The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics

Creative and critical thinking skills are one of the demands of new skills needed by students in the current era. One of the learning models that can sharpen creative and critical thinking skills is Problem based learning (PBL). Heretofore, research related to creative and critical thinking skills with PBL in understanding static fluid material is still minimal. Therefore, this research explored it. This study aimed to analyze the effect of PBL on students' creative and critical thinking skills. This type of research is experimental with a total of 58 students, both experimental class and control class in 10th-grade science class Christian Senior High School YPKPM Ambon. The research procedure in the form of creative and critical thinking skills tests carried out during the research process and data analysis used was the independent sample t-test. The results showed that the average value of the experimental class students' learning achievement related to students' creative and critical thinking skills was higher than the conventional class. This implies that PBL facilitates in improving students' creative and critical thinking skills on static fluid.

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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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Pengembangan Multimedia Interaktif Terintegrasi Nilai Sains Sebagai Solusi Peningkatan Kemampuan Berpikir Kritis Kelas XI Mata Pembelajaran Biologi Di Tingkat SMA/MA

Quagga : Jurnal Pendidikan dan Biologi ◽

10.25134/quagga.v13i1.3202 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1

Author(s):

Nukhbatul Bidayati Haka ◽

Putri Ayu Suryaasih ◽

Bambang Sri Anggoro ◽

Abdul Hamid

Keyword(s):

Critical Thinking ◽

Research And Development ◽

Interactive Multimedia ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subjects ◽

Ability Test ◽

Average Value ◽

Utilization Of Technology ◽

And Control

Abstrak: Pemanfaatan teknologi kurang direalisasikan padahal penggunaan media teknologi seperti multimedia interaktif android dapat menjadikan pembelajaran lebih efektif dan bermakna. Penelitian ini bertujuan untuk mengembangkan multimedia interaktif terintegrasi nilai sains yang dilihat dari segi kelayakan dan keefektifan multimedia interaktif terintegrasi nilai sains sebagai solusi peningkatan kemampuan berpikir kritis peserta didik. Metode penelitian Research and Development (R&D) Borg and Gall dengan 9 tahapan. Subjek riset meliputi tiga ahli validator yaitu ahli media, materi, dan ahli bahasa. Dan peserta didik kelas XI MIPA sebagai sampel penelitian yang terdiri dari dua kelas yaitu kelas kontrol (XI MIPA 6) dan kelas eksperimen (XI MIPA 4). �Hasil data penelitian pada kelayakan produk yang terlihat dari persentasi validator yaitu ahli media sebesar 87,10%, ahli materi sebesar 83,00% dan ahli bahasa 83,08% dengan kriteria �Sangat Layak� serta respon peserta didik sebesar 85,33 % yang menunjukkan kriteria �Sangat Menarik�. Efektivitas dari multimedia interaktif dari hasil tes kemampuan berpikir kritis peserta didik dengan uji t Independen menghasilkan thitung sebesar 7,95 dan ttabel sebesar 1,70 yang artinya thitung > ttabel dan H1 diterima dan hasil rata-rata nilai N-Gain kelas eksperimen sebesar 0,66 dan kelas kontrol sebesar 0,29. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa multimedia interaktif terintegrasi nilai sains sangat layak dan efektif digunakan sebagai media pembelajaran biologi sebagai solusi peningkatan kemampuan berpikir kritis peserta didik dikelas XI MIPA Di SMA Negeri 5 Bandar Lampung.Kata Kunci: Biologi; Kemampuan berpikir kritis; Multimedia interaktif; Nilai sains.�Abstract: Utilization of technology is not realized even though the use of technological media such as android interactive multimedia can make learning more effective and effective. This study was designed to develop interactive multimedia that is integrated with the value of science seen in terms of the feasibility and effectiveness of interactive multimedia integrated with the value of science as a solution to improve students' critical thinking skills. Borg and Gall Research and Development (R&D) Method with 9 stages. The research subjects added three validator experts namely media, materials, and linguists. And students of class XI MIPA as a research sample consisting of two classes, namely the control class (XI MIPA 6) and the experimental class (XI MIPA 4). The results of research data on the feasibility of the product seen from the percentage validator were media experts at 87.10%, material experts at 83.00% and linguists 83.08% with the criteria "Very Eligible" and the response of students at 85.33% which shows the "Very Attractive" criteria. The effectiveness of interactive multimedia from the students' critical ability test results with the Independent t test resulted in tcount of 7.95 and ttable of 1.70 which means tcount> ttable and H1 were received and the average value of the N-Gain value of the research class was 0, 66 and control class 0.29.Based on the results of this study it can be concluded that interactive multimedia integrated with the value of science is very feasible and effective as a medium of learning biology as a solution to improve critical thinking skills of students in the XI MIPA class of students in SMA Negeri 5 Bandar Lampung.Keyword: Biology; Critical thinking skills; Interactive multimedia; The value of science

