scholarly journals Penggunaan Sim-Rosi Berbasis PjBL dan Steam untuk Meningkatkan Keterampilan Abad 21 Bagi Peserta Didik Sekolah Dasar

2021 ◽  
Vol 5 (1) ◽  
pp. 47-70
Author(s):  
AH Burhanudin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Project Based Learning ◽  
T Test ◽  
Paired Sample

Guru sebagai ujung tombak pendidikan yang berhubungan langsung dengan peserta didik diharapkan mampu memberikan muatan positif dalam menumbuhkan karakteristik pembelajaran abad 21, berupa: critical thinking, problem solving, collaboration, dan communication (4C). Tujuan kegiatan tersebut adalah agar dapat membekali dan menumbuhkan kreativitas, produktivitas, dan mempersiapkan peserta didik menghadapi kemajuan abad 21. Berdasar observasi awal diketahui bahwa pembelajaran yang memicu tumbuhnya karakteristik abad 21 (4C) pada peserta didik kelas 3 Sekolah Dasar Negeri Langenharjo 2 dalam proses pembelajaran sangat rendah. Simple Rocket Design (SIM-ROSI) merupakan rancangan yang dikembangkan sebagai sebuah solusi untuk memperbaiki kualitas belajar peserta didik. Dikembangkan dengan model penelitian pengembangan 4D menurut Thiagarajan. Ditunjang dengan pelaksanaan pembelajaran berbasis Project Based Learning (PjBl) dan Sains, Technologi, Enginering, Art, and Math (STEAM). Indikator keberhasilan pengembangan berdasar observasi terhadap aktivitas 4C peserta didik dalam pembelajaran. Data yang terkumpul dianalisis menggunakan analisis deskriptif dan uji statistik menggunakan paired sample t-test. Hasil analisis menunjukkan simpulan bahwa SIM-ROSI berbasis PjBL dan STEAM sangat efektif digunakan untuk meningkatkan aktivitas 4C peserta didik di dalam pada pembelajaran tematik di sekolah dasar.

scholarly journals STUDI KOMPARATIF PENGGUNAAN METODE PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DAN METODE PEMBELAJARAN PENYELESAIAN MASALAH (PROBLEM SOLVING) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA

2017 ◽  
Vol 1 (1) ◽  
pp. 30
Author(s):  
Ai Nur Solihat
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
T Test ◽  
Paired Sample

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kreatif siswa yang mendapatkan perlakuan metode pembelajaran berbasis masalah (problem based learning) dan metode pembelajaran pemecahan masalah (problem solving) pada mata pelajaran ekonomi. Metode penelitian yang digunakan adalah metode kuasi eksperimen, dengan subyek penelitian terdiri dari tiga kelas yaitu kelas X.4 (kelas problem solving), X.5 (kelas PBL) dan X.6 (kelas kontrol). Pengumpulan data dilakukan dengan tes tertulis, observasi, dan kuesioner yang diberikan guru kepada siswa. Pengolahan data dilakukan dengan uji t (paired-sample t-test) dan independent sample t-test menggunakan aplikasi program SPSS. 21. Berdasarkan hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kreatif siswa pada kelas yang menggunakan metode pembelajaran berbasis masalah (problem based learning/PBL) sebelum dan sesudah perlakuan. Terdapat perbedaan kemampuan berpikir kreatif siswa pada kelas yang menggunakan metode pemecahan masalah (problem solving)  sebelum dan sesudah perlakuan. Terdapat perbedaan kemampuan berpikir kreatif siswa yang menggunakan metode pembelajaran berbasis masalah (Problem based learning/PBL) dan metode pembelajaran konvensional sesudah perlakuan (treatment). Terdapat perbedaan peningkatan kemampuan berpikir kreatif siswa yang menggunakan metode pembelajaran penyelesaian masalah (problem solving) dan metode pembelajaran konvensional sesudah perlakuan (treatment). Akan tetapi, tidak terdapat perbedaan peningkatan kemampuan berpikir kreatif siswa yang menggunakan metode pembelajaran berbasis masalah (Problem based learning) dan metode pembelajaran penyelesaian masalah (problem solving) sesudah perlakuan (treatment).

scholarly journals MODUL INTERAKTIF EFEK FOTOLISTRIK BERBASIS LCDS UNTUK MENSTIMULUS KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS

2020 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ani Latifatun Naj'iyah ◽  
Agus Suyatna ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Thinking Skills ◽  
Photoelectric Effect ◽  
T Test ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Sample ◽  
Analysis Technique

