scholarly journals Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model

2022 ◽  
Vol 8 (1) ◽  
pp. 216-221
Author(s):  
Dwi Wahyudiati

This study aims to determine the effect of applying problem-based learning models on critical thinking skills and scientific attitudes of pre-service chemistry teachers in Basic Chemistry 1. This quasi-experimental research uses pre-test and post-test through an unequal control group design. This research has been carried out for 3 months from September-November in 2021 on pre-service chemistry teachers. The data were analyzed using Hotelling's T2 test and the Rasch model. Empirical evidence shows that based on Hotelling's T2 test results obtained a significance value of 0.001 < (0.05) with a partial eta squared value of 0.28 which means Ha is accepted. So, it can be concluded that there is a contribution of problem-based learning models on critical thinking skills and scientific attitudes of students with the contribution of 28%. Another finding also shows that based on the results of the Rasch model test, it shows that in the experimental class the indicators of critical thinking skills and scientific attitudes are mostly possessed the ability to synthesize attitudes towards scientific investigations. The indicators of critical thinking skills and scientific attitudes are least possessed the ability to analyze and chemistry learning experiences. The conclusions of this study include there is a significant effect of the application of the PBL model on students' critical thinking skills and scientific attitudes with a model contribution of 28%, as well as critical thinking skills and scientific attitudes that most students have in the experimental class are analytical skills and attitudes towards scientific investigations.

MADRASAH ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 1-14
Author(s):  
Triyo Supriyatno ◽  
Dirga Ayu Lestari ◽  
Ulfa Utami

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.


2021 ◽  
Vol 5 (2) ◽  
pp. 61-69
Author(s):  
Reny Yulfiani ◽  
Muchlis Muchlis

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%.


2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Meti Herlina ◽  
Jayanti Syahfitri ◽  
Ilista Ilista

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.


2018 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Indri Anugraheni

<p>This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.</p><p><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%. </p>


2019 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Sebastianus Fedi ◽  
A S Gunsi ◽  
A H Ramda ◽  
B Gunur

<p>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.</p>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.


Author(s):  
Rohimbun Rohimbun ◽  
Sulistyono Sulistyono ◽  
Asep Ginanjar Arip

This research is motivated by students' critical thinking skills in processing information while the learning process is still low. The purpose of this study is 1) to describe the implementation of learning by implementing contextual teaching and learning models through laboratory observation and environmental methods on scientific attitudes and critical thinking of students, 2) to obtain implementation data in contextual teaching and learning models through laboratory observation methods and the environment can improve scientific attitude, 3) to determine the implementation of contextual teaching and learning models through laboratory observation and environmental methods can improve critical thinking skills, 4) to uncover students' responses to the implementation of contextual teaching and learning models through laboratory and environmental observation methods on scientific attitudes and critical thinking students. The method used in this study is a mixed method (mixed methods research design). With the sampling technique using cluster random sampling, there were 2 classes, each of which amounted to 30 students for the experimental class and 30 students for the control class. The research instrument used was task and rubric students' scientific attitudes, essay tests of critical thinking skills, student response questionnaires to learning and observation sheets of teacher and student activities. The data analysis technique used is the normality test, homogeneity test and hypothesis test. Based on the results of the analysis of hypothesis testing shows the value t = 4.476 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory observation methods and the environment can improve scientific attitudes. Based on the results of hypothesis testing shows the value t = 8.486 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory and environmental observation methods can improve critical thinking skills in plant material at SMA 1 Darma Kuningan. The conclusion in this study is the implementation of contextual teaching and learning through laboratory observation and environmental methods to improve scientific attitudes and critical thinking of students in plant classification material at SMA 1 Darma KuninganKeywords: Contextual teaching and learning; Laboratory observation methods and environment; Scientific attitude; Critical thinking


2020 ◽  
Vol 4 (3) ◽  
pp. 254
Author(s):  
Ni Putu Dyah Pramestika ◽  
I Gusti Agung Ayu Wulandari ◽  
I Wayan Sujana

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (t-count = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 - 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.


