
Essay Test was adapted from Polya (1957), face validity was conducted by the
experts, and obtained reliability coefficient of .88 and .89 respectively. The data
were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at
the significance level of .05. The results show that: 1) there is a significant
difference in CTS and PSS among experimental and control groups in favour of
experimental group students, and 2) there is a high positive and significant
correlation between both dependent variables. We recommend that lecturers need
to improve students’ higher-order thinking skills by using POGIL.
