Experimentation the Influence of Problem-Based Learning Model on Critical Thinking Ability and Understanding the Mathematical Concept of Class VII MTs

This research aims to determine the effect of applying learning model of reading guide with blog contextual content media on students majoring in history at IKIP Budi Utomo Malang. The sample in this research is the students of history class 2017 IKIP Budi Utomo Malang.This research is a kind of Quasi experimental design and this research including with pre-test and post-test control group design.The research of African history learning with the model of reading guide with media blog contextual content is stated enough to give effect even in low level. This is indicated by: (1) the students’ critical thinking ability exceeds minimalcompletenesseither individually or classically, (2) the critical thinking skill of students who are given the model of reading guide with contextual content blog media is better than the class given conventional learning, (3) variable Reading Guide sig = 0.087 = 8.7%> 5%, so H0 is accepted, meaning that the reading guide has no influence on the variable of critical thinking ability, but Blog Contextual content variable there is positive influence with index sig = 0,030 = 0% <5% so H0 is rejected, it means Contextual Content Blog has influence to critical thinking ability variable or together between reading guide model and blog contextual content media to critical thinking ability, and (4) improvement of critical thinking ability of students who are given learning model of reading guide with media blog contextual content is better than the class that is given conventional learning.

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THE EFFECT OF PROBLEM BASED LEARNING MODEL ON CRITICAL THINKING ABILITY OF STUDENTS IN DYNAMIC FLUID CLASS XI MIA SMA NEGERI 2 BALIGE ACADEMIC YEAR 2014/ 2015

INPAFI (Inovasi Pembelajaran Fisika) ◽

10.24114/inpafi.v4i3.5553 ◽

2016 ◽

Vol 4 (3) ◽

Author(s):

Afriany Vitaloka ◽

Ridwan Abdullah Sani

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Learning Model ◽

Instructional Model ◽

Critical Thinking Ability ◽

Average Value ◽

Thinking Ability ◽

Post Test ◽

Academic Year ◽

Better Than

Abstract The objectives of this research are: Analyzing how criticalthinking ability of students that learn using Problem BasedLearning and Direct Instructional Model in dynamic fluid and Analyzing is it critical thinking ability of students that learn using problem based learning model is better than direct instructional model in dynamic fluid in SMA Negeri 2 Balige Class XI MIA Academic Year 2014/ 2015. The type of research was Quasi-experiment with the population is all of students in plus class XI MIA in even semester in SMA Negeri 2 Balige which consists of 3 classes. Sample of this research was obtained by technique cluster random sampling. The sample is XI MIA 1 as the experimental class taught by Problem Based Learning Model and XI MIA 3 as the control class taught by Direct Instructional Model. The research instrument has 6 questions in essay type, the instruments tested validated. In this research obtained the average value of post test in experimental higher than control class. In hypothesis testing t count > t table at significant level α = 0.05. So, can be concluded that the critical thinking ability of students in experimental class better than in control class. Ha was accepted or has effect of Problem Based Learning Model on Critical Thinking Ability of Students in Dynamic Fluid Class XI MIA SMA Negeri 2 Balige Academic Year 2014/ 2015.

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Penerapan Model Pembelajaran Sinektik untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Madrasah Tsanawiyah

JES-MAT (Jurnal Edukasi dan Sains Matematika) ◽

10.25134/jes-mat.v1i1.245 ◽

2015 ◽

Vol 1 (1) ◽

Author(s):

Daswa Daswa

Keyword(s):

Creative Thinking ◽

Mathematics Learning ◽

Learning Model ◽

Control Group ◽

Learning Models ◽

Thinking Ability ◽

Quasi Experimental ◽

Creative Thinking Ability ◽

Experimental Group ◽

Better Than

ABSTRACT This study aims to solve the problem of lack of creative thinking ability used sinektik learning model. This research is a quasi-experimental design with a control group of non-equivalence. The subjects in this study were students of MTs Husnul Khotimah Kuningan VIII class are divided into two groups: the experimental group as many as 31 students and a control group as many as 33 students. The experimental group get sinektik learning model, while the control group getting conventional learning models. Collecting data using the research results in the form of test instruments of creative thinking ability. Data were analyzed quantitatively and qualitatively. Data pretest and posttest of creative thinking ability processed with SPSS 16 for windows. The results showed that an increase in creative thinking abilities of students who study mathematics learning model sinektik better than students who use conventional learning model. Keywords: sinektik learning model, the ability creative thinking.

