scholarly journals PENGARUH METODE PEMBELAJARAN DAN BERPIKIR KRITIS TERHADAP KEMAMPUAN MENULIS ARGUMENTASI

2016 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Dudu Suhandi Saputra
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Learning Method ◽  
Learning Methods

The purpose in this study is to learn the influence of learning method and critical thinking toward ability in writing argumentation. This study was conducted on 4thgrade students of SDN Sukapura 3 Cirebon in 2015 by taking 32 samples. Data is acquired using two-way varian analysis test (ANAVA) utilizing treatment by level 2x2 design. The result study showed that: (1) the writing argumentation skill student’s problem based learning method is higher than that of using recitation method, (2) there is no interaction correlation between students’ learning methods and their critical thinking, proven by their writing argumentation skill, (3) the writing argumentation skill students with higher critical thinking using problem based learning method is higher than using recitation method, (4) the writing argumentation skill students with lower critical thinking using problem based learning is higher than using recitation method. The results of this study illustrates that using  problem based learning method by considering the their critical thinking can increase toward ability in writing argumentation.   Keyword:  Learning method, think critical, ability writes argument   Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran dan berpikir kritis terhadap kemampuan menulis argumentasi. Penelitian ini dilakukan pada siswa kelas IV SD Negeri Sukapura 3 Cirebon pada tahun 2015 dengan 32 sampel. Pengambilan data diperoleh melalui tes analisis Varian (ANAVA) dua jalur dengan desain treatmeant by level2 x 2. Hasil penelitian menunjukkan bahwa: (1) Hasil menulis argumentasi siswa yang menggunakan metode problem based learning lebih baik dari pada siswa yang menggunakan metode resitasi. (2) Tidak terdapat pengaruh interaksi anatara metode pembelajaran dengan kemampuan berpikir kritis terhadap kemampuan menulis argumentasi.  (3) Hasil menulis argumentasi siswa yang berpikir kritis tinggi dan belajar dengan metode problem based learning lebih baik dari pada metode resitasi, (4) Hasil menulis argumentasi siswa yang berpikir kritis rendah dan belajar dengan metode problem based learning lebih baik dari pada metode resitasi. Hasil penelitian ini menunjukan bahwa dengan menggunakan metode problem based learning dengan mempertimbangkan kemampuan berpikir kritis siswa dapat meningkatkan kemampuan menulis argumentasi.  Kata kunci: Metode pembelajaran, berpikir kritis, kemampuan menulis argumentasi

scholarly journals THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

2014 ◽  
Vol 2 (2) ◽  
pp. 40
Author(s):  
Dicky Iranto ◽  
S Suparno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Social Studies ◽  
Problem Based Learning ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
The Social ◽  
Experiment Method

Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experiment method with non-equivalent group design. The conclusion of this research shows that there is enhancement to the students’ critical thinking skill significantly and suggested to use this method on another topic, schools gives the hypermedia facilities, and researching another learning competences.   Keywords: Problem Based Learning, Hypermedia, Critical Thinking Skill

scholarly journals Pengaruh problem-based learning terhadap hasil belajar ditinjau dari motivasi belajar PLC di SMK

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Bekti Wulandari ◽  
Herman Dwi Surjono
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Motivation To Learn ◽  
Learning Method ◽  
Learning Methods ◽  
Plc Control ◽  
The Subject ◽  
The Difference ◽  
Interactional Effect