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IMPLEMENTATION OF PROBLEM BASED LEARNING TO TRAIN CRITICAL THINKING SKILLS STUDENTS AT BASIC ACID MATERIALS

JCER (Journal of Chemistry Education Research) ◽

10.26740/jcer.v5n2.p61-69 ◽

2021 ◽

Vol 5 (2) ◽

pp. 61-69

Author(s):

Reny Yulfiani ◽

Muchlis Muchlis

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Base Material ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Models ◽

Acid Base ◽

Average Value ◽

High Category ◽

Pbl Model

Abstract. This research to describe implementation of Problem Based Learning models, activities students, and critical thinking skills (CTS) in learning using PBL models on acid-base material. The design used is One Group Pretest Posttest Design with 32 subjects. This study resulted is: (1) implementation of learning using PBL model get the results of the average value sequentially at meetings one and two of 3.60 and 3.76, with very good criteria (2) Students perform relevant activities meaning of students have practiced CTS. The relevant activities of students in sequence at meetings one and two of 98.75% and 97.7%. (3) CTS learners experienced an increase, overall the pretest and posttest scores of students received a percentage of 90.63% students in high category and 9.38% in medium category. The percentage of component of interpretation, inference, and analysis in high category are as follows 78.13%; 81.25%; 90.63%, and the medium category 21.88%; 18.75%; 9.28%.

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Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kritis Siswa

JKPM (Jurnal Kajian Pendidikan Matematika) ◽

10.30998/jkpm.v4i1.3025 ◽

2019 ◽

Vol 4 (1) ◽

pp. 11

Author(s):

Sebastianus Fedi ◽

A S Gunsi ◽

A H Ramda ◽

B Gunur

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Homogeneity Test ◽

Learning Models ◽

Average Value ◽

Research Hypothesis

This research is aim to compare the students critical thinking skills who engaged in a problem-based learning model with students who engaged in conventional learning. This is experimental research, with posttest only control group design. The population is 50 of Accounting XI students in Widya Bhakti Vocational School in Ruteng, Flores. Samples grouping on nonprobability sampling, that is saturated sampling where all of this population members are used as samples. The sample in the experimental class was all 24 students of class XI Accounting 1 who received treatment problem-based learning, while the control class sample was all 26 students of class XI Accounting 2 who received conventional learning. Data is collected through tests in the form of description questions.A prerequisite test was carried out before testing the research hypothesis: the normality test and the homogeneity test. The results of these prerequisite test are data in two groups indicated as normally distributed and both are homogeneous. Then, the research hypothesis was tested using t-test. Obtained and on a significance level of and degrees of freedom. Because then is rejected while is acceptable. In this case, the average value of critical thinking skills in the experimental class, the average value of critical thinking skills in the control class. The meaning of the results of this analysis are: (1) when compared to conventional learning models, the problem-based learning model has a more positive and significant influence on the formation of students' critical thinking skills; (2) The value of t-count = 4.005 indicates that the average value of critical thinking skills of students using problem-based learning models is so higher than the average value of conventional learning students' critical thinking abilities.

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USING PROBLEM-BASED LEARNING TO IMPROVE STUDENTS CRITICAL THINKING SKILLS TO DEAL HOAX INFORMATION IN CHEMISTRY

Periódico Tchê Química ◽

10.52571/ptq.v17.n35.2020.12_fadiawati_pgs_120_134.pdf ◽

2020 ◽

Vol 17 (35) ◽

pp. 120-134

Author(s):

Noor FADIAWATI ◽

Chansyanah DIAWATI ◽

M. Mahfudz Fauzi SYAMSURI

Keyword(s):

High School ◽

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

The State ◽

Critical Thinking Skills ◽

Social Scientific ◽

And Control ◽

11Th Grade

Critical thinking is the ability to think rationally and reflectively about what must be done or believed. This skill allows one to make logical decisions based on information obtained and processed according to ability. The development of critical thinking skills in learning is essential because they enable students to deal effectively with social, scientific, and practical problems. Therefore, this research aimed to describe the effectivity of problem-based learning to improve students’ critical thinking skills to deal with hoax information in chemistry. This research was carried out through the control and experimental groups. Data were collected from 60 the 11th-grade students of the State High School in Lampung Province, Indonesia, and analyzed by using SPSS version 23.0. The effectivity of problem-based learning was measured based on the n-gain. The n-gain value of experimental and control classes was 0.709 (high) and 0.322 (medium), respectively. The results indicated that problem-based learning has facilitated and effective to improve students’ critical thinking skills.

