Pengaruh Pembelajaran IPA Menggunakan Model Problem Based Learning Dengan Media Puzzle Terhadap Berpikir Kritis Peserta Didik Pada Ateri Pencemaran Lingkungan

This research aims to determine the effect of Problem Based Learning using puzzle media on students' critical thinking. The study population was all grade VII students at SMP Muhammadiyah 3 Bandar Lampung totaling 192 people. The research sample was students from 2 classes, namely class VII D and VII F who were selected from the population by using purposive sampling technique. The research instrument used a pretest-posttest sheet. The design used is the nonequivalent control group design. The data analysis used t-test with a significance of 5%. The results showed a sig significance value. (2-tailed) 0.13 <0.05, which means that the n-Gain mean of critical thinking learning outcomes of students between the experimental class and the control class is significantly different. Thus, it is known that the problem-based learning model using puzzle media can affect the critical thinking skills of students.

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The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v8i1.2794 ◽

2020 ◽

Vol 8 (1) ◽

pp. 31

Author(s):

Suhirman Suhirman ◽

Husnul Khotimah

Keyword(s):

Critical Thinking ◽

Scientific Literacy ◽

Science Literacy ◽

Problem Based Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design

This study aimed to describe the effect of problem-based learning on students' critical thinking skills and scientific literacy. This research is a quasi-experimental study with pre-test-post test control group design. Sampling was done by saturated sampling technique in which the experimental class consisted of 35 students and the control class was 34 students. Data on critical thinking skills and student scientific literacy were collected using test instruments which were then analyzed descriptively and statistically. The results showed that the Problem-based Learning model had more effect on students’ critical thinking and scientific literacy (p <0.05) than conventional learning models applied to the control class. Based on the results of the study, it can be concluded that the Problem-based Learning model significantly effect on students’ critical thinking and science literacy in class XI MAN 1 Mataram.

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Perbedaan Model Problem Based Learning dan Konvensional terhadap Keterampilan Berpikir Kritis Siswa

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i8.12688 ◽

2019 ◽

Vol 4 (8) ◽

pp. 1125

Author(s):

Devi Tri Lukitasari ◽

Sudarmiatin Sudarmiatin ◽

Muhammad Zainuddin

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

T Test ◽

Critical Thinking Skills ◽

Control Group ◽

Skills Acquisition ◽

School Students ◽

Control Group Design ◽

Group Design

Abstract: This study aims to determine the differences in the ability to think critic of elementary school students by applying the model of Problem Based Learning (PBL) and Conventional. This type of research that is a quasi-experimental design Nonequivalent Control Group Design. Number of respondents 72 students, 36 students in grade control (conventional) and the experimental class of 36 students (PBL). Instruments used the descriptions written tests. Based on research results using the Independent Sample T-Test results obtained 0.000 <0.05. This means that there are difference significant between critical thinking skills in the classroom with the conventional model and PBL. These results are supported by the acquisition of the average yield of critical thinking skills acquisition experimental class with a mean = 14.2, while the control class to get mean = 12.4. So it could be concluded that there were significant differences of critical thinking skills class with PBL and conventional models.Abstrak: Penelitian ini bertujuan guna mengetahui perbedaan kemampuan berpikir ktitis siswa SD dengan menerapakan model Problem Baased Learning (PBL) dan Konvensional. Jenis penelitian ini yakni kuasi eksperimen berdesain Nonequivalent Control Group Design. Jumlah responden 72 siswa, 36 siswa kelas kontrol (dengan konvensional) dan 36 siswa kelas eksperimen (dengan PBL). Instrumen yang dipakai yakni tes tulis uraian. Berdasarkan hasil penelitian menggunakan Independent Sample T-Test diperoleh hasil 0,000 < 0,05. Hal tersebut berarti ada perbedaan yang significan antara kemampuan berpikir kritis pada kelas dengan model konvensional dan PBL. Hasil tersebut didukung dengan perolehan hasil rata-rata keterampilan berpikir kritis kelas eksperimen dengan perolehan rerata = 14,2 sedangkan kelas kontrol mendapatkan rerata = 12,4. Sehingga bisa disimpulkan ada perbedaan signifikan keterampilan berpikir kritis kelas dengan model PBL dan konvensional.

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Effectiveness of Problem Based Learning (PBL) Towards Learning Outcomes Through Critical Thinking Skills

Jurnal Ad ministrare ◽

10.26858/ja.v7i2.15343 ◽

2020 ◽

Vol 7 (2) ◽

pp. 235

Author(s):

Buyung Adi Dharma ◽

Nikmatul Tasrikah ◽

Madziatul Churiyah

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Teaching Model ◽

Control Group Design ◽

Quasi Experimental

The purpose of this study is to determie the effect of Problem Based Learning (PBL) on learning outcomes through critical thinking. This research is quasi experimental with posttest only control group design. Analysis of data using Two Way Anova. The result of this research shows that (1) There is a difference between students who are taught by using teaching model PBL and students who are not taught by using teaching model PBL. (2) There is a difference in learning outcomes between high critical thinking skills with low critical thinking skills. (3) There is an effect between Problem Based Learning model with the ability to think critically in learning outcomes. Keywords : Learning Model, Problem Based Learning (PBL), Learning Outcomes, Critical Thinking