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EFFECTS OF INQUIRY ON TRAINING AND CRITICAL THINKING PROCESS SKILL SCIENCE PHYSICS

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v5i2.4406 ◽

2016 ◽

Vol 5 (2) ◽

pp. 96

Author(s):

Tetty Ompusunggu ◽

Betty M Turnip ◽

Makmur Sirait

Keyword(s):

Critical Thinking ◽

Learning Model ◽

Process Skills ◽

Science Process Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Quasi Experimental ◽

Thinking Process ◽

Cluster Random Sampling ◽

Better Than

The aims of this research were to analyze the result of student’s Science Process Skills by using Inquiry Training Learning Model, to analyze the result of student’sScience Process Skills who had critical thinking ability above average better than critical thinking ability below average and to analyze the interaction between Inquiry training learning model and critical thinking ability of physics student’s Science Process Skills. This research was a quasi-experimental with two group pretest posttest design and anova design. The sample was conducted by cluster random sampling of two classes, the first class as experiment class with inquiry training Learning Model, and the second class as a control class with Conventional Learning. The research instrument consisted of science process skills test and critical thinking test. Data in this research was analyzed by using two ways Anova. The results of the research showed that student’s Science Process Skills using inquiry training learning model better than conventional learning, student’s Science Process Skills who had critical thinking above average better than critical thinking below average, and there was interaction between Inquiry training learning model and critical thinking to improve physics sudent’s Science Process Skills

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PENGARUH PENDEKATAN PROBLEM BASED LEARNING BERBANTUAN MASALAH OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI SIKAP MATEMATIS SISWA [THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY OPEN-ENDED PROBLEMS TOWARDS MATHEMATICAL CRITICAL THINKING SKILLS BASED ON STUDENTS' MATHEMATICAL ATTITUDE]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v3i1.1912 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Bedilius Gunur ◽

Apolonia Hendrice Ramda ◽

Alberta Parinters Makur

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Model Problem ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Quasi Experimental ◽

Cluster Random Sampling ◽

Better Than

This research aimed to: 1) compare the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems and students who were traditionally taught, 2) investigate the interaction between problem based learning models with mathematical attitudes towards students' mathematical critical thinking abilities. It was a quantitative study using a quasi-experimental method with a 2 x 2 factorial design and was conducted at SMA Negeri 1 Cibal, Manggarai district, East Nusa Tenggara. Two classes were experimental and two classes were control and were chosen using cluster random sampling techniques. Data were obtained through questions to measure mathematical critical thinking skills and mathematical attitude questions and then analyzed with two way ANOVA. The data analysis and interpretation showed that 1) the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems were better than those of students who have been traditionally taught 2) there was no interaction between the problem based learning model and students' mathematical critical thinking abilities. This means that both students who had high and low mathematical attitudes scores when taught with the Problem Based Learning approach assisted with open-ended problems were always better than students who are taught with conventional approaches.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk; 1) membandingkan kemampuan berpikir kritis matematika siswa yang mengikuti model problem based learning berbantuan masalah open-ended dengan kemampuan berpikir kritis matematika siswa yang mengikuti pembelajaran konvensional. 2) melihat interaksi antara model problem based learning dengan sikap matematis terhadap kemampuan berpikir kritis matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan rancangan factorial 2 x 2. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Cibal kabupaten Manggarai, Nusa Tenggara Timur. Pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling, 2 kelas sebagai kelas eksperimen dan 2 kelas sebagai kelas kontrol. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis matematika dan tes sikap matematis. Data yang telah terkumpul dianalisis dengan menggunakan uji Anava Dua Jalur. Sebelum digunakan uji anava dua jalur, data tersebut terlebih dahulu dilakukan uji normalitas dan homogenitas. Hasil penelitian ini menunjukkan; 1) kemampuan berpikir kritis siswa yang mengikuti pembelajaran matematika dengan model Problem Based Learning berbantuan masalah open-ended lebih baik daripada siswa yang mengikuti pembelajaran matematika dengan pendekatan konvensional; 2) tidak terdapat interaksi antara pendekatan pembelajaran Problem Based Learning dengan sikap matematis siswa terhadap kemampuan berpikir kritis matematika siswa. Artinya baik siswa yang memiliki sikap matematis tinggi maupun yang memiliki sikap matematis rendah apabila diajarkan dengan pendekatan pembelajaran Problem Based Learning berbantuan masalah open-ended selalu lebih baik dibanding siswa yang dibelajarkan dengan pendekatan konvensional.

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EFFECT OF PROBLEM BASED LEARNING AND MODEL CRITICAL THINKING ABILITY TO PROBLEM SOLVING SKILLS

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v5i2.4409 ◽

2016 ◽

Vol 5 (2) ◽

pp. 112 ◽

Cited By ~ 2

Author(s):

Unita S. Zuliani Nasution ◽

Sahyar . ◽

Makmur Sirait

Keyword(s):

Critical Thinking ◽

Direct Instruction ◽

Problem Based Learning ◽

Learning Model ◽

Problem Solving Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Ability Tests ◽

Better Than ◽

Instruction Model

The purposes of this research were to analyze the different between physic resolving problem ability by using problem based learning model and direct instruction model, the different of physic resolving problem ability between the students that have critical thinking ability upper the average and the students that have critical thinking ability under the average, and the interaction of problem based learning model toward critical thinking ability and students’ physic resolving problem ability. This research was quasy experimental research that use critical thinking ability tests and physic resolving problem ability tests as the instruments. Result of the research showed that the students’ physic resolving problem ability by using problem based learning model was better than by using direct instruction model, students’ physic resolving problem ability and critical thinking ability upper the average showed better different and result than students’ critical thinking ability under the average, besides there was an interaction between problem based learning model and critical thinking ability in improving students’ physic resolving problem ability.

