Scientific Approach Based for Problem-Based Learning of Marketing Subject to Improve Vocational Students' Critical Thinking Skill

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran bangun ruang SMP dengan pendekatan problem-based learning yang valid, praktis, dan efektif dilihat dari pencapaian kompetensi dasar, kemampuan berpikir kritis, dan sikap terhadap matematika. Jenis penelitian ini merupakan penelitian pengembangan model 4D yang meliputi tahap pendefinisian, perancangan, pengembangan, dan tahap disseminasi. Hasil penelitian berupa perangkat pembelajaran bangun ruang yang terdiri atas silabus, RPP, LKS, dan instrumen evaluasi berupa tes pencapaian kompetensi dasar dan kemampuan berpikir kritis yang valid, praktis, dan efektif. Kevalidan perangkat mencapai kategori sangat baik ditinjau dari penilaian para ahli. Kepraktisan perangkat mencapai kategori sangat baik ditinjau dari penilaian guru, penilaian peserta didik, dan observasi keterlaksanaan pembelajaran. Aspek keefektifan dipenuhi dari tercapainya minimal 75% peserta didik lulus KKM ditinjau dari pencapaian kompetensi dasar dan berpikir kritis, serta lebih dari 80% peserta didik mempunyai sikap terhadap matematika dalam kategori tinggi. Dari kegiatan ekperimen diperoleh bahwa perangkat yang dikembangkan lebih efektif daripada perangkat pembelajaran konvensional ditinjau dari pencapaian kompetensi dasar, berpikir kritis, dan sikap terhadap matematika. Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan problem-based learning, bangun ruang SMP DEVELOPNING SPACE LEARNING KITS IN JUNIOR HIGH SCHOOL WITH PROBLEM-BASED LEARNING APPROACH Abstract This study was aimed to produce space learning kits with problem-based learning approach in Junior High School which was valid, practical, and effective based on achievement of basic competence, critical thinking skill, and attitude towards mathematics. This study was and development study using the 4D development model that included defining, designing, developing, and disseminating phase. This study produced valid, practical, and effective space learning kits that consisted of syllabus, lesson plans, students’ worksheets, and assessment tests that included test of basic competence achievement and critical thinking test. Kits validity gets very good category from expert assessment. Kits practically gets very good category from teachers assessment, students assessment, and observation of learning implementation. The aspect of effectiveness was seen from achievement minimal 75% of the student pass the minimum score for achievement of basic competence and critical thinking skill, and more than 80% of student have attitude toward mathematics in high category. The result of experiment activity shows that the developed learning kits more effective than conventional learning kits based on achievement of basic competence, critical thinking, and attitude toward mathematics. Keywords: development, learning kits, problem-based learning approach, space

Download Full-text

PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2720 ◽

2014 ◽

Vol 2 (2) ◽

pp. 209 ◽

Cited By ~ 3

Author(s):

Pricilla Anindyta ◽

Suwarjo Suwarjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Significance Level ◽

Class E

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5TH GRADERS ABSTRACT The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021. Keywords: problem-based learning, expository learning, critical thinking skill, self-regulation.

Download Full-text

Development of Mathematics Learning Instrument Based on Problem Based Learning to Improve Students’ Mathematical Critical Thinking Skill of Student in Class X Vocational High School

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018) ◽

10.2991/icm2e-18.2018.66 ◽

2018 ◽

Author(s):

Pil Gafur ◽

I Made Arnawa

Keyword(s):

High School ◽

Critical Thinking ◽

Mathematics Learning ◽

Problem Based Learning ◽

Vocational High School ◽

Thinking Skill ◽

Critical Thinking Skill

Download Full-text

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

Journal of Physics Conference Series ◽

10.1088/1742-6596/947/1/012062 ◽

2018 ◽

Vol 947 ◽

pp. 012062 ◽

Cited By ~ 1

Author(s):

M Reza ◽

M Ibrahim ◽

Y S Rahayu

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Materials ◽

Teaching Learning

Download Full-text

The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

Pancaran Pendidikan ◽

10.25037/pancaran.v6i4.120 ◽

2017 ◽

Vol 6 (4) ◽

Author(s):

Agustiningsih Agustiningsih ◽

Singgih Bektiarso ◽

Arju Mutiah ◽

Ahmad Ahmad

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Learning Outcomes ◽

Real Life ◽

Problem Based Learning ◽

T Test ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

Download Full-text

Penerapan Model Pembelajaran Problem Posing Menggunakan LKS Berbasis Scientific Aproach Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v6i2.4853 ◽

