scholarly journals Problem-Based Learning in Phytochemistry Courses: Its’ Effectiveness in Improving Medical Students’ Critical Thinking Ability Viewed from Cognitive Style

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 118-125
Author(s):  
Menap Menap ◽  
Faizul Bayani ◽  
Saiful Prayogi
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Cognitive Style ◽  
Problem Based Learning ◽  
Learning System ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Test Instrument ◽  
Thinking Ability ◽  
Pbl Model

The implementation of the Problem-Based Learning (PBL) model for medical students has long been initiated to be integrated into the learning system and curriculum, however, empirical support for the application of the PBL model to medical students is still weak, becoming an obstacle. On the one hand, the need for critical thinking development among medical students is increasingly urgent, this is related to their future assignments in a more complex health care system that requires critical thinking ability. Our current study aims to evaluate the effectiveness of the problem-based learning (PBL) model on improving the critical thinking ability of medical students in terms of cognitive style. This study is an experimental study (one group pretest-posttest design) involving 21 medical students (medical students') in phytochemistry courses at one of the universities providing medical and nursing science programs in Indonesia. The study started by giving a cognitive style test using the GEFT (Group Embedded Figure Test) instrument to classify students into FD and FI cognitive styles, pretest, learning implementation using the PBL model (carried out for five meetings), and posttest. The pretest and posttest used a critical thinking ability test instrument in the form of an essay test. Descriptive and statistical analyzes were performed to evaluate the effectiveness of the PBL model. The results of the study show that the PBL model has been convincingly effective in improving students' critical thinking ability in phytochemistry courses for both FD/FI cognitive style modes. Based on these findings, we recommend the use of the PBL model in extensive and intensive learning to develop the critical thinking ability of medical students

PENGEMBANGAN LKPD BERBASIS MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS

Eksponen ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 25-33
Author(s):  
Kiki Herdiansyah
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Learning Model ◽  
School Students ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Content Design ◽  
Senior High School Students

This research aimed  to analyze student worksheet development based on Problem Based Learning model in topic of Probability for Senior High School students of grade X. The instruments which were used in this research were the validation sheet of student worksheet for math lecturer and teacher in order to fulfill the validity aspect, the student scoring sheet in order to fulfill the applicability aspect, and critical mathematic thinking ability test in order to fulfill the effectiveness aspect. The result of the research showed that the student worksheet which was based on Problem Based Learning model had fulfilled the requirements and appropriateness standard based on content, design, and language expert. The data analysis of t-test towards of critical thinking ability showed that the critical thinking ability of students with Problem Based Learning model worksheet was higher than the critical thinking ability of students without Problem Based Learning model worksheet.

scholarly journals IMPLEMENTASI MODEL PBL (PROBLEM BASED LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA

2013 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Saiful Prayogi ◽  
Muhammad Asy’ari
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Choice Test ◽  
Learning Achievement ◽  
Percentage Score ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Essay Test ◽  
Pbl Model ◽  
Research Show

This research was aimed to improve the students’ learning achievement and critical thinking ability through problem based learning (PBL) model, the method which was applied in this research was classroom action research. It consisted of two cycles and each cycle consisted of planning, implementing, observing, and reflecting. The data was taken by giving the students test, it was in form of multiple choice test. The was used to know the students learning achievement to know students critical thinking, essay test was used. The finding of the research show that there was improvement from cycle to cycle. (1) at the first cycle: the percentage score of students mastery was 63.16% ; the mean score of the students critical thinking ability was 51.31 ; (2) at the second cycle : percentage score of the students mastery was 85% ; mean score of the students critical thinking ability was 72.08 and catagorized into critical and between 62.59 – 81.25. based on the finding, it can be concluded that problem based learning (PBL) model can improve the students learning achievement and critical thinking ability.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability Student Mathematics and Adversity Student Quotient on Students SMP Negeri 4 Lubukpakam

2020 ◽  
Vol 3 (4) ◽  
pp. 1814-1822
Author(s):  
Saut Lamhot Sitanggang ◽  
Edi Syahputra ◽  
Anita Yus
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Attitude Scale ◽  
Critical Thinking Skills ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Gender

This study aims to determine the effect of the Problem-Based Learning model on students' mathematical critical thinking skills and Adversity Quotient. In addition, this study was also to see the interaction between learning and gender on students' mathematical critical thinking skills and Adversity Quotient. This research is a quasi-experimental research. The population in this study were all students at SMP N 4 LubukPakam for the 2020/2021 academic year, totaling 384 students. The research sample was 60 students, namely 30 students in class VII-1 and 30 students in class VII-2. The sample was selected by cluster random sampling. The instruments used were the mathematical critical thinking ability test and the Adversity Quotient attitude scale. The data obtained were analyzed using ANAVA in the Spss 20 program. The results showed that: 1) there was an effect of the Problem-Based Learning model on students' mathematical critical thinking skills with a significance value of 0.001 <0.05. 2) there is an effect of the Problem-Based Learning model on students' Adversity Quotient with a significance value of 0.00 <0.05. 3) there is no interaction between learning and gender on students' mathematical critical thinking skills with a significance value of 0.750> 0.05. 4) there is an interaction between learning and gender on students' Adversity Quotient with a significance value of 0.013 <0.05.

