scholarly journals The Influences of Problem-Based Learning Model with Fishbone Diagram to Students's Critical Thinking Ability

2017 ◽  
Vol 1 (1) ◽  
pp. 171 ◽  
Author(s):  
Istikomah Istikomah ◽  
Basori Basori ◽  
Cucuk Budiyanto
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Fishbone Diagram

Problem-based learning is characterized by the existence of a real problem as the context wherein students learn critical thinking skills, problem-solving, and knowledge acquisition. The concept of critical thinking gains popularity to help students obtain the ability to conduct fact analysis, support opinion with an argument, and problem-solving. The majority of Indonesian vocational school students, however, have difficulty in developing critical thinking skills and problem-solving. This research was purportedly designed to evaluate the differences of students' critical thinking ability in response to the application of various problem-based learning model namely Fishbone diagram, problem-based learning model, and expository learning model. A quasi-experimental design was applied to assess students' critical thinking. The findings indicate that there was a significant difference in students' critical thinking ability responding to the learning models. In summary, the research proposes the problem-based learning as an alternative learning model to improve student’s critical thinking 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 Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN BIOLOGI MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI KELAS X SMA NEGERI 1 KLUET TENGAH

2021 ◽  
Vol 8 (2) ◽  
pp. 200
Author(s):  
Teuku Fakhrizal ◽  
Uswatun Hasanah
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Research Design ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Classroom Action Research

The aims of this study to determine the improvement of students' critical thinking skills through the application of learning model the Problem Based Learning in Biology subjects in class X SMA Negeri 1 Kluet Tengah. The subjects in this study were students of class X SMA Negeri 1 Kluet Tengah, with total of 31 students, with focus of this research critical thinking skills ability in Biology subjects. The research design used was classroom action research, which was conducted in two cycles. Each cycle consists of four stages, namely: planning, implementing, observing, and reflecting. In the pre-cycle, the students 'critical thinking ability was 37.81% in the less critical category, since implementation of the first cycle the students' critical thinking ability became 51.80% with the fairly critical category. In cycle II, the average achievement of students' critical thinking skills has increased to 76.90% in the critical category. Thus the results of this study indicate that the application of learning model the Problem Based Learning can improve students' critical thinking skills in Biology subjects in Class X SMA Negeri 1 Kluet Tengah.

scholarly journals PENERAPAN MODEL TRI PRAMANA SPA DITINJAU DARI MOTIVASI SISWA TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA

2017 ◽  
Vol 7 (2) ◽  
pp. 180-192
Author(s):  
Ida Bagus Ari Arjaya ◽  
Kadek Rahayu Puspadewi
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Interactive Effect ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability

The purposes of this research are to analyze: 1) The difference of critical thinking ability between Model Tri Pramana SPA (MTPSPA) and Model Pembelajaran Konvensional (MPK), 2) the differences in critical thinking skills between MTPSPA and MPK in students with high learning motivation, 3) The differences in critical thinking skills between MTPSPA and MTPSPA in students with low learning motivation, 4) The interactive effect between learning model and learning motivation toward students' critical thinking ability. The population of this study was all students of SMP Negeri 7 Denpasar academic year 2016/2017. The Samping technique that was used was group random sampling method with a quasi experiment design. The prerequisite data analysis consisted of internal validity analysis and interrater reliability. Two Way Analyze of Variant (ANAVA) by using SPSS 17 for Windows Software was used as the data analysis technique. The result of the present study are 1) there was significant difference of students’ critical thinking between MTPSPA and MPK (p=0,000 < α = 0,05), 2) there was significant difference of students’ critical thinking between MTPSPA and MPK for high motivation (p=0,000 < α = 0,05), 3) there was significant difference of students’ critical thinking between MTPSPA and MPK for low motivation (p=0,000 < α = 0,05), 4) there is no interaction effect between learning model and students’ learning motivation toward students' critical thinking (p = 0,482> α = 0,05).

scholarly journals Development of Learning Based on Problems in Chemistry Subjects to Improve Students' Critical Thinking Ability