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Effect of Problem Based Learning Model on the Chemical Reaction Rate toward Critical Thinking Ability of Students

Jurnal Akademika Kimia ◽

10.22487/j24775185.2020.v9.i4.pp183-190 ◽

2020 ◽

Vol 9 (4) ◽

pp. 183-190

Author(s):

Kasmiati Kasmiati ◽

Tahril Tahril ◽

Vanny M. A. Tiwow

Keyword(s):

Critical Thinking ◽

Reaction Rate ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Average Value ◽

Thinking Ability ◽

Experimental Group

This study aimed to identify the effect of the problem-based learning model on the reaction rate toward critical thinking abilities of students of MAN 1 Palu. This study was a quasi-experiment with a pretest-posttest control group design. Sampling was taken by purposive sampling technique with the sample of class XI MIA 3 as the experimental group (n = 18) and class XI MIA 4 as the control group (n = 14). The results of the study and data analysis obtained an average value of students' critical thinking skills from the questionnaire that the experimental group was 82.95%, higher than the control group (73.43%). The average value of students' critical thinking skills from the description test showed that the experimental group was 79.42%, higher than the control group (58.02%). Students' critical thinking skills data using parametric statistical analysis with t-test (right-party t-test) obtained tcount > ttable was 6.83 > 2.04 which corresponds to the H1 acceptance area, therefore H1 was accepted and H0 rejected. This means that students 'critical thinking skills in the experimental group were higher than in the control group. The results of this study concluded that the problem-based learning model had a significant influence on the thinking ability of students in grade XI on the reaction rate at MAN 1 Palu.

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PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DAN SIKAP KEMANDIRIAN BELAJAR MENGGUNAKAN MODEL PROBLEM BASED LEARNING PADA TEMA 7 DI KELAS V MIM 01 SAMBONG

Pendas Jurnal Ilmiah Pendidikan Dasar ◽

10.23969/jp.v5i1.2922 ◽

2020 ◽

Author(s):

Rois Triwibowo ◽

Badarudin Badarudin ◽

Aji Heru Muslim

Keyword(s):

Critical Thinking ◽

Action Observation ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Independent Learning ◽

Male Students ◽

Research Subjects ◽

Class V ◽

Research Procedure

This study aims to improve critical thinking skills and independent learning of students through problem based learning models in class V. The method used in this research is classroom action research. PTK is carried out for 2 cycles, each cycle consisting of 2 learning meetings with 1 meeting one learning implementation plan. The research procedure consists of several stages, namely the planning, action, observation and reflection. The research subjects were class V MIM 01 Sambong with 22 students consisting of 8 male students and 14 female students. This research data collection tool uses a critical thinking skills test, learning independence attitude questionnaire, student activity observation sheet and teacher activity observation sheet. The results of increasing critical thinking skills and students' learning independence can be seen at each stage of the cycle. The results of this CAR show that PBL models can improve critical thinking skills and learning independence in class V MIM 01 Sambong. Students show each cycle. Cycle 1 gets an average of 3.04 while cycle 2 gets an average of 3.74 with good criteria meanwhile in independent learning, cycle 1 gets average of 3,2 in the other hand cycle 2 gets average of 3,67 with good criteria

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PENINGKATAN KEMAMPUAN BERPIKIR PESERTA DIDIK MENGGUNAKAN PROBLEM-BASED LEARNING

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v17i2.1475 ◽

2019 ◽

Vol 17 (2) ◽

pp. 238

Author(s):

Karmila Suryani ◽

Ade Fitri Rahmadani ◽

Andi Gautama

Keyword(s):

Critical Thinking ◽

Industrial Revolution ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Value ◽

