Permasalahan penelitian ini adalah rendahnya kemampuan berpikir kritis siswa pada Mata Pelajaran Ekonomi di kelas X. Proses pembelajaran yang berlangsung secara satu arah meyebabkan siswa kurang memperoleh kesempatan untuk berdiskusi, sehingga cenderung pasif dan tidak optimal dalam mengeksplorasi kemampuan berpikirnya. Hal tersebut mengindikasikan bahwa kemampuan berpikir kritis siswa masih tergolong lemah dan belum terasah secara optimal. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa pada mata pelajaran Ekonomi kelas X antara siswa yang belajar dengan model Problem Based Learning (PBL) dan siswa yang belajar dengan metode ceramah. Selain itu, penelitian ini juga menganalisis perbedaan kemampuan berpikir kritis berdasarkan tingkat motivasi belajar (tinggi, sedang, rendah), serta interaksi antara model pembelajaran dan motivasi belajar terhadap kemampuan berpikir kritis. Metode yang digunakan adalah Quasi Eksperimen dengan desain pretest-posttest factorial 2x3. Hasil penelitian menunjukkan bahwa: (1) terdapat
perbedaan kemampuan berpikir kritis siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning (PBL) dan siswa yang dibelajarkan dengan metode ceramah, (2) terdapat perbedaan kemampuan berpikir kritis berdasarkan
tingkat motivasi belajar (tinggi, sedang, rendah), dan (3) terdapat interaksi antara model pembelajaran Problem Based Learning (PBL) dengan variabel moderator motivasi belajar siswa dalam mempengaruhi kemampuan berpikir kritis.

Kata Kunci : Berpikir Kritis, Motivasi Belajar, Problem Based Learning (PBL)

The research problem is the low critical thinking skills of students in economics
subject in class X. The learning process that takes place in one direction causes students
to have less opportunity to discuss, so they tend to be passive and not optimal in
exploring their thinking skills. This indicates that students' critical thinking skills are
still relatively weak and have not been optimally honed. This study aims to determine
the difference in students' critical thinking skills in grade X Economics subjects
between students who learn with the Problem Based Learning (PBL) model and
students who learn with the lecture method. In addition, this study also analyzed
differences in critical thinking skills based on the level of learning motivation (high,
medium, low), as well as the interaction between learning models and learning
motivation on critical thinking skills. The method used was Quasi Experiment with 2x3
factorial pretest-posttest design. The results showed that: (1) there are differences in
the critical thinking skills of students taught with the Problem Based Learning (PBL)
learning model and students taught with the lecture method, (2) there are differences in
critical thinking skills based on the level of learning motivation (high, medium, low),
and (3) there is an interaction between the Problem Based Learning (PBL) learning
model and the moderator variable of student learning motivation in influencing critical
thinking skills.

Keywords: Critical Thinking, Learning Motivation, Problem Based Learning