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar siswa pada mata pelajaran pemrograman sistem kendali PLC antara siswa yang diajar dengan metode PBL dengan siswa yang diajar dengan metode demonstrasi, (2) pengaruh interaksi antara metode PBL dan metode demonstrasi dengan motivasi belajar terhadap hasil belajar siswa, (3) perbedaan hasil belajar siswa antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi ditinjau dari motivasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain faktorial yang dilakukan dengan memberikan perlakuan metode pembelajaran. Analisis data dalam penelitian ini menggunakan uji-t dan ANAVA dengan program SPSS 16. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi, (2) tidak terdapat pengaruh interaksi antara metode PBL dan demonstrasi dengan motivasi belajar terhadap hasil belajar, (3) terdapat perbedaan hasil belajar antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi ditinjau dari motivasi tinggi dan rendah. THE EFFECT OF PROBLEM-BASED LEARNING ON THE LEARNING OUTCOMES SEEN FROM MOTIVATION ON THE SUBJECT MATTER OF PLC IN SMKAbstractThis study aimed to determine: (1) the difference in learning outcomes in the subject of PLC control system programming between the students taught using the PBL method and those taught using the demonstration method, (2) the effect of the interaction among the PBL method and demonstration learning method with motivation on the learning outcomes, (3) difference in students’ learning outcomes between the students taught using the PBL method and those taught using the demonstration learning method in terms of motivation to learn. This study was a quasiexperimental study with a factorial design done by giving treatment in learning methods. The techniques of data analysis were T test and analysis of variance (ANOVA) with SPSS 16. The results show that: (1) there is a difference in learning outcomes between the students taught using the PBL method compared to those taught using the demonstration learning method, (2) there is no interactional effect between PBL and demonstration learning methods with motivation on the students’ learning outcome, (3) there is a difference in the learning outcome between students taught using the PBL method and those taught using the demonstration learning method in terms of students with high and low motivation.

scholarly journals Pengaruh Metode Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Kesadaran Sejarah Siswa SMA Islam Al Azhar Kelapa Gading Jakarta

2017 ◽  
Vol 6 (2) ◽  
pp. 38
Author(s):  
Wage Wardana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Experimental Method ◽  
Conventional Method ◽  
Instructional Methods ◽  
Historical Consciousness ◽  
Learning Method ◽  
Thinking Style ◽  
Learning Methods

The aim of study is to reveal the effect of learning methods and critical thinking style tostudent historical consciousness in Al Azhar Kelapa Gading Senior High School Jakarta. Thisresearch used is the experimental method. Research instrumentation will include a test that will beused to measure students history awareness from instructional methods and critical thinking style ofstudents. As for out come of this research are : (1) Student’s historical consciousness who are usingthe problem solving method will higher than students who used conventional method, (2)There is aninteraction between learning method and critical thinking style toward historical consciousness, (3)Student’s historical consciousness who have a high critical thinking and use a problem solvingmethod are higher than students who have a high critical thinking style using a conventional method,(4) Student’s historical consciousness who have a low critical thinking style and using a problemsolving methods are lower than students who have a high critical thinking style using a conventionalmethods.

scholarly journals Efektifitas Metode Pembelajaran Klinik Terhadap Kemampuan Berpikir Kritis Dan Kepercayaan Diri Mahasiswa Keperawatan : A Literature Review

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Try Ayu Patmawati ◽  
Ariyanti Saleh ◽  
Syahrul Syahrul
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Judgment ◽  
Learning Method ◽  
Clinical Environment ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence

Background : Critical thinking of nursing students have to be increased considering the importance of these things in making decisions, problem solving and clinical judgment and supported by self confidence. Although critical thinking and self confidence are important, but all of students are not able to do that. For this reason, clinical instructor have to make innovation through learning methods to achieve this. The purpose of this literature review is to identify the clinical learning method affecting the critical thinking and self confidence of nursing students.Method:   the data base used in making this review of literature are Pubmed, Science Direct, and Google Scholar published in 2007-2018. Result:  From the 12 articles used in this literature review, it was found that in order to improve the critical thinking and self confidence of nursing students in a clinical environment, the clinical supervisor can use student-centered learning methods and can even involve patients. The learning methods include simulation, nursing round method, demonstration models, clinical conference, and concept mappimg.Conclusion :   the learning method affected the critical thinking and self confidence of nursing students including clinical conference, simulations, demonstration models, concept mapping and nursing rounds. Therefore the supervisor must be able to know and choose what method is appropriate for clinical guidance.  

