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

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%.

Download Full-text

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.

Download Full-text

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.

Download Full-text

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

Download Full-text

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

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i3.6519 ◽

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.

Download Full-text

THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS

Journal of Baltic Science Education ◽

10.33225/jbse/18.17.300 ◽

2018 ◽

Vol 17 (2) ◽

pp. 300-319

Author(s):

Budi Jatmiko ◽

Binar Kurnia Prahani ◽

Munasir Munasir ◽

Z. A. Imam Supardi ◽

Iwan Wicaksono ◽

...

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Response ◽

Control Group ◽

Response Sheet ◽

Conventional Model ◽

Physics Teachers ◽

Pbl Model

Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this. Keywords: basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers, and PBL model.

Download Full-text

Pengembangan Modul Kimia Berbasis REACT untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas XI IPA SMA/MA

JURNAL EKSAKTA PENDIDIKAN (JEP) ◽

10.24036/jep/vol3-iss2/385 ◽

2019 ◽

Vol 3 (2) ◽

pp. 142

Author(s):

Fauzana Gazali ◽

Nalia Rahyusri Ningsih

Keyword(s):

Critical Thinking ◽

Content Validity ◽

Base Material ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Acid Base ◽

Chemistry Teachers ◽

Module Design ◽

Materials Used ◽

Very High

Teaching materials used by teachers in acid-base material have not been able to develop students' critical thinking skills. One solution that can be done to develop students' critical thinking skills is using acid-base module’s based on REACT (Relating, Experiencing, Applying, Cooperating, and Transferring). The aim of this research is to produce an acid base module based on REACT and reveal its validity and practicality. The type of research used is Research and Development (R&D) using the 4-D model. The module design has been assessed by seven validators who are Subject Matter Experts (SMEs) consisting of chemistry lecturers from FMIPA UNP and chemistry teachers. While the practicality test was conducted by 3 chemistry teachers and 26 students of class XI MIPA SMAN 1 Padang Panjang. Data analysis techniques in this study used the Content Validity Ratio (CVR) and Cohen's kappa formula. The module design produces three main characteristics, namely: the module is designed in accordance with the prior knowledge of students; the module contains the REACT syntax component; and the module contains aspects of critical thinking skills developed by Ennis. The results of the content validity obtained value of the Content Validity Index (CVI) of 0.90 with a valid category and the results of the construct validity obtained kappa moment of 0.92 with a very high validity category. While the module practicality results according to the teacher and students obtained a kappa moment of 0.86 with a very high practicality category. The conclusion from this study is that the module developed is valid and practical.

Download Full-text

Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

Edubiotik Jurnal Pendidikan Biologi dan Terapan ◽

10.33503/ebio.v5i01.666 ◽

2020 ◽

Vol 5 (01) ◽

Author(s):

Meti Herlina ◽

Jayanti Syahfitri ◽

Ilista Ilista

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Visual Media ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Models ◽

Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

Download Full-text

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

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v4i2.8660 ◽

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.

Download Full-text

The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

Jurnal Penelitian & Pengembangan Pendidikan Fisika ◽

10.21009/1.06113 ◽

2020 ◽

Vol 6 (1) ◽

pp. 113-120

Author(s):

Yus Rama Denny ◽

Indri Sari Utami ◽

Siti Rohanah ◽

Dewi Muliyati

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Research Method ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Models ◽

Cooperative Model ◽

Average Value

This study aims to determine the effect of developing blended learning models on students' critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was eight essays in the form of representatives of one question indicator. These results indicate an increase in students' critical thinking skills after being given treatment that is by using a blended learning model. A large increase is evidenced by the N-Gain value in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

Download Full-text

PENGARUH MODEL PEMBELAJARAN GENERATIF TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PEMANASAN GLOBAL

Jurnal Pelita Pendidikan ◽

10.24114/jpp.v7i2.12988 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Fela Elwitriana ◽

Suhendar Suhendar ◽

Aa Juhanda

Keyword(s):

Global Warming ◽

Critical Thinking ◽

Learning Outcomes ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Generative Learning ◽

Learning Models ◽

Average Value ◽

Significant Difference

This study aims to find how students' critical thinking skills after learning to use generative learning models in science learning material on global warming. This type of research is a quasi-experimental study with a population of 2 classes taken from class VII SMP in one of the cities of Sukabumi. The research sample was selected using a purposive sampling technique. The research design used in this study was the Nonequivalent Control Group Design. The instrument used in this study is a multiple-choice test of 15 items, each of which has been declared valid and reliable. Based on the data requirements test, it is known that the results of the research data are normally distributed and the two classes have the same variance (homogeneous). From the data analysis, it is known that the average value of the posttest of the experimental class students with the generative learning model is 84.50 and the average value of the posttest of the control class students without using the generative learning model is 62.19. There is a significant difference in student learning outcomes, this is evidenced by the Z-test obtained by Zcount> Ztable (3.72 > 1.96) so this study rejects H0 and accepts H1. Thus, it can be concluded that there are effects of learning outcomes on the critical thinking skills of students who take part in learning by using generative learning models on global warming material.

Download Full-text