The purpose of this research are to knowing the differences of critical thinking skills using interactive module photoelectric effects  with printed module, describe the improvement of students' critical thinking skills after the interactive module is applied, describe science process skills in students who use interactive module of photoelectric effects, and knowing student responses to the use interactive module of photoelectric effects. The study was conducted in Natar 1 Public High School, in the even semester 2018/2019 academic year with research design nonequivalent control group design.The research instrument used was a questionnaire (questionnaire), Student Worksheet (LKPD) along with observation sheets and test questions. Data collection techniques were carried out by test techniques, questionnaires and LKPD contents. The data analysis technique of critical thinking ability is done by normality test, homogeneity test and N-gain. The data analysis technique of science process skills is done by calculating the average grade of the class then adjusted to the index classification table of science processes. Hypothesis testing is done by Paired Sample T Test and Independent Sample T Test. The results of the study show that (1) the application of the photoelectric effect interactive module is able to improve students' critical thinking skills, this is seen from the N-gain value and paired sample t test results, 2) there are significant differences in critical thinking skills between students who use interactive modules with printed modules, this is seen from the differences in the n-gain values of both classes and the results of the independent sample t test, (3) the value of students' science process skills is 82.6 with a high category, and (4) students gave a positive response to the utilization of the photoelectric effect interactive module.

scholarly journals Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 53-68
Author(s):  
Rita Saekawati ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

scholarly journals PENGARUH PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

GANEC SWARA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 874
Author(s):  
NURUL AULIA DEWI ◽  
MUHAMMAD IRHAM ◽  
SARWO EDY WIBOWO
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
T Test ◽  
Mathematical Problem Solving ◽  
Mean Values ◽  
Paired Sample ◽  
Average Value ◽  
Before And After

      This study aims to determine the effect of the Type STAD Cooperative Learning model on mathematical problem solving abilities. The data collection technique was obtained by means of a test in the form of description questions and documentation in the form of a list of student names. The research instrument used was 3 pre-test and post-test questions. The data analysis technique used is the normality test, homogeneity, t test with the technique of paired samples t-test and independent t-test.      The results showed that, the paired sample t-test on the problem solving ability before and after treatment with STAD obtained an average value of 50.29 to 83.71 with a significance of 0.000 <0.05. This means that the students' scores before and after STAD learning have differences in the average mathematical problem solving abilities. Based on the results of the paired sample t-test on the ability to solve mathematical problems before and after treatment using conventional learning models, the average value was 44.57 to 75.79 with a significance of 0.000 <0.05. This means that there is a significant increase before and after conventional learning. Based on the results of the independent samples t-test, the mean values were 83.71 and 75.79 with a significance value of 0.009 <0.05. This means that there is a difference in the average problem-solving ability of students in STAD learning with students in conventional learning. It can be concluded that the STAD type of cooperative learning model has an effect on students' problem solving abilities in mathematics.

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 32-41
Author(s):  
Mega Gestira ◽  
Abdurrahman ◽  
Viyanti
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
T Test ◽  
Problem Solving Skills ◽  
Paired Sample ◽  
New Strategy ◽  
Face To Face Learning ◽  
And Mathematics

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model.  

scholarly journals Effectiveness of Simulation linked Problem Based Learning on Nursing College Students in South Korea

2020 ◽  
Vol 9 (2) ◽  
pp. 15
Author(s):  
Mi-Hye Lim
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
South Korea ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Critical Thinking Disposition ◽  
Before And After ◽  
Thinking Disposition

The purpose of this study was to investigate the effect of simulation with problem based learning on learning self-efficacy, critical thinking disposition and problem solving ability on nursing students in South Korea. The study was used one group pre-post test design, conducted on 65 nursing students in C Province and from August 27th to November 14th 2018. The study purpose was explained to the subject and a written informed consent was obtained. The participants were divided into three classes of five groups each. Every group consisted of four to five students. Simulation linked problem based learning was conducted for a total of nine hours: three hours a week over a period of three weeks. The differences between self-efficacy, problem solving ability, and critical thinking tendency were examined before and after simulation linked problem based learning. Data were collected through a self-reported questionnaire and analyzed using t-test, paired-t-test, Pearson's correlation. The scores of learning self-efficacy and critical thinking disposition after the simulation with problem-based learning were significantly higher than before simulation with problem-based learning. Learning self-efficacy after S-PBL had a significant positive correlation with critical thinking tendency and problem-solving ability, and there was a correlation between critical thinking tendency and the degree of problem-solving ability. As simulation with problem based learning improves the learning self-efficacy and critical thinking disposition of nursing students, it is necessary to develop scenarios based on various clinical cases and to operate a learning method to experience the problem-solving process.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIH BERPIKIR KREATIF SISWA MI DALAM PEMBELAJARAN IPA MATERI GLOBAL WARMING

2020 ◽  
Vol 2 (2) ◽  
pp. 70
Author(s):  
Kiky Chandra Silvia Anggraini
Keyword(s):  
Global Warming ◽  
Critical Thinking ◽  
Data Analysis ◽  
Inquiry Learning ◽  
Test Sample ◽  
T Test ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Maximum Value ◽  
Global Warning

