scholarly journals Analyzing Students’ Critical Thinking Ability on Solving Sequences and Series Problems through Problem-Based Learning with Islamic Nuance

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Yudy Tri Utami ◽  
Susanto . ◽  
Muhtadi Irvan
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Achievement Test ◽  
Learning Achievement ◽  
Instructional Process ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Assessment Sheet

This study aimed to analyse the ability of critical thinking to solve sequences and series problem through Problem-based Learning (PBL) with Islamic Nuance. Research instruments operative included instructional instruments (lesson plan and students’ work sheet); learning achievement test, questionnaire; critical thinking assessment sheet, and documentation. The lesson plan and students’ work sheet validation results evinced values of 3.73 and 3.74. The research generated the data concerning students’ activity during instructional process from the first to third meeting respectively as follows; 60%, which meant good category, 80%, indicating very good category, and 83.33%, evincing very good category. The minimum criterion of learning achievement was achieved because more than 80% of students gained score of at least 60, that was 27 students (90%) passed and 3 students (10%) below passing criteria. From the data analysis, it found that students' critical thinking ability in solving Sequences and Series problem through PBL was very satisfactory.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals IMPLEMENTASI MODEL PBL (PROBLEM BASED LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA

2013 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Saiful Prayogi ◽  
Muhammad Asy’ari
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Choice Test ◽  
Learning Achievement ◽  
Percentage Score ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Essay Test ◽  
Pbl Model ◽  
Research Show

This research was aimed to improve the students’ learning achievement and critical thinking ability through problem based learning (PBL) model, the method which was applied in this research was classroom action research. It consisted of two cycles and each cycle consisted of planning, implementing, observing, and reflecting. The data was taken by giving the students test, it was in form of multiple choice test. The was used to know the students learning achievement to know students critical thinking, essay test was used. The finding of the research show that there was improvement from cycle to cycle. (1) at the first cycle: the percentage score of students mastery was 63.16% ; the mean score of the students critical thinking ability was 51.31 ; (2) at the second cycle : percentage score of the students mastery was 85% ; mean score of the students critical thinking ability was 72.08 and catagorized into critical and between 62.59 – 81.25. based on the finding, it can be concluded that problem based learning (PBL) model can improve the students learning achievement and critical thinking ability.

scholarly journals PENGEMBANGAN PERANGKAT MODEL PEMBELAJARAN KUANTUM BERBASIS MASALAH DENGAN PENDEKATAN SAINTIFIK

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Mei Indra Jayanti ◽  
A. Wahab Jufri ◽  
Agus Ramdani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Reasoning Ability ◽  
National Education ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Scientific Approach

In the Law of the Republic of Indonesia Number 20 of  2003 on the national education system of article 1, paragraph 1 that education will be successful in learning activities where students are able to achieve the expected competencies of science and give a positive value to themselves. Critical thinking ability and reasoning ability is part of the high school biology course goals that can be developed through a student-centered learning, such as quantum learning, problem-based learning, and scientific approach. This study aimed to develop the quantum problem-based learning model packages and the quantum without problem-based learning (PKBM and PKTBM) with 4 and 6 stage of scientific  approach  toward critical thinking ability and  reasoning ability in tenth grades. Process of development teaching and learning packages refers to the model Dick & Carey. Teaching and learning packages developed to biology course for the tenth grade of senior high school in ecological material. Data were  collected by using instruments feasibility characteristics of teaching and learning packages. Data were analyzed using descriptive statistics. The results showed that the syllabus and the learning lesson plan (LLP)  got a worthy category; worksheets, tests of critical thinking ability and tests of reasoning ability got a very worthy category to used in tenth grades of senior high school.Keywords: PKBM, PKTBM, scientific approach, critical thinking ability, reasoning ability

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

scholarly journals THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY

2015 ◽  
Vol 6 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Reviandari Widyatiningtyas ◽  
Yaya S. Kusumah ◽  
Utari Sumarmo ◽  
Jozua Sabandar
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
School Level ◽  
Learning Approach ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Senior High School Students

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTU MEDIA AUDIO VISUAL UNTUK MENINGKATKAN BERPIKIR KRITIS KELAS 4 SD

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rini Susilowati
Keyword(s):  
Critical Thinking ◽  
Model Problem ◽  
Problem Based Learning ◽  
Visual Media ◽  
Class Action ◽  
Test Results ◽  
Average Percentage ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Media Data

This type of research  is a class action research. The purpose of this research enhances students ' critical thinking ability by application of Problem Based Learning with  Audio Visual Media. Data were collected by using a sheet of observation and evaluation tests. The average percentage of critical thinking ability of students overall observation sheet on precyae 13.8% increase in cycle cycle I 69% and increased again in cycle II 96.5%. And the overall percentage on the test results the evaluation cycle I 44.8% increase in cycle II 96.6%. Thus the results showed that the application of problem based learning with audio visual media is able to enhance the critical thinking ability of students.

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