scholarly journals Pengembangan Perangkat Pembelajaran Fisika Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Siti Idiatul Hasanah ◽  
Susilawati Susilawati ◽  
Joni Rokhmat
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Design Stage ◽  
Learning Tools ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can change valid, efficient and effective problem-based learning tools used to improve students' thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send

Pengaruh Model Pembelajaran Fisika Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Idiatul Hasanah ◽  
Susilawati Susilawati ◽  
Joni Rokhmat
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Design Stage ◽  
Learning Tools ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

Abstract:  This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can be learned that problem-based learning tools are valid, efficient and effective for use in learning and problem-based learning models that affect students’ critical thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send. Keywords: Development of problem-based learning tools, critical thinking skills, harmonious vibration

scholarly journals The Influence of Problem Based Learning on Critical Thinking Ability for Students in Optical Instrument Topic

2019 ◽  
Vol 15 (1) ◽  
pp. 39-45
Author(s):  
P. Parno ◽  
A. Asim ◽  
P. Suwasono ◽  
M. Ali
Keyword(s):  
Critical Thinking ◽  
Size Effect ◽  
Problem Based Learning ◽  
Test Design ◽  
Optical Instrument ◽  
Gain Score ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Pbl Model

The research aims to reveal the influence of the Problem Based Learning (PBL) model on students' critical thinking ability in optical instrument material. This research is a quasi-experimental research with Pre-test and Post-test Design. The subjects of this study were class X MAN 3 Malang. The experimental and control classes received PBL models and conventional learning models respectively. The instrument of this study was the Optical Instrument Critical Thinking Ability Test in the form of 14 essay questions with Cronbach’s alpha reliability 0.78. The research data were analyzed using several tests including t-test, N-gain, and size effect tests. Based on the results of the analysis, it was shown that the implementation of the PBL model succeeded in increasing students' critical thinking ability higher than that of conventional learning. The experimental class was able to reach the high N-gain score category, while the control class was in the medium category. The research has a “large” size effect category. This means that the PBL model implemented has a stronger influence than that of conventional learning in improving students' critical thinking ability. Thus, the PBL model can be recommended as an alternative learning model in improving students' critical thinking ability in physics learning on the topic of optical instruments.Penelitian bertujuan untuk mengungkap pengaruh model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa pada materi alat optik. Peneitian ini adalah penelitian kuasi eksperimen dengan Pre-test and Post-test Design. Subjek penelitian ini adalah siswa kelas X MAN 3 Malang. Kelas eksperimen dan kontrol, masing-masing menerima model PBL dan model pembelajaran konvensional. Instrumen penelitian ini adalah Tes Kemampuan Berpikir Kritis Alat Optik yang berupa 14 butir soal essay dengan reliabilitas alpha Cronbach 0,78. Data penelitian dianalisis dengan menggunakan beberapa uji antara lain uji-t, N-gain, dan size effect. Hasil analisis tersebut menunjukkan bahwa implementasi model PBL berhasil meningkatkan kemampuan berpikir kritis siswa lebih tinggi daripada pembelajaran konvensional. Kelas eksperimen mampu mencapai kategori N-gain score tinggi, sedangkan kelas kontrol pada kategori medium. Penelitian ini mampu mencapai size effect kategori “besar”. Hal ini berarti model PBL yang diimplementasikan memiliki pengaruh kuat daripada implemnatasi pembelajaran konvensional dalam meningkatkan kemampuan berpikir kritis siswa. Dengan demikian, model PBL dapat direkomendasikan sebagai salah satu model pembelajaran alternatif dalam peningkatan kemampuan berpikir kritis siswa dalam pembelajaran fisika pada topik instrumen optik.

scholarly journals KEEFEKTIFAN PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING DITINJAU DARI KEMAMPUAN BERPIKIR LOGIS DAN KRITIS

2015 ◽  
Vol 2 (1) ◽  
pp. 107 ◽  
Author(s):  
Tantan Sutandi Nugraha ◽  
Ali Mahmudi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Conventional Approach ◽  
Problem Posing ◽  
Logical Thinking ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Sample Test ◽  
Better Than

