Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: A quasi-experimental study

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

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KEEFEKTIFAN COOPERATIVE LEARNING STAD DAN GI DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v2i2.7346 ◽

2015 ◽

Vol 2 (2) ◽

pp. 273

Author(s):

Sapitri Sapitri ◽

Hartono Hartono

Keyword(s):

Experimental Study ◽

Critical Thinking ◽

Cooperative Learning ◽

Communication Skills ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Effective Model ◽

Mathematical Communication ◽

Group Design ◽

Quasi Experimental

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe STAD dan GI, dan (2) manakah yang lebih efektif antara kedua metode tersebut ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa. Penelitian ini adalah penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent group design. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD dan GI keduanya efektif. Tidak terdapat perbedaan keefektifan diantara keduanya ditinjau dari kemampuan berpikir kritis dan kemampuan komunikasi matematis siswa pada pembelajaran himpunan di kelas VII. Kata Kunci: STAD, GI, berpikir kritis, komunikasi matematis. THE EFFECTIVENESS OF THE COOPERATIVE LEARNING STAD AND GI IN TERMS OF CRITICAL THINKING AND MATHEMATICAL COMMUNICATION Abstract This study aims to describe: (1) the effectiveness of cooperative learning model of STAD type and GI, and (2) the more effective model between the two in terms of critical thinking skills and students' mathematical communication. This study is a quasi-experimental study with a pretest-posttest nonequivalent group design. The results show that cooperative learning of STAD type and GI approach are effective. There is no difference between them in terms of the effectiveness of critical thinking skills and the students’ mathematical communication skills in the teaching of the material on sets to class VII. Keywords: STAD, GI, critical thinking, mathematical communication

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EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

Jurnal Riset Pendidikan Dasar ◽

10.26618/jrpd.v3i1.3228 ◽

2020 ◽

Vol 3 (1) ◽

pp. 51-56

Author(s):

Retno Triningsih ◽

Mawardi Mawardi

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL BASED ON ETHNOSCIENCE ON STUDENT’S CRITICAL THINKING SKILLS

JCER (Journal of Chemistry Education Research) ◽

10.26740/jcer.v5n2.p77-87 ◽

2021 ◽

Vol 5 (2) ◽

pp. 77-87

Author(s):

Jihan Nisa Amini ◽

Dedi Irwandi ◽

Evi Sapinatul Bahriah

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Colloidal Material ◽

Model Based ◽

Quasi Experimental

Abstract. The purpose of this study was to determine the effectiveness of the problem-based learning model based on ethnoscience on students' critical thinking skills on colloidal material. Experiments were conducted on a sample of 36 experimental class students with an ethnoscience-based problem-based learning model and 36 experimental class students with a convention learning model. This research method is a quasi-experimental design with a nonequivalent control group design. The instruments used are essay tests and observation sheets. The results of this study indicate that the average posttest in the experimental class is 76.08, which is higher than the control class, which is 69.33. These results indicate that the use of ethnoscience-based learning problem-based learning models on colloidal material is effective in improving students' critical thinking skills compared to using conventional models.

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Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i6.6480 ◽

2021 ◽

Vol 16 (6) ◽

pp. 2956-2969

Author(s):

Budi Cahyono ◽

Kartono Kartono ◽

Budi Waluya ◽

Mulyono Mulyono ◽

Rina Dwi Setyawati

Keyword(s):

Critical Thinking ◽

Prospective Teachers ◽

Teacher Candidates ◽

Problem Based Learning ◽

Personality Type ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Quasi Experimental ◽

Argumentation Scaffolding ◽

And Gender

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model. Keywords: Problem-based learning, gender, critical thinking, personality type

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The Effectiveness of Problem Based Learning (PBL) Based E-Module on the Classic Genetic Materials to Improve the Student's Critical Thinking Skills

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i7-30 ◽

2021 ◽

Vol 04 (07) ◽

Author(s):

Dina Ristiana Anesa ◽

Keyword(s):

Critical Thinking ◽

Genetic Material ◽

Problem Based Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Study Program ◽

Quasi Experimental ◽

The Mean ◽

Pilot Sample

This study aims to determine the effectiveness of Problem Based Learning (PBL)-based e-module. The method used was a quasi-experimental with a Posttest Only Control Design. The pilot sample in this study were the students of the Biology Study Program, Universitas NegeriPadang (UNP) in 2019 academic year chosen by using a purposive sampling technique. The instruments used in this study were the lecturer interview questionnaires, student needs analysis questionnaires, validity and practicality questionnaires and evaluation questions based on critical thinking indicators. The results of the analysis of evaluation questions showed that the mean scores of critical thinking skills of the experimental class students were higher than the control class. The mean score of the experimental class was 76.89 while the control class was 65.11. The result of critical thinking t test shows that t count (0.000) < from (0.05). Thus, it indicates that the e-module on PBL-based classical genetic material is effective for improving the students' critical thinking skills.

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THE EFFECT OF THE USE OF PROBLEM BASED LEARNING MODEL TO THE CRITICAL THINKING SKILL OF STUDENT IN SOCIAL STUDIES LEARNING (Quasi Experimental Research in VII grade of 1 Lembang Junior High School)

International Journal Pedagogy of Social Studies ◽

10.17509/ijposs.v2i2.10163 ◽

2018 ◽

Vol 2 (2) ◽

pp. 42

Author(s):

Nining Karlina

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Problem Based Learning ◽

Test Sample ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Quasi Experimental

Abstract-this study aims to know, analyze and evaluate the differences of students’ critical thinking skills by using problem based learning model and conventional models. This study uses a quasi-experimental method with quantitative approach using Nonequivalent (Pretest-Posttest) Control-Group Design. The data collection technique used in this study is using the test. The data analysis technique is done by independent t-test sample. Moreover, this research shows the significant differences if seen from the average of percentage of experiment class; pretest is less while posttest is so gratified. The result of pretest control class is less and posttest is enough The results of this research give the recommendation for teachers and next researchers to apply problem based learning model to enhance critical thinking ability of students. In addition, problem based learning model is also expected to encourage students to be able to solve problems encountered in everyday life, especially in social studies.Keywords: Problem based learning, conventional learning model and critical thinking.

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