2021 ◽  
Vol 13 (2) ◽  
pp. 1142-1151
Author(s):  
Ibrahim Ibrahim ◽  
Nurul Akmal ◽  
Marwan Marwan

This study aimed to determine the effectiveness of problem-based teaching and learning models to increase learning achievement and the relationship with students' critical thinking skills. This study used an experimental method with a design pretest-posttest control group.  The population in this study were all semester four students of the Biology Education Department. Analysis of experimental data to measure the achievement of student learning outcomes with t-test and critical thinking skills using percentage description analysis, using statistical computer software programs. The research results show an increase in learning achievement, with an average N-gain for problem-based learning units is 70.9 (moderate) and 57.93 (moderate) for conventional classes. The t-test results show that the t-count value is 3.61 and the t-table is 1.991, so t-count t-table. The conclusion is that there are differences in learning outcomes in implementing problem-based teaching and learning models to increase learning outcomes with critical thinking skills of four at the Private University of Aceh Province, Indonesia.


2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
I Made Kartika ◽  
Putu Ronny Angga Mahendra ◽  
Viane Awa

The problem at SMK Dwijendra Denpasar in PPKn is that students are less active in critical thinking and less active in expressing opinions. The success in PPKn learning lies in the use of the learning model. The problem-based learning model has specifications that can train students to actively think critically in solving problems, and dare to express opinions. The purpose of this research is to determine the application of problem-based learning models to improve students 'critical thinking skills in PPKn subjects and to find out the obstacles in applying problem- based learning models to improve students' critical thinking skills in PPKn subjects. This research uses descriptive qualitative method. The research location is at SMK Dwijendra Denpasar. Observation data collection techniques, and documentation. Data analysis was performed using an interactive data analysis model that was carried out through the process of data reduction, data presentation, and drawing conclusions / verification. The results of the study showed that the application of problem-based learning model based on problems to improve students' critical thinking skills in Pancasila and civics education subjects had been implemented in accordance with the learning implementation plan. The application of problem-based learning models to improve students 'critical thinking skills improves students' critical thinking skills, increases student learning activities, and increases responsibility attitudes. Obstacles in the application of the based learning model are less learning time, less education to be a good facilitator at the group guidance stage, and to students who are less active in group discussions. The suggestion that can be given is that the school needs to conduct socialization so that it is more optimal for the application of problem-based learning models, for teachers to be more able to increase creativity in the use of learning models, to be more efficient in the time available during the teaching and learning process, as well as during the learning process. actively guiding students in group discussions.


KULIDAWA ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 102
Author(s):  
Syafiatuz Zahro

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on students' critical thinking skills and scientific attitudes based on education level, learning materials and teaching materials used. This research used meta-analysis method. This research was obtained from 7 national scientific journals. Based on the results obtained based on the level of education, the PBL model is effectively used at the junior high school and senior high school levels. Based on learning materials, PBL models are used to develop critical thinking skills and scientific attitudes. Based on the learning material, the PBL model is more effective in using the human respiratory system material for critical thinking skills and scientific attitudes. Then based on the teaching materials, all teaching materials are effective when using the PBL model for critical thinking skill and scientific attitudes. Penelitain ini bertujuan untuk mengetahui efektivitas dari penerapan model Problem Based Learning (PBL)  terhadap kemampuan berpikir kritis dan sikap ilmiah siswa berdasarkan jenjang pendidikan, materi pembelajaran dan bahan ajar yang digunakan. Metode yang digunakan adalah meta-analisis. Penelitian ini diperoleh dari 7 jurnal ilmiah nasional. Berdasarkan hasil yang diperoleh berdasarkan jenjang pendidikan, model PBL efektif digunakan pada jenjang SMA maupun SMP. Berdasarkan materi pembelajaran, model PBL untuk mengembangkan kemampuan berfikir kritis dan sikap ilmiah. Berdasarkan materi pembelajaran, model PBL lebih efektif menggunakan materi sistem pernapasan manusia untuk kemampuan berpikir kritis dan sikap ilmiah. Kemudian berdasarkan bahan ajar seluruh bahan ajar efektif jika menggunakan model PBL untuk berfikir kritis maupun sikap ilmiah. 


Sign in / Sign up

Export Citation Format

Share Document