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 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 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 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 The Effect of PBL Model Based Local Wisdom Towards Student’s Learning Achievements on Critical Thinking Skills

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Khaerus Syahidi ◽  
Tsamarul Hizbi ◽  
Asriwani Hidayanti ◽  
Fartina Fartina
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement

This study aims to determine 1) Effect of the Problem Based Learning (PBL) based local wisdom model towards students’ learning achievement 2) Effect of the critical thinking towards students learning achievement 3) Interaction between the use of learning models and critical thinking skills towards student learning achievement. This study was experimental study. The population of this study were all students of class X IPA at SMA AL-Hamzar Tembeng Putik in academic year 2019/2020. The sample of this study was selected by saturated sampling technique which was Class X IPA 1 as an experimental class while class X IPA 2 was as a control class. The research design of this study was 2 x 2 factorial design. the data collection techniques of this study used critical thinking questionnaires and achievement tests. The data were analyzed by using two ways Anova. The results showed that; 1) there was an effect of problem based learning (PBL) based local wisdom on student learning achievement, it proved by the result of FA count> Ftable was 11.29> 4.00, which meant H0A was rejected, 2) There was an effect of critical thinking skill towards student learning achievement, it proved by the result of FB> Ftable was 5.51> 4.00 which meant that H0B is rejected. 3) There was no interaction between the use of learning models with the Critical thinking skill towards student achievement, it is because FABcount <Ftable was 0.98 <0.04 which meant H0AB is accepted.

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 Assessing the Critical Thinking Skills of Students at Higher Secondary Level

2021 ◽  
Vol 4 (2) ◽  
pp. 451-462
Author(s):  
Uzma Shahzadi ◽  
Syed Nasir Hussain ◽  
Mubashrah Jamil
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Secondary Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Beings ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Methodologies ◽  
Multistage Sampling

The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.

scholarly journals PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Sundahry Sundahry ◽  
Yanti Fitria ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Educational Goals ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

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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