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Melania Priska ◽  
Agnes Pendy ◽  
Natalia Peni ◽  
Ludovicus Carvallo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Biology Education ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

Solution material is one of the materials that requires a student's level of understanding at the critical thinking level. Critical thinking skills train students to learn to find and solve problems using scientific methods based on real experiences encountered and experienced directly. To be able to find the concept of knowledge based on existing realities, an appropriate learning model is needed, namely a problem-based learning model. This study aims to determine students' critical thinking skills. The type and design of this research is development research with a nonequivalent control group design. The samples of this research were students of semester 2, Biology Education Study Program, University of Flores. This research was conducted from April-June 2020. Data were collected using the critical thinking ability test technique of students in the chemical solution subject, followed by processing and analyzing data using the prerequisite analysis test in the form of normality test, homogeneity test, and t-test. The data analysis shows the significance value of the normality and homogeneity test, namely α> 0.05, while for the t-test α <0.05. From these results prove that problem-based learning can improve students' critical thinking skills in chemistry subject matter solution

scholarly journals Physics Learning with Metacognitive Approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model Viewed from Students' Critical Thinking Skill

2018 ◽  
Vol 2 ◽  
pp. 9
Author(s):  
Sulasih Sulasih ◽  
Sarwanto Sarwanto ◽  
Suparmi Suparmi
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Reciprocal Learning ◽  
Physics Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

<p class="Abstract">Teachers have not been optimal in strengthening students' cognitive awareness in learning physics. This study aims to determine the effect of learning with a metacognitive approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model among students who have high critical thinking ability and low critical thinking ability. This research is an experimental study with the 2x2x2 factorial design. Object research is students of grade 11 science class in a high school in Central Java. The sample was obtained by cluster random sampling technique obtained by one class as an experimental and another class as a control. Data collection techniques use test techniques for their cognitive learning outcomes as well as their critical thinking skills and questionnaire and observation techniques for their attitude and skill learning outcomes. Analysis of the data using ANOVA 2 ways. The results show: (1) there are differences in learning outcomes between students who were given Physics learning model of PBL with reciprocal learning model. (2) There are differences in learning outcomes between students who have high critical thinking skills and low critical thinking skills. (3) There is no interaction between physics learning of PBL model and Physics learning of reciprocal learning model with students' critical thinking ability.</p>

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA MAN 2 KOTA BENGKULU

Alotrop ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
Ida Nurjelita Sani ◽  
Amrul Bahar ◽  
Elvinawati Elvinawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Significant Difference ◽  
Class 1

The aim of this study to determine the comparison of Problem Solving (PS) and Problem Based Learning (PBL) models to critical thinking skills of student on buffer solution material. This type of research is quasi experimental research with posttest only control group design research design. The population of this study is all class XI IPA of MAN 2 Bengkulu City academic year 2018/2019 as many 133 students. The analysis of the data was used the normality test,  homogeneity test, and hypothesis test.  The research sample was taken by purposive sampling technique. Data on the results of students' critical thinking skills are obtained from the value of the posttest or final test. Posttest is done by using test instruments in the form of descriptive tests as many as 6 items, each of which has a different critical thinking indicator. Previous test instruments were tested and analyzed to see the level of validity, reliability, differentiation and the level of difficulty of the questions. The results of the study showed that the average value of students' critical thinking ability achievement in the experimental class 1 was higher than that of the experimental class 2 students which were 74.09 and 70.22. Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a problem-based learning model. Hypothesis testing with the T-test at the 0.05 significance level yields a sig value. (2-tailed)> level of signicant which is 0.147> 0.05 so that Ho is accepted. Thus, it can be concluded that there is no significant difference between the critical thinking skills of the experimental class 1 students who apply PS models and experimental class 2 students who apply the PBL model.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability Student Mathematics and Adversity Student Quotient on Students SMP Negeri 4 Lubukpakam

2020 ◽  
Vol 3 (4) ◽  
pp. 1814-1822
Author(s):  
Saut Lamhot Sitanggang ◽  
Edi Syahputra ◽  
Anita Yus
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Attitude Scale ◽  
Critical Thinking Skills ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Gender