scholarly journals PERBEDAAN METODE PEMBELAJARAN KOOPERATIF TIPE PROBLEM BASED LEARNING DENGAN METODE KONVENSIONAL TERHADAP HASIL BELAJAR IPS TERPADU KELAS XII SMK NEGERI 10 MERANGIN

2020 ◽  
Vol 5 (1) ◽  
pp. 602-608
Author(s):  
Ahmad Soidik ◽  
Endang Solichin ◽  
Elvina Safitri
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Method ◽  
Learning Methods ◽  
Significance Level

Student learning outcomes in social studies in Class XII SMK Negeri 10 Merangin Public Vocational School are still low. The low student learning outcomes allegedly due to lack of variety of learning methods used by teachers. The purpose of this studied is to describe whether there are comparisons of Problem Based Learning type cooperative learning methods with conventional methods on integrated social studies learning outcomes of class XII SMK Negeri 10 Merangin. This research is a quantitative research with experimental research type. The population of this studied was all students of class XII. The sample of this studied was class XII TSM as a control class, and class XII TKJ as an experimental class. The sampling technique is by looked at the lowest indigo of the two classes. The research instrument uses written test techniques in the form of essays to obtain learning outcomes data. Data processing techniques used the formula t. Based on the results of research and data analysis conducted on the final test with an average value in the experimental class using the Problem Based Learning method of 78.61 and in the control class used the conventional learning method of 63.05. From the calculated of tcount = 2.359 then compared with ttable at the 0.05 significance level obtained ttable = 2.042 then Ha is accepted and Ho is rejected. Namely there are differences in social studies learning outcomes used the Problem Based Learning method and the conventional method.

scholarly journals THE INFLUENCE OF LEARNING METHODS AND NATURALIST INTELLIGENCE ON CRITICAL THINKING SKILLS IN SCIENCE LEARNING

2020 ◽  
Vol 18 (1) ◽  
pp. 60-76
Author(s):  
Suhirman Suhirman
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Coefficient Of Determination ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Essential Knowledge ◽  
Learning Analysis

  The purpose of this research is to find out the influence of different learning methods and nauralist intelligence on critical thinking skills on science learning. This research method uses an experimental approach. The data in this resarch was collected with observation techniques for the implementation of learning and tests to measure naturalist intelligence and critical thinking skills. To determine the influence of different learning methods and nauralist intelligence on critical thinking skills on science learning, analysis was conducted with t-Test Two-Sample Assuming Equal Variances. There is an influence on students’ nauralist intelligence level on critical thinking skills taught by problem-based learning methods as evidenced by the results of the analysis where tcount = 6.89 > ttable= 2.03, thus positively correlated with a determination coefficient of 0.58. On the other hand, there is no influence on students’ level of nauralist intelligence on critical thinking skills taught by regular learning methods, which is evidenced by the results of the analysis where tcount = 0.06= ttable= 2.03, so it does not correlate positively with the coefficient of determination of 0.0001. From various literature stipulated that problem based learning is a teaching approach that uses real-world problems as a context for students to learn about critical thinking and problem solving skills, as well as to obtain essential knowledge and concepts from the subject matter.

scholarly journals The Effect of Problem Based Learning Methods and Self Confidence to English Learning Outcomes in the Elementary School Students

2019 ◽  
Vol 5 (2) ◽  
pp. 135-144
Author(s):  
Sita Ratnaningsih ◽  
Desi Nahartini ◽  
Atik Yuliyani
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Problem Based Learning ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Learning Methods ◽  
Self Confidence ◽  
Level 2