2018 ◽

Vol 6 (2) ◽

pp. 190

Author(s):

Suriasa Suriasa

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Response ◽

Problem Posing ◽

Research Subjects ◽

Learning Problem ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Scientific Approach

Keterampilan berpikir kritis siswa belum menjadi perhatian, padahal keterampilan berpikir kritis merupakan salah satu keterampilan berpikir tingkat tinggi yang sangat penting diajarkan kepada siswa. Penelitian ini bertujuan untuk mendeskripsikan efektifitas penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific approach. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Subjek penelitiannya ialah 34 siswa kelas 7C SMPN 24 Banjarmasin. Instrumen yang digunakan dalam penelitian ini adalah LKS brbasis scientific approach. Berdasarkan hasil analisa data diperoleh keterampilan berpikir kritis siswa pada siklus I keterampilan menanya sebesar 67,88%, pada siklus II keterampilan menanya sebesar 84,71%, dan pada siklus III keterampilan menanya sebesar 92,26%, sedangkan keterampilan mengamati, mencoba, menganalisis, mengkomunikasikan dan menyimpulkan pada ketiga siklus sebesar mencapai nilai diatas 85%. Hal ini menunjukkan peningkatan keterampilan berpikir kritis siswa dari siklus I ke siklus II baik, dan siklus III amat baik. Hasil belajar siswa materi konsep zat yang berorientasi keterampilan berpikir kritis siswa mencapai ketuntasan secara klasikal pada siklus I sebesar 78,13%, pada siklus II sebesar 88,24%, dan pada siklus III sebesar 91,18%. Respon siswa terhadap pembelajaran sangat baik. Oleh karena itu diperoleh simpulan bahwa penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific aproach efektif meningkatkan keterampilan berpikir kritis siswa kelas 7C SMPN 24 Banjarmasin pada materi konsep zat.Critical thinking skills of students have not been a concern, whereas critical thinking skills are one of the most important high-level thinking skills taught to students. This study aims to describe the effectiveness of applying learning problem-posing model using worksheet based on scientific approach. This research uses classroom action research method. The research subjects are 34 students of grade 7C SMPN 24 Banjarmasin. The instrument used in this research is a scientific approach bracket worksheet. Based on the result of data analysis, the students' critical thinking skill in the first cycle of questioning skills equal to 67,88% score, on the second cycle, the questioning skill equal to 84,71%, and on the third cycle of questioning skill equal to 92,26% , while observation skill, try, analyze, communicate and conclude on all three cycles achieving a value above 85%. This shows the improvement of students' critical thinking skills from cycle I to cycle II good, and cycle III is very good. Student learning result of concept material that oriented critical thinking skill of students reach mastery classically in cycle I equal to 78,13%, in cycle II equal to 88,24%, and at cycle III equal to 91,18%. Student response to learning is very good. Therefore it is concluded that the application of learning problem-posing model using a scientific-based worksheet approach effectively improves critical thinking skills of 7C students SMPN 24 Banjarmasin on the material concept of substance.

Download Full-text

The Applicability of Scientific Approach to Increase the Student’s Critical Thinking Skill in Mathematic of the Student 5 Grade

MODELING: Jurnal Program Studi PGMI ◽

10.36835/modeling.v6i1.356 ◽

2019 ◽

Vol 6 (1) ◽

pp. 56-63

Author(s):

Tri Lestari ◽

Mawardi Mawardi ◽

Krisma Widi Wardani

Keyword(s):

Critical Thinking ◽

Action Research ◽

Intermediate Level ◽

It Use ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Low Level ◽

Scientific Approach ◽

Classroom Action Research ◽

High Level

The goal of this research is to increase the student’s critical thinking skill using scientific approach in mathematic of the students 5 grade SD Negeri Ledok 01 Salatiga. It use Classroom Action Research (CAR), it will do to solve learning problems in the classroom. The writer does Classroom Action Research (CAR) collaboratively with the teacher of 5 grade SD Negeri Ledok 01 Salatiga. The subjects of this research is the students 5 grade SD Negeri Ledok 01 there are 30 students consists of 16 boys and 14 girls. The result of the analysis data show the students critical thinking skill of the pre-cycle is 26% high level, 20% intermediate level and 54% in the low level. First cycle it about 50% high level, 43% intermediate level, and 7% low level, second cycle 57% high level and 43% intermediate. Based on the result above, the writer can conclude the scientific approach is increasing the students critical thinking skill in mathematic of the student 5 grade SD Negeri Ledok 01 Salatiga.

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

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