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This study evaluates the effectiveness of the Conceptual Problem-Based Learning (CPBL) model in enhancing critical thinking skills among prospective science teachers in acid-base chemistry. A quasi-experimental design with 125 participants showed significant improvements in critical thinking skills, although variability in outcomes was noted across different groups. The findings suggest that CPBL is a promising pedagogical approach for developing critical thinking in science teacher education, highlighting

Author

febiolanoland

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EN