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

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

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

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.

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

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.

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

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.

scholarly journals What is critical thinking? A longitudinal study with teacher candidates

2019 ◽  
Vol 8 (3) ◽  
pp. 495
Author(s):  
Serap Yılmaz Özelçi ◽  
Gürbüz Çalışkan
Keyword(s):  
Critical Thinking ◽  
Longitudinal Study ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Areas ◽  
The World ◽  
Individual Decisions ◽  
Over Time

<span>Critical thinking skills that enhance the ability of individuals to understand and make sense of the world and events and situations around them are one of the foremost research areas in the educational system of various countries. As a critical thinking individual, decisions made by the teacher in his/her class, the activities he/she has performed and the explicit and implicit messages given by him/her to the class are clearly observed by the students. It is believed that the situation of teachers’ having critical thinking skills and critical thinking personality effects on students' perceptions and achievements about critical thinking. In this context, the aim of the research is to determine the perceptions of the teacher candidates about critical thinking and to observe the changes in these perceptions over time. Interviews were held with 11 prospective teachers for two times for 4 years and their thoughts on critical thinking were examined. According to the findings obtained, the thoughts of the teacher candidates regarding the critical thinking do not change over time but they are not seen enough. Teacher candidates make decisions with emotional references and they are reluctant to inquire and research.</span>

scholarly journals Developing Critical Thinking Skills among Prospective Teachers through Teaching Educational Research Course: A Quasi Experimental Approach

2022 ◽  
Vol 4 (4) ◽  
pp. 747-757
Author(s):  
Ayesha Kanwal ◽  
Intzar Hussain Butt
Keyword(s):  
Critical Thinking ◽  
Educational Research ◽  
Prospective Teachers ◽  
Experimental Approach ◽  
Essential Element ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

The study aims to develop critical thinking skills among prospective teachers. The study was experimental in nature; quasi experimental approach was used to conduct the study. The population of the study was prospective teachers studying at master level. Sample of the study was 73 prospective teachers enrolled in the educational research course in two groups. The first was labeled as the control group, while one was labeled as the experimental group. To assess the critical thinking skills of prospective teachers test was developed by the research using guidelines of Watson and Glaser test. Test was consisted of five dimensions i.e. analyzing, assumptions, deduction, and inference and interpreting information. Cronbach's alpha determined the test's reliability to be 0.80. Intervention was consisted of 10 lessons related to educational research course. The prospective teachers performed well in analyzing, Assumptions, deduction and overall CTS in post-test as compare to pre-test. There was statistically noteworthy the variation between the or before as well as post-test grades of Inference and interpreting. The critical thinking skills are essential element to compete 21st century challenges. Prospective teachers have to face many educational challenges to improve students learning, it is necessary that they should be prepared with CTS either to infuse through separate curriculum or embed with existing curriculum.

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

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.

scholarly journals 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)

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.

scholarly journals Model Problem Based Learning, Guided Inquiry, dan Kemampuan Berpikir Kritis Matematis

2017 ◽  
Vol 2 (2) ◽  
pp. 120-130 ◽  
Author(s):  
Oktavia Filda Yanti ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Quasi Experimental

This research aims to determine differences in mathematical critical thinking skills between students who obtain mathematics learning using Problem Based Learning (PBL) and Guided Inquiry model. The research method used quasi-experimental with matching-only posttest-only control group design which implemented in one of the Junior High School of Yogyakarta. The instrument used is a valid test instrument namely posttest with descriptive evaluation. The result of this research showed that there is a difference of mathematical critical thinking skills between students who obtain mathematics learning using PBL model and students who obtain mathematics learning using guided inquiry model. Furthermore, the average of mathematical critical thinking skills between a student who obtains mathematics learning using problem based learning model is higher than students who obtain mathematics learning using guided inquiry model.

scholarly journals Effectiveness of Problem Based Learning (PBL) Towards Learning Outcomes Through Critical Thinking Skills

2020 ◽  
Vol 7 (2) ◽  
pp. 235
Author(s):  
Buyung Adi Dharma ◽  
Nikmatul Tasrikah ◽  
Madziatul Churiyah
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Model ◽  
Control Group Design ◽  
Quasi Experimental

The purpose of this study is to determie the effect of Problem Based Learning (PBL) on learning outcomes through critical thinking. This research is quasi experimental with posttest only control group design. Analysis of data using Two Way Anova. The result of this research shows that (1) There is a difference between students who are taught by using teaching model PBL and students who are not taught by using teaching model PBL. (2) There is a difference in learning outcomes between high critical thinking skills with low critical thinking skills. (3) There is an effect between Problem Based Learning model with the ability to think critically in learning outcomes. Keywords : Learning Model, Problem Based Learning (PBL), Learning Outcomes, Critical Thinking

scholarly journals Improving Critical Thinking Skills of Vocational School Students Using Problem-Based Learning

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Aulia Prima Kharismaputra ◽  
Sigit Santoso ◽  
Tri Murwaningsih
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quasi Experimental ◽  
Academic Year

This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.

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