This study aims to determine the effect of the Problem-Based Learning model on students' mathematical critical thinking skills and Adversity Quotient. In addition, this study was also to see the interaction between learning and gender on students' mathematical critical thinking skills and Adversity Quotient. This research is a quasi-experimental research. The population in this study were all students at SMP N 4 LubukPakam for the 2020/2021 academic year, totaling 384 students. The research sample was 60 students, namely 30 students in class VII-1 and 30 students in class VII-2. The sample was selected by cluster random sampling. The instruments used were the mathematical critical thinking ability test and the Adversity Quotient attitude scale. The data obtained were analyzed using ANAVA in the Spss 20 program. The results showed that: 1) there was an effect of the Problem-Based Learning model on students' mathematical critical thinking skills with a significance value of 0.001 <0.05. 2) there is an effect of the Problem-Based Learning model on students' Adversity Quotient with a significance value of 0.00 <0.05. 3) there is no interaction between learning and gender on students' mathematical critical thinking skills with a significance value of 0.750> 0.05. 4) there is an interaction between learning and gender on students' Adversity Quotient with a significance value of 0.013 <0.05.

scholarly journals EFEKTIFITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DENGAN CONTEXT-RICH PROBLEMS PADA MATERI POKOK TERMOKIMIA DALAM MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN BERPIKIR KRITIS

2014 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Khaeruman Khaeruman ◽  
Siti Nurhidayati Nurhidayati ◽  
Sari Rahayu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Passive Learning ◽  
Chemistry Learning ◽  
Thinking Ability

Passive learning leads to low student chemistry learning outcomes. This study aims to improve learning outcomes and students' critical thinking skills on thermochemical subject matter through problem-solving learning model with context-rich problems. This research was conducted in 2 cycles, namely: planning, implementation, observation, evaluation, and reflection. Student learning result data obtained through formative test given at each end of the cycle and students' critical thinking skills adapted to the indicator of critical thinking. Learning outcomes show that classical completeness earns a score of at least 70 85% of the total number of students taking the evaluation test. The results showed that the results of classical evaluation in cycles I and II were 35% and 90%, respectively. Improvement of learning result that is 157%, and critical thinking ability of student in cycle I score that is 45% (uncritical category). In cycle II, the score achieved is 65% (critical category). Increased critical thinking ability reached 44.4%. We conclude that the application of problem-solving learning model with Context-rich problems can improve learning outcomes and critical thinking skills

scholarly journals Penerapan Model Pembelajaran Problem Solving Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Menyelesaikan Masalah Segi Empat dan Segitiga

2020 ◽  
pp. 1-16
Author(s):  
Nesti Surya Astuti Zebua
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Average Value ◽  
Thinking Ability ◽  
Mathematical Problems ◽  
Classical Average

This study aims to determine whether the application of the Problem Solving learning model can improve students' mathematical critical thinking skills. This type of research is Classroom Action Research (CAR). The subjects in this study were students of class VII SMP Yos Yoseph Medan, which consisted of 32 students. The object in this study is the Problem Solving learning model to improve students' critical thinking skills in solving mathematical problems. Based on the analysis of research data, the results obtained are: the initial test of mathematical critical thinking ability of students is still relatively low that is obtained a classical average of 49.84, as many as 8 students who completed 25% with a percentage of 25% while students who did not complete as many as 24 people with 75% percentage. The results of the first cycle test after using the Problem Solving learning model obtained a classical average value of 63.90, 17 students completed with a percentage of 53.12%, while students who did not complete as many as 15 people with a percentage of 46.87%. In the second cycle after making improvements to the learning model Problem Solving obtained an increase in the classical average value of 75.78 students who completed 26 students with a percentage of 81.25% while students who did not complete as many as 6 people with a percentage of 18.75%. So it can be concluded that the Problem Solving learning model that has been applied can improve students' mathematical critical thinking skills. This is supported by the data obtained by the average classical completeness of students' mathematical critical thinking skills obtained by the Problem Solving learning model in cycle II higher than cycle I.

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