AbstractFrom Central Statistics Agency, the total number of primary schools in Indonesia are 147,536 which most of them have not got any good learning outcomes especially in English. This study aims to determine the effect of Problem Based Learning method and students' self-confidence in English learning outcomes. This research was conducted on the fourth grade students of Al-Fath Primary School, South Tangerang  Indonesia, with the number of students as many as 4 classes consisting of  96 students, from the population of 120 students. The method used in this research is the experimental method with the design of treatment design by level 2 x 2. The results showed that: 1) English learning result between students who taught using Problem Based Learning method is higher than Expository method, 2) There is interaction effect between Problem Based Learning method with students' self confidence, 3) For students who have high confidence, English learning outcomes taught using the Problem Based Learning method is higher than taught using the  Expository method, 4) For students a low level of confidence, English learning outcomes of students taught using the Problem Based Learning method is lower than the Expository method.AbstrakDari data Badan Pusat Statistik, jumlah sekolah dasar di Indonesia adalah 147.536, sebagian   besar   sekolah tersebut belum mendapatkan hasil pembelajaran yang baik terutama dalam bahasa Inggris. Penelitian ini   bertujuan   untuk mengetahui pengaruh metode Problem Based Learning  dan kepercayaan diri siswa terhadap   hasil belajar bahasa Inggris. Penelitian ini dilakukan pada siswa kelas IV Sekolah Dasar Al-Fath, Tangerang Selatan, dengan jumlah siswa sebanyak 4 kelas yang terdiri dari 96 siswa, dari populasi 120 siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimental dengan perancangan desain faktorial level 2 x 2. Hasil penelitian menunjukkan bahwa:  1) Hasil belajar bahasa Inggris  siswa yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada  yang diajar menggunakan metode Ekspositori,   2) Ada pengaruh interaksi antara metode Problem Based Learning dengan kepercayaan diri siswa,   3) Bagi siswa yang memiliki kepercayaan diri tinggi, hasil belajar bahasa Inggris  yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada menggunakan metode metode Ekspositori, 4) Bagi  siswa   yang   memiliki   tingkat   kepercayaan yang   rendah, hasil   pembelajaran  bahasa Inggris   yang   diajar   menggunakan  metode   Problem   Based   Learning   hasilnya   lebih      rendah daripada yang menggunakan metode pembelajaran Ekspositori. How to Cite : Ratnaningsih, S.,  Nahartini, D., Yuliyani, A. (2018).  The Effect of  Problem Based Learning Methods and Self Confidence  to English Learning Outcomes in the Elementary School. TARBIYA: Journal of Education in Muslim Society, 5(2), 135-144. doi:10.15408/tjems.v5i2.10640.

scholarly journals ANALYSIS OF TEACHING METHODS WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE STUDY OF HIGHER MATHEMATICS BY TECHNICAL STUDENTS

2021 ◽  
Vol 1 (194) ◽  
pp. 129-134
Author(s):  
Nataliia Kiianovska ◽  
◽  
Natalia Rashevska ◽  
Natalia Kharadzjan ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Personal Development ◽  
Research Training ◽  
Cognitive Activity ◽  
Heuristic Method ◽  
Problem Based Learning ◽  
Independent Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Multilevel Studies

The researchers of methodological tools for differentiation of training higher mathematics at technical universities are chosen different methods approach to teaching mathematics, which provides the organization of mastering the content of professionally directed training of mathematics preparation students through the introduction of a teaching productive learning method. To identify methodological features of using productive learning methods of training higher mathematics engineer students at technical universities. We can’t underestimate the important role of mathematical training in the professional development of personality of the students in technical universities. Objectives of higher technical education is to produce creative person, able to work in a rapidly changing environment. Therefore, the use of productive learning methods of training higher mathematics engineer students at technical universities such as project method, multilevel studies, case-method, method teaching in groups, training in cooperation, the method portfolio, the method of problem-based learning, heuristic method, research training and so contributes to personal development, able to quickly make the right decisions. The author analyzed, examined the particular use of productive learning methods as multi-level learning, method of teaching in groups, training in cooperation, heuristic method, problem-based learning. The features of these methods use the example parts of Mathematics «Indefinite and definite integrals». Of the proposed methods of teaching higher mathematics promotes students' cognitive activity, ability to work independently with new information, the ability to analyze data subcritical. These methods can be used in the process of learning about blended learning model both individually and in combination with each other. Are the same methods the teacher can use in different ways, directing the activities of students or to reproduce previously acquired knowledge (reproductive activities) or meet new independent learning tasks (creative activity).