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The Effect of Problem Based Learning Models Using Macromedia Flash and Motivation against Student Learning Outcomes on Environmental Pollution Materials

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v2i4.540 ◽

2019 ◽

Vol 2 (4) ◽

pp. 443-450

Author(s):

Tiara Arwira Mahdalena ◽

Retno Dwi Suyanti ◽

Daulat Saragi

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Models ◽

Quasi Experimental ◽

Direct Learning ◽

Level Of Motivation ◽

Better Than

This study aims to determine: 1) whether the learning outcomes of students taught with problem-based learning models using macromedia flash are better than students taught with direct learning models, 2) whether the learning outcomes of students who have high motivation are better than students who have low motivation,3) is there an interaction between the two learning models with the level of motivation in influencing student learning outcomes. This research is a quasi experimental study. The population in this study were all grade VII students of MTs Lab. UINSU Medan Academic Year 2018/2019 which consists of three classes. Samples were selected by cluster random sampling of two classes. . The instrument used was a student learning motivation questionnaire and student learning outcomes test. Data obtained from the research instrument were then analyzed using two-way anova in the SPSS 14.0 for Windows program. The results showed that: Student learning outcomes taught by the problem-based learning model were better than students taught by the direct learning model (sig. = 0.027 <0.05), Student learning outcomes that were highly motivated were better than students who were motivated low (sig. = 0,000 <0.05), There is an interaction between the two learning models with the level of motivation in influencing student learning outcomes (sig. = 0.018 <0.05).

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The Effect of Problem Based on Learning Models Using Macromedia Flash and Motivation Against Student Learning Outcomes on Environmental Pollution Materials

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

10.33258/birci.v2i4.623 ◽

2019 ◽

Vol 2 (4) ◽

pp. 326-333

Author(s):

Tiara Mahdalena Arwira ◽

Retno Dwi Suyanti ◽

Daulat Saragi

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Models ◽

Quasi Experimental ◽

Direct Learning ◽

Level Of Motivation ◽

Better Than

This study aims to determine: 1) whether the learning outcomes of students taught with problem-based learning models using macromedia flash are better than students taught with direct learning models, 2) whether the learning outcomes of students who have high motivation are better than students who have low motivation,3) is there an interaction between the two learning models with the level of motivation in influencing student learning outcomes. This research is a quasi experimental study. The population in this study were all grade VII students of MTs Lab. UINSU Medan Academic Year 2018/2019 which consists of three classes. Samples were selected by cluster random sampling of two classes. . The instrument used was a student learning motivation questionnaire and student learning outcomes test. Data obtained from the research instrument were then analyzed using two-way anova in the SPSS 14.0 for Windows program. The results showed that: Student learning outcomes taught by the problem-based learning model were better than students taught by the direct learning model (sig. = 0.027 <0.05), Student learning outcomes that were highly motivated were better than students who were motivated low (sig. = 0,000 <0.05), There is an interaction between the two learning models with the level of motivation in influencing student learning outcomes (sig. = 0.018 <0.05).

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

Jurnal Teknologi Pembelajaran Indonesia ◽

10.23887/jtpi.v9i1.2276 ◽

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.

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Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i1.56 ◽

2021 ◽

Vol 2 (1) ◽

pp. 65-72

Author(s):

Mellyta Uliyandari ◽

Emilia Candrawati ◽

Anna Ayu Herawati ◽

Nurlia Latipah

Keyword(s):

Science Education ◽

Critical Thinking ◽

Conceptual Understanding ◽

Problem Based Learning ◽

Learning Models ◽

Test Question ◽

Concept Understanding ◽

Critical Thinking Ability ◽

Significant Difference ◽

Thinking Ability

This reserach was conducted to improve conceptual understanding and critical thinking ability of fourth-semester students of the Science education study program, Bengkulu University by applying PBL. The research method used in this study is quasi experimental, which in its implementation uses single class or one group pretest-posttest design. The test question was the instrument used in this study. The findings showed that there was an improvement in students‘ conceptual understanding and critical thinking ability of students‘ since implementing problem-based learning models in environmental chemistry courses. This improvement can be seen from the results of the gain test for each class group on the test of conceptual understanding and critical thinking ability which are in the "medium" category, while the t-test results for concept understanding and critical thinking ability show a significant difference (0.000 <0.05). ), In other words, the implementation of the PBL learning influences the students‘ conceptual understanding and critical thinking ability. Further the implementation of the problem-based learning model in teaching and learning process presents problems with real conditions so that it can stimulate students to not only think and understand at the rote level but also interpret the problem. Quiet in-depth research on the implementation of problem-based learning models in learning is highly recommended to get more comprehensive results.

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