Analysis Technique ◽

Data Collection Technique ◽

High Level ◽

Pbl Model

AbstrakRevolusi industri 4.0 secara tidak langsung mengharuskan kemampuan berpikir kritis tingkat tinggi. Penelitian bertujuan untuk meningkatkan kemampuan berpikir kritis peserta didik dengan penerapan model Problem-Based Learning (PBL). Metode penelitain yang digunakan adalah Penelitian Tindakan Kelas (PTK) melalui 2 siklus pembelajaran. Penelitian merupakan penelitian populasi dengan jumlah 16 orang siswa Teknik Komputer dan jaringan (TKJ) SMK Muhammadiyah 1 Padang. Teknik pengumpulan data menggunakan tes hasil belajar dan eknik analisis data menggunakan deskriptif. Hasil penelitian yang diperoleh pada siklus 1 adalah kemampuan berpikir kritis peserta didik memperoleh nilai sebesar 62% pada kategori tuntas dengan nilai rata-rata yaitu 74, nilai tertinggi 88 dan nilai terendah 50. Sementara pada siklus 2 terjadi peningkatan dengan ketuntasan nilainya sebesar 100%, nilai rata-rata yaitu 79, nilai tertinggi 85, dan nilai terendah 75. Berdasakan hasil penelitian, maka dapat disimpulkan bahwa terjadi peningkatan kemampuan berpikir kritis peserta didik dengan menggunakan model PBL. AbstractThe industrial revolution 4.0 indirectly requires high-level critical thinking skills. The research aims to improve students' critical thinking skills by applying the Problem-Based Learning (PBL) model. The research method used was Classroom Action Research (CAR) through 2 learning cycles. The research is a population study with a total of 16 students of Computer and Network Engineering (TKJ) SMK Muhammadiyah 1 Padang. Data collection technique using test and data analysis technique using descriptive. The results obtained in cycle 1 are the students' critical thinking skills scored 62% in the complete category with an average value of 74, the highest value of 88 and the lowest value of 50. While in cycle 2 an increase with 100% completeness is a value, the average value is 79, the highest value is 85, and the lowest value is 75. Based on the results of the research, it can be concluded that an increase in students' critical thinking skills using the PBL model.

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PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA NEGERI 2 METRO

BIOEDUKASI (Jurnal Pendidikan Biologi) ◽

10.24127/bioedukasi.v3i1.207 ◽

2012 ◽

Vol 3 (1) ◽

Author(s):

Ade Gunawan

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Average Value ◽

The Subject ◽

Biology Learning ◽

Almost All

The research was to incrase of students' critical thinking skills. The subject of this study were SMAN 2 Metro grade X4 class numbering 30 student in the second semester of the academic 2011/2012. And the object of his research is the critical thinking skills. The results showed that the implementation of problem-based learning model on Biology learning, can increase students' critical thinking skills. Increase critical thinking skills is almost all indicators, such as the ability of clarification, argumentation skills, induction skills, deduction skills, and ability to perform and execute. Increase critical thinking skills that students can be seen from the increase in the average value of each point about the cycle I and cycle II. The success of critical thinking can also be seen from the increase in the thoroughness of learning, that is equal to 6 students in cycle I to cycle II is 24 students. The means the percentage of students who achieve greater value equal to 72 also increased, from 20% in cycle I to 80% in cycle II. Kata Kunci: Pembelajaran Berbasis Masalah, Keterampilan Berpikir Kritis

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PENGARUH MODEL PEMBELAJARAN PROBLEM SOLVING BERBANTUAN MEDIA MKET TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA TAHUN AJARAN 2019/2020

Indigenous Biologi : Jurnal Pendidikan dan Sains Biologi ◽

10.33323/indigenous.v3i1.44 ◽

2021 ◽

Vol 3 (1) ◽

pp. 32-41

Author(s):

Naema Kamaleng ◽

Fransina Th Nomleni

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Value ◽

Preparation Phase ◽

Research Procedure ◽

The Media ◽

Answering Questions ◽

Implementation Stage

The problems found by students who are less active in the learning process carried out in class are seen from the students who still look passive in asking and answering questions raised by the teacher and raising ideas or ideas, students' ability to learn the concepts that make it difficult for students to explain the material with words alone. The purpose of this study was to determine the effect of the model of problem solving learning assisted by mockup media on students' critical thinking skills. This type of research used is experimental research (experimental). The design of this research is True experimental design in the form of posstest-only control design. The research procedure is the preparation phase and the implementation stage. Data collection techniques using tests were analyzed using t tests. The results of this study indicate that there is an influence on students' critical thinking skills after using the model of problem solving learning assisted by the media model, this is shown from the use of the problem solving learning model where students can solve problems and find solutions, with the media model as a concrete media showing a picture of pollution water clearly so that attracts the attention of students as for the advantages of media models that can represent as contained in nature, students can experience learning directly, direct observation can be observed by students by observing objects directly or imitations, and can show the flow of a process clearly . This can be seen from the average value obtained from the 84.05 experimental class while in the control class 63, 20 and included in the very good category. Thus it can be concluded that learning using a model of problem solving learning assisted by mockup media can improve critical thinking skills.

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