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The Effectiveness of Problem-Based Learning on the Hoax Informations to Improve Students’ Critical Thinking Skills (Related to Some Foods and Beverages)

International Journal of Chemistry Education Research ◽

10.20885/ijcer.vol3.iss1.art3 ◽

2019 ◽

Vol 3 (1) ◽

pp. 15-22

Author(s):

Tri Dewi Apriyani ◽

Noor Fadiawati ◽

M. Mahfudz Fauzi Syamsuri

Keyword(s):

Critical Thinking ◽

Negative Impact ◽

Problem Based Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

11Th Grade

The hoax informations that spread through social media had a negative impact on society. Therefore, research had been conducted in Gedongtataan Upper Secondary School No.1 to describe the effectiveness of problem-based learning model on hoax informations in improving students' critical thinking skills. This study was used the matching only pretest-posttest control group design. The sample in this study was the 11th grade of IPA 4 (experimental class) and the 11th grade of IPA 5 (control class) which was obtained by using purposive sampling technique. The results showed that the average n-gain in the experimental and control classes was 0.7 and 0.6, respectively. Based on this, it could be concluded that the problem based learning model on the hoax informations was effective in improving students' critical thinking skills. Keywords: critical thinking skills, hoax informations, problem-based learning.

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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Implementation Cooperative Learning Type STAD Assisted Edmodo in Improving Students' Critical Thinking Skills

Indonesian Review of Physics ◽

10.12928/irip.v3i1.1766 ◽

2020 ◽

Vol 3 (1) ◽

pp. 30

Author(s):

Muhamad Epi Rusdin ◽

Widodo Widodo ◽

Guntur Maruto

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Class Viii ◽

Learning At Home

The STAD cooperative learning model can support active, independent and responsible learning for students. The application of this model is expected to improve students' critical thinking skills. The purpose of this study was to determine the improvement of students' critical thinking skills using Edmodo-assisted learning models. Edmodo was modified to become a teacher tool to expand learning at home. This research is an experimental study using a pretest-posttest control group design involving 39 students of class VIII MTs At-Taqwa Beru, Sikka, East Nusa Tenggara. Based on the results of the study it was found that the Edmodo-assisted STAD type cooperative learning model can improve students' critical thinking skills.

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Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v6i2.991 ◽

2017 ◽

Vol 6 (2) ◽

pp. 234 ◽

Cited By ~ 1

Author(s):

Muhammad Ikhsan ◽

Said Munzir ◽

Lia Fitria

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Critical Thinking Ability ◽

Group Design ◽

Thinking Ability ◽

Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

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Project and problem based learning on students' critical thinking skills at cell material

JPBIO (Jurnal Pendidikan Biologi) ◽

10.31932/jpbio.v5i2.580 ◽

2020 ◽

Vol 5 (2) ◽

pp. 127-139

Author(s):

Isti Citra Wulandari ◽

Nuri Dewi Muldayanti ◽

Anandita Eka Setiadi

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Average Value ◽

Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

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Pengaruh Model Discovery Learning Berbantuan Media Benda Nyata terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep IPA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i1.11857 ◽

2019 ◽

Vol 4 (1) ◽

pp. 61

Author(s):

Henik Nur Khofiyah ◽

Anang Santoso ◽

Sa’dun Akbar

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Control Group ◽

Science Concept ◽

Learning Models ◽

Control Group Design ◽

Group Design ◽

Quasi Experiment

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439">Abstract: This research was aimed to get result about the effect of discovery learning assisted by real media to critical thinking and understanding science concept This studyis quasi experiment, the design of Posttest-Only Control Group Design. The technique for sampling is saturated sampling. Data analysis using t test. The conclusion is; (a) there are differences in critical thinking skills of students using discovery learning models assisted by media real with students by discovery learning models. (b) There are differences in understanding of concepts between students using discovery learning models assisted by media real with students by discovery learning models.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan media benda nyata terhadap keterampilan berpikir kritis dan pemahaman konsep IPA. Metode yang digunakan quasi experiment dengan rancangan Posttest-Only Control Group Design. Teknik pengambilan sampel adalah sampling jenuh. Analisis data menggunakan Uji t. Kesimpulan dari penelitian ini adalah (a) terdapat perbedaan keterampilan berpikir kritis siswa menggunakan model discovery learning berbantuan media benda nyata dengan siswa dengan model discovery learning dan (b) terdapat perbedaan pemahaman konsep antara siswa yang dibelajarkan menggunakan model discovery learning berbantuan media benda nyata dengan siswa yang dibelajarkan dengan model discovery learning.</td></tr></tbody></table></div>

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PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

Jurnal Pendidikan Fisika ◽

10.24127/jpf.v8i1.1899 ◽

2020 ◽

Vol 8 (1) ◽

pp. 44

Author(s):

Evi Durotun Nasihah ◽

Supeno Supeno ◽

Albertus Djoko Lesmono

Keyword(s):

Critical Thinking ◽

Peer Tutoring ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Collaborative Group ◽

Control Group ◽

Control Group Design ◽

Quasi Experimental ◽

The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

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