ABSTRACT
The purpose of this research is to discover: (1) the difference of students’ critical thinking skills using PBL-Flash and PBL-PowerPoint on the equilibrium of ions in a salt solution; (2) the influence of interaction between Problem Based Learning with Information and Communication Technology (ICT) and learning motivation on students’ critical thinking skills; (3) differences in critical thinking skills of students using PBL-Flash with PBL-PowerPoint for groups of highly motivated students; (4) differences in critical thinking skills of students using PBL-Flash and PBL-PowerPoint learning for low-motivated student groups. This research uses the experimental method with 2 × 2 factorial design two-lane design. The population of this study are students of a senior high school in Indonesia. The sampling technique uses cluster random sampling. Data collection uses techniques with descriptive questions for critical thinking skills and questionnaires for learning motivation. Normality test requirements use the Lilliefors Test and homogeneity test requirements using the Bartlett Test. the result of the research it can be concluded that: (1) students’ critical thinking skills using PBL-Flash is higher than PBL-PowerPoint; (2) There is interaction effect between learning media with motivation to critical thinking skill; (3) students’ critical thinking skills with PBL-Flash are higher than PBL-PowerPoint for high-motivated student groups; (4) The students’ critical thinking skills with PBL-PowerPoint are higher than PBL-Flash for low-motivated student groups.
