scholarly journals Implementation of Problem Based Learning to Improve the Critical and Creative Thinking Skills

2018 ◽  
Author(s):  
Asmiatin Anisaroh ◽  
Maria Veronika Roesminingsih ◽  
Totok Suyanto
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical And Creative Thinking

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

scholarly journals Applying Blended Problem-Based Learning to Accounting Studies in Higher Education; Optimizing the Utilization of Social Media for Learning

2020 ◽  
Vol 15 (08) ◽  
pp. 22
Author(s):  
Ahmad Nurkhin ◽  
Kardoyo Kardoyo ◽  
Hengky Pramusinto ◽  
Rediana Setiyani ◽  
Ratieh Widhiastuti
Keyword(s):  
Social Media ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Accounting Education ◽  
State University ◽  
Face To Face ◽  
Quantitative Measurements ◽  
Qualitative Descriptive ◽  
Critical And Creative Thinking

This study aims to examine the implementation of blended problem-based learning in introductory courses on accounting in order to improve stu-dents' critical and creative thinking skills and student learning outcomes. The research design carried out is classroom action research (CAR). The ob-ject in this study is Accounting Education students at the Faculty of Eco-nomics, Semarang State University. The research was conducted in Septem-ber-October 2019. The procedure for carrying out CAR consists of planning, implementing, observing and reflecting. CAR is implemented in two cycles. The research data has been gathered using documentation, observation and testing. For data analysis, quantitative and qualitative descriptive methods are used. The researchers have carried out two cycles with each cycle con-sisting of two lecture meetings. In the first cycle, researchers used Google classroom, mind mapping, online quizzes, and Instagram social media to improve interaction and the quality of lectures by applying blended prob-lem-based learning. Researchers focused on improving students' critical and creative thinking skills in the first cycle. The results showed that the stu-dents have good critical and creative thinking skills. In the second cycle, re-searchers still continued to use Google classroom and combined it with face-to-face lectures using "make a note" assignments and group discus-sions. Researchers took quantitative measurements to see the success of the treatment. The results showed that students were able to obtain better grades than before being given the treatment.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

2017 ◽  
Vol 11 (1) ◽  
pp. 119 ◽  
Author(s):  
Sri Winarno ◽  
Kalaiarasi Sonai Muthu ◽  
Lew Sook Ling
Keyword(s):  
Direct Instruction ◽  
Direct Problem ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Knowledge Score ◽  
Thinking Skills ◽  
Face To Face ◽  
Quasi Experimental ◽  
Teamwork Skills ◽  
Instruction Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills  4.70(.50).

scholarly journals THE EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL BASED ON AUDIO VISUAL MEDIA TO CREATIVE THINKING SKILLS OF STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 59
Author(s):  
Ari Nofida ◽  
Syaiful Arif
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Student Activities ◽  
Quasi Experimental ◽  
Written Test

This research aims to study the feasibility of learning models, student activities, and the presence or absence of problem-based learning models on the creative thinking skills of grade VII students at SMP Negeri 1 Mlarak. This research is a quasi-experimental study with a nonequivalent control group design. This study uses PBL learning models assisted by audio visual media for the experimental class and conventional models for the control class. The instrument used was a written test consisting of descriptions, while the statistical analysis used the t test (independent sample test) and one tail test.

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