Arita Marini, Uyu Muawanah, Asep Marfu
This study aims to explore the impact of Problem-Based Learning (PBL) on critical thinking skills, student engagement, and educational sustainability, with a particular focus on the role of technological innovations in Indonesian education. The research utilizes a quantitative approach, with data collected through a survey distributed to 500 students in DKI Jakarta and Banten Province. A total of 403 complete questionnaires were used for analysis. The study employed quantitative approach to analyze the relationships between latent variables using Structural Equation Modeling (SEM). Key findings indicate that PBL positively influences student engagement, critical thinking, and educational sustainability. Furthermore, technological innovations were found to significantly enhance critical thinking and support educational sustainability. However, the mediating role of student engagement in the relationship between PBL and critical thinking was also confirmed, while no significant moderating effects of technological innovations on educational outcomes were found. This research contributes to the understanding of how PBL and technology integration can foster critical thinking and sustainability in education, particularly in the context of Indonesia. The findings have implications for educational policymakers and practitioners seeking to implement more effective teaching strategies to improve student outcomes and educational quality. © 2026 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license. http://creativecommons.org/licenses/by-nc-nd/4.0/
Universitas Negeri Jakarta, Indonesia; Universitas Islam Negeri Sultan Maulana Hasanuddin, Banten, Indonesia; Universitas Banten, Indonesia
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