scholarly journals Penggunaan MetodeProblem Based Learning Untuk Meningkatkan Keaktifan dan Hasil Belajar Arsitektur, klasifikasi penguat daya audio Peserta Didik SMKN 1 Adiwerna

2020 ◽  
pp. 89-95
Author(s):  
Indri Yanti
Keyword(s):  
Learning Outcomes ◽  
Power Amplifier ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
School Year

AbstrakTujuan penelitian ini adalah untuk meningkatkan dan melihatpeningkatan keaktifan dan hasil belajar peserta didik pada kompetensi dasar arsitektur, klasifikasi penguat daya audiopada peserta didik kelas XI TAV 1 SMKN 1 Adiwerna Tegal semester genap tahun pelajaran 2017/2018. Penelitian ini dilakukan dalam dua siklus dengan metode PBL (Problem Based Learning). Dari penelitian dapat disimpulkan rata-rata keaktifan belajar peserta didik pada siklus I sebesar 50,78 % dan siklus II menjadi 80,87 %.Hasil belajar siklus I prosentase jumlah peserta didik yang tuntas (telah memenuhi KKM) sebesar 59,37 % . Pada siklus II prosentase jumlah peserta didik yang tuntas (telah memenuhi KKM) sebesar 84,37 % yang berarti telah terjadi peningkatan dibandingkan dengan siklus I. Hasil belajar secara klasikal tergolong tuntas (telah melampaui ketuntasan klasikal) yaitu 80 %. Kata Kunci : MetodeProblem Based Learning,Keaktifan Belajar, Hasil Belajar Use of Problem Based Learning Methods to Increase Activity and Learning Results Architecture, classification of audio power amplifier Students SMKN 1 AdiwernaAbstractThe research purposes to improve and definitive the increase in liveliness and learning result of students on basic architectural competencies, classification of audio power amplifier for students in class XI TAV 1 SMK N 1 Adiwerna Tegal even semester 2017/2018 school year. It was carried out in two circles by PBL (Problem Based Learning) method. The based on the research learning activity in the first cycle of students' learning activities was 50.78% and the second cycle was 80.87%. The learning result of cycle I were the percentage of the amount of students who had reached (fulfilling KKM) of 59.37%. In the second cycle the percentage of the total students who completed (has met KKM) amounted to 84.37%, which means that there has been an increase compared to the cycle I. Learning outcomes classically classified as complete (exceeding classical completeness) is 80%. Keywords: Problem Based Learning Methods, Learning Activities, Learning result

scholarly journals The Application of Problem-Based Learning Methods to Improve Economic Learning Outcomes and Motivation

2018 ◽  
Vol 13 (2) ◽  
pp. 218-227
Author(s):  
Khusaini Khusaini ◽  
Sri Lestari ◽  
Nita Aulia Agustin
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
National Income ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Motivation ◽  
Learning Method ◽  
Learning Methods ◽  
Quasi Experimental ◽  
Test Result

The aim of this study is to determine the effectiveness of the application of Problem-Based Learning methods in improving students’ learning outcomes at the eleventh grade of SMA Negeri 20 Tangerang Regency batch 2018/2019. This study used a quasi-experimental design and the techniques of collecting data were test, questionnaire, observation sheet, and document. The population in this study were 308 students consisted of students of eleventh grade in science 1 - 4 and eleventh grade in social science 1 – 4. This study used eleventh grade in science 2 and eleventh grade in science 4 as the sample that was taken non-randomly by using purposive sampling. The students’ learning motivation for economic subjects with the material about national income is considered good based on the t-test result. The value of t-test was 5,288 where tcount > ttable (5,288 > 1,977). It could be concluded that there was a significant differences between students’ learning outcomes that used Problem-Based Learning method and those that used conventional method in economic subject of student national income material at the eleventh grade of SMA Negeri 20 Tangerang Regency. This research also found that Problem-Based Learning methods improved student’s motivation.

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