Penelitian ini bertujuan mendeskripsikan keefektifan pembelajaran matematika berbasis masalah, problem posing, dan pendekatan konvensional serta perbandingan keefektifannya ditinjau dari kemampuan berpikir logis dan kritis. Jenis penelitian adalah quasi experiment dengan pretest-posttest with nonequivalent group design. Populasi penelitian adalah 240 siswa kelas VIII SMP Negeri 2 Ciamis. Tiga kelas diambil secara acak untuk sampel penelitian, kemudian ditentukan lagi secara acak kelas eksperimen pertama, kelas eksperimen kedua, dan kelas kontrol. Instrumen yang digunakan adalah tes kemampuan berpikir logis dan tes kemampuan berpikir kritis yang terdiri atas soal pretest dan posttest. Teknik analisis data meliputi t-one sample test untuk menguji keefektifan masing-masing pendekatan pembelajaran dan MANOVA untuk menguji perbedaannya yang dilanjutkan dengan uji  univariat. Semua uji menggunakan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: (1) pembelajaran berbasis masalah dan problem posing keduanya efektif ditinjau dari kemampuan berpikir kritis tetapi tidak efektif ditinjau dari kemampuan berpikir logis sedangkan pembelajaran konvensional tidak efektif ditinjau dari kemampuan berpikir logis maupun kemampuan berpikir kritis; (2) ditinjau dari kemampuan berpikir logis, tidak ada perbedaan yang signifikan antara pembelajaran berbasis masalah dan problem posing tetapi keduanya lebih unggul dibandingkan pembelajaran konvensional sedangkan jika ditinjau dari kemampuan berpikir kritis, pembelajaran berbasis masalah lebih unggul dibandingkan pembelajaran problem posing dan pembelajaran konvensional serta pembelajaran problem posing lebih unggul dibandingkan pembelajaran konvensional. Kata Kunci: pembelajaran berbasis masalah, problem posing, kemampuan berpikir logis, kemampuan berpikir kritis   THE EFFECTIVENESS OF PROBLEM-BASED LEARNING AND PROBLEM POSING IN TERM OF THE LOGICAL AND CRITICAL THINKING ABILITY Abstract This study aims to describe the effectiveness of mathematics instruction through the problem-based learning, problem posing, and conventional learning approach with their effectiveness compa-ration in terms of logical and critical thinking ability. This research was a quasi-experimental study using the pretest-posttest with nonequivalent group design. The population of this research was all 240 students of grade VIII SMPN 2 Ciamis. Three classes were randomly established as the research sample, later established randomly the first experimental class, second experimental class, and control class. The instruments used in the research were a logical thinking ability test and critical thinking ability test, consisting of a pretest and posttest. The data analysis techniques consisted of the t-one sample test to investigate the effectiveness of each learning approaches and MANOVA to investigate their difference and continue by univariate test. All of tests use the 5% of significance level. The results of the research show that: (1) both of the problem-based learning and problem posing are effective in terms of critical thinking but they are not effective in terms of logical thinking and the conventional approach is not effective in terms of both the logical and critical thinking; (2) in terms of logical thinking, there are not signifficant difference between problem-based learning and problem posing approaches but they are better than conventional approach and in terms of critical thinking, problem-based learning is better than both of problem posing and conventional approaches and problem posing is better than the conventional approach. Keywords: problem-based learning, problem posing, logical thinking ability, critical thinking ability

scholarly journals The Influence of Problem Based Learning (PBL) Model Collaborative and Learning Motivation Based on Students’ Critical Thinking Ability Science Subjects in Class V State Elementary School 105390 Island Image

2020 ◽  
Vol 3 (3) ◽  
pp. 1581-1590
Author(s):  
Siti Khairani ◽  
Retno Dwi Suyanti ◽  
Daulat Saragi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Class V ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Pbl Model ◽  
Better Than

The study aims to determine the influence of the Problem Based Learnimg (PBL) learning model and the motivation to students critical thinking skills, as well as the interaction between learning models and the motivation to learn from students critical thinking skills. This study was conducted at SD Negeri 105390 in the even semester of the 2019/2020 school year. The population in this study is a class V student of elementary school 105390 Island pictures numbering at 55 people. Sampling is carried out in total, i.e. V-A and V-B classes. The V-B class as an experimental class taught with a collaborative problem-based learning (PBL) model with the number of students 28 people. As for the control class is taught by a direct instruction model elected class V-A with the number of students as many as 27 people. This type of research includes research quasi experiments with 2x2 factorial design with analytical techniques variance (ANAVA) 2 lines. Based on the results of the analysis and research findings from the field obtained several conclusions that are answers to questions on the problem formulation, among them the critical thinking ability of students taught with a collaborative Problem-based learning model better than students taught with a direct learning model (sig. = 0.000 < 0.05), a student's critical thinking ability of high motivation is better than a low-motivation student (sig. = 0.01 < 0.05), and there is interaction between the two learning models with a level of motivation in influencing students ' critical thinking ability (sig. = 0.02 < 0.05).

Sign in / Sign up

Export Citation Format

Share Document