This study aims to determine the effect of guided inquiry learning model to improve the critical thinking of MI Global Warning students in SD Tlogoanyar lamongan. The method is carried out by conducting pre-experiment by conducting a pretest and posttest during the research. The instruments used in the form of written tests and for data analysis using paired sample t test with the help of SPSS 25. based on the pretest posttest value done by students get the maximum value of 100 for the posttest while the drinking value is 80. After the paired test sample t test is known if the significance value equal to 0.00 or smaller than 0.005. which means Ha was accepted and Ho rejected.

scholarly journals Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran

2018 ◽  
Vol 13 (2) ◽  
pp. 181-188
Author(s):  
Raoda Ismail
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
T Test ◽  
Problem Solving Skills ◽  
Learning Mathematics ◽  
Research Population ◽  
Quasi Experimental ◽  
Comparison Of Effectiveness ◽  
Mathematics Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika. The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student’s learning objectives AbstractThis study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics.

scholarly journals Komparasi pendekatan matematika realistik dengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berfikir kritis, dan prestasi belajar

2018 ◽  
Vol 13 (1) ◽  
pp. 99-109
Author(s):  
Ida Trisnadati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
T Test ◽  
Learning Approach ◽  
Multivariate Test ◽  
Group Design ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Special Region

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan matematika realistik dengan model Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) serta mendes­kripsikan manakah yang lebih efektif antara pendekatan matematika realistikdengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar matematika pada sis­wa SMP Negeri 1 Samigaluh, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Instrumen yang digunakan untuk mengumpulkan data adalah angket kemampuan interpersonal, tes kemampuan berpikir kritis dan tes prestasi belajar. Pengujian keefektifan pendekatan pembelajaran matematika realistik dengan model PBL dan model PjBL dilakukan dengan uji one sample t-test. Pengujian untuk menentukan manakah yang lebih efektif antara pendekatan matematika realistik dengan model PBL dan PjBL dilakukan dengan uji analisis varians multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik dengan model PBL dan PjBL efektif ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar serta tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran matematika realistik dengan model PBL dengan pendekatan pembelajaran matematika realistik dengan model PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi. Realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking, and students’ achievement AbstractThis study aimed to describe the effectiveness of the realistic mathematics approach with Pro­blem-Based Learning (PBL) and Project-Based Learning (PjBL) and describe which one was more effective between realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking and students’ mathematics achievements in SMP Negeri 1 Samigaluh, Kulon Progo Regency, Special Region of Yogyakarta. This study was a quasi-experimental research with non-equivalent pretest-posttest group design. The instruments used to collect data were an inter­per­sonal skills questionnaire, a test to examine the ability of critical thinking, and a learning achieve­ment test. One sample t-test was conducted to examine the effectiveness of realistic mathe­matics approach with PBL and PjBL models. Meanwhile multivariate test (MANOVA) was carried out in order to determine which one was more effective between realistic mathematics approach with PBL and PjBL model. The results showed that realistic mathematics approach with PBL and PjBL was effective in terms of interpersonal ability, critical thinking and learning achievement, and there was no difference in effectiveness between realistic mathematics learning approach with PBL model and realistic mathematics learning approach with PjBL model in terms of interpersonal ability, critical thinking and students’ achievement.

scholarly journals Impact of social problem-solving training on critical thinking and decision making of nursing students

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Soleiman Ahmady ◽  
Sara Shahbazi
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Social Problem ◽  
Cognitive Skills ◽  
Skills Training ◽  
Social Problem Solving ◽  
T Test ◽  
Experimental Group

Abstract Background The complex health system and challenging patient care environment require experienced nurses, especially those with high cognitive skills such as problem-solving, decision- making and critical thinking. Therefore, this study investigated the impact of social problem-solving training on nursing students’ critical thinking and decision-making. Methods This study was quasi-experimental research and pre-test and post-test design and performed on 40 undergraduate/four-year students of nursing in Borujen Nursing School/Iran that was randomly divided into 2 groups; experimental (n = 20) and control (n = 20). Then, a social problem-solving course was held for the experimental group. A demographic questionnaire, social problem-solving inventory-revised, California critical thinking test, and decision-making questionnaire was used to collect the information. The reliability and validity of all of them were confirmed. Data analysis was performed using SPSS software and independent sampled T-test, paired T-test, square chi, and Pearson correlation coefficient. Results The finding indicated that the social problem-solving course positively affected the student’ social problem-solving and decision-making and critical thinking skills after the instructional course in the experimental group (P < 0.05), but this result was not observed in the control group (P > 0.05). Conclusions The results showed that structured social problem-solving training could improve cognitive problem-solving, critical thinking, and decision-making skills. Considering this result, nursing education should be presented using new strategies and creative and different ways from traditional education methods. Cognitive skills training should be integrated in the nursing curriculum. Therefore, training cognitive skills such as problem- solving to nursing students is recommended.

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