scholarly journals PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
Author(s):  
Pricilla Anindyta ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level ◽  
Class E

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model <em>problem based learning</em>, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

scholarly journals STUDENTS’ MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS

2020 ◽  
Vol 10 (1) ◽  
pp. 31
Author(s):  
Zetriuslita Zetriuslita ◽  
Rezi Ariawan
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Materials ◽  
Integral Calculus

This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes.  This research employed a simple random sampling technique.  The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from  Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High,  Medium,  Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects

scholarly journals Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Desy Triana Dewi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Post Test ◽  
Study Plan

The classroom action research is based on lack of student critical thinking skill has an impact result of learning. This study aims to analyze teacher and students’ activities, to improve students’ critical thinking skills and student response by applying Problem Based Learning model to the APBN and APBD materials in Development on eleventh grade of Social Major 3 in 1st Senior High School Puri Mojokerto. This study was conducted in two cycles. Each cycle uses the stages of study plan (planning), implementation (acting), observation (observing), and reflection (reflecting). The instruments used were a post-test to determine the ability to think critically and an observation sheet to find out the teacher's activities, the students' activities and students' responses to the application of Problem Based Learning model. The result showed that the students' critical thinking skills increased from 50% in cycle 1 to 87.5% in cycle 2. Furthermore, the teacher activity showed an increase from 74,76% in cycle 1 to 91.9% in cycle 2. While the students' activity also experienced an increase from 78.19% in cycle 1 to 84.57% in cycle 2, and the students' response reached 89.06%. Therefore, it can be concluded that based on the results, the application of Problem Based Learning model can increase students' critical thinking skills.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah terhadap Pemahaman Konsep IPA dan Keterampilan Berpikir Kritis Siswa SMP Negeri 4 Bebandem.

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
NI MADE AYU RATNA PARWATHI . ◽  
PROF. DR. I WAYAN SANTYASA, M.Si. . ◽  
DR. I WAYAN SUKRA WARPALA, S.PD.,M.Sc .
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Better Than

Penelitian ini bertujuan mendeskripsikan perbedaan pemahaman konsep (PK) IPA dan keterampilan berpikir kritis (KBK) siswa antara yang belajar dengan model pembelajaran berbasis masalah (MPBM) dengan yang belajar dengan model pembelajaran konvensional (MPK). Penelitian eksperimen semu ini melibatkan 5 kelas siswa kelas VII SMP Negeri 4 Bebandem Karangasem Tahun Pelajaran 2015/2016 sebagai populasi. Dua sampel ditentukan dengan teknik acak kelas, yaitu kelas VIIA menggunakan model PBM dan Kelas VIID dengan Model PK. Data PK IPA dan KBK dikumpulkan dengan tes. Data dianalisis secara deskriptif dan MANCOVA satu jalan dengan PK dan KBK awal berperan sebagai kovariabel. Setelah perlakuan dikontrol dengan PK dan KBK awal, hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan PK IPA dan KBK siswa antara yang belajar dengan MPBMdanMPK.Baik PK IPA maupun KBK siswa yang belajar dengan MPBM lebih baik dibandingkan dengan yang belajar dengan MPK. Kata Kunci : pembelajaran berbasis masalah (problem based learning/PBL), pemahaman konsep IPA, keterampilan berpikir kritis. This study aims to describe the differences of conceptual understanding (CU) in science and students’ critical thinking skills (CTS) between them learned in problem-based learning model (PBLM) and conventional learning model (CLM). Thisquasi-experimental in volved 5 classes student of the 7 grade of students in SMP Negeri 4 Bebandem Karangasem in the year 2015/2016 asa population. Two classes as samples were determined by group random sampling technique, namely class VIIa used PBL and Class VIID utilized conventional learning models (CL). The data of CU inscience and CTS of students were collected by tests. Data were analyzed descriptive and one way of MANCOVA with prior of CU as well as CTS a cts as covariates. After the treatment was controlled by prior of CU and CBC, there were significant differences in CU and CTS of students between them learned in the PBLM and CLM. Neither CU in scine and students’ CTS who learned in the PBLM were better than CLM.keyword : problem-based learning ( PBL), undertanding of science concepts, critical thinking skill.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI (ABI) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA

2015 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Saiful Prayogi ◽  
Muhali Muhali
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Self Regulation ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Score Range

The purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill.

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

scholarly journals Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School

2020 ◽  
Vol 1 (3) ◽  
pp. 246-260
Author(s):  
Devy Alvionita ◽  
Prabowo ◽  
Z.A. Imam Supardi
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Fluid Dynamic ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Materials ◽  
Design Data ◽  
Significance Level

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals The Implementation of Problem Based Learning Model to Improve Student’s Motivation and Critical Thinking

2019 ◽  
Vol 7 (3) ◽  
pp. 177
Author(s):  
Hestiningtyas Yuli Pratiwi ◽  
Nurul Ain ◽  
Helena Jelita Igut
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High Schools ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Pbl Model

The research aims to analyze the quality of the learning process using the Problem-Based Learning (PBL) model to find out the improvement of student’s motivation and critical thinking skills. It is a classroom action research conducted in two cycles, cycle I consist of 4 meetings, and cycles II consists of 3 meetings, with the topics of Temperature, Expansion, and Heat. The subjects of the research were 34 students on grade VII in one of the junior high schools in Malang. Instruments used to measure the implementation of learning PBL model using the form of implementation sheet following the lesson plan, tools to measure motivation using a poll and to measure the critical thinking skill, and researchers use essay questions. The implementation of the PBL model in the cycle, I was 72.9% and was classified as a good qualification; while in cycle II, it was 91.2% and was classified as a very good qualification. The analysis of student’s learning motivation in pre-cycle was 56%, was classified as a quite good qualification, cycle I was 67.2%. I was classified as a quite good qualification, while in Cycle II, it was 87.2% and was classified as good qualification. The analysis of student’s average critical thinking skills in pre-cycle was 44.12% and was classified lack of good qualification, cycle I was 76.4% and was classified as a quite good qualification; while in cycle II it was 88.4% and was classified as good qualification. The results showed that the PBL model successfully improved motivation and critical thinking skills of students beginning the pre-cycle, cycle I, and cycle II.

scholarly journals Problem Based Learning (PBL) Model: Its Effect in Improving Students’ Critical Thinking Skill

2021 ◽  
Vol 4 (2) ◽  
pp. 183-190
Author(s):  
Dora Aini ◽  
Sri Latifah ◽  
Abdul Hamid
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Test Instrument ◽  
Essay Test ◽  
Pbl Model

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on the critical thinking skills of 7th-grade students of SMP Negeri 34 Bandarlampung (Public Senior High School 34 Bandarlampung). This quasi-experiment involved 2 groups of students, totaling 28 students for the Experimental class and 26 students for the Control class. Data collection was obtained by using an essay test instrument which was presented in the pretest and posttest. Based on the research results, it is known that the posttest results of the experimental class are 78.82, and the results of the control class are 74.07. The data were then analyzed by independent sample t-test and obtained tcount (2.213) greater than ttable (2.007). The effectiveness of the Problem Based Learning (PBL) model was tested with the effect size test, the results showed a number of 0.2 with a low category. So, it can be concluded that the Problem Based Learning (PBL) model has an effect on increasing students’ critical thinking skills but with low effectiveness.

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