MODIFIKASI MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Destria Arta Parmani ◽  
Sumiati Sumiati ◽  
Meliasari Meliasari
Keyword(s):  
Critical Thinking ◽  
Human Resources ◽  
Learning Strategies ◽  
Learning Process ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Achievement

One of the objectives of national education is to improve the quality of human resources (HR). Increasing the quality of human resources can be through critical thinking skills in learning achievement and activeness of students. The purpose of this paper is to motivate students to be more active in the learning process and are expected to improve student learning achievement. In Indonesia, education still has constraints related to the quality of education, so the learning process is not optimal and the motivation carried out by teachers and students is still lacking. The learning process in Indonesia is still fairly weak, a lot of the quality of the teacher itself is considered lacking because it still uses conventional methods. Students become passive and do not have the opportunity to express their ideas or ideas. Therefore, the problem needs to be overcome by making changes. One model that can be used as a learning model is Project Based Learning (PjBL). In this learning model the teacher acts as a facilitator. Project Based Learning aims to find problem solving, besides that also so that students learn the concept of how to solve problems and develop critical thinking skills. In learning concepts and critical thinking skills, students work together in their groups to study real problems. However, the Project Based Learning method has weaknesses in terms of time and cost, so it must be modified with Task and Forced Learning Strategies. The application of Task and Forced Learning Strategies aims to improve the quality of learning of students with a high sense of responsibility and discipline on assignments and on time. Task and Forced Learning Strategies also do not require a lot of time and money so that they can complement the Project Based learning (PjBl) method. Learning by applying this learning model is expected to make students become more disciplined, active and able to develop their creativity. This article succeeded in formulating the Project Based Learning learning model modified with Task and Forced Learning Strategies.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 233-243
Author(s):  
Isnaini Nur Azizah ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Ability Test ◽  
Self Confidence

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidenceAbstractThe purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

scholarly journals Implementasi Model Problem Based Learning Dipadu LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Zainatul Hasanah ◽  
Andi Ulfa Tenri Pada* ◽  
Safrida Safrida ◽  
Wiwit Artika ◽  
Mudatsir Mudatsir
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Learning Process ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

The learning process only focuses on the material by memorizing concepts, students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL learning model combined with STEM-based worksheets on environmental pollution conceptin class 10th SMA Negeri Bireuen district. The approach used is experimental design, the method used is quasi-experimental, with a pretest-posttest design non-equivalent control group design. Population in class 10th IPA SMAN 1 and SMAN 2 Peusangan designed 252 people. The sampling technique used was purposive sampling technique. The research sample was 140 students. The number of samples in the experimental class was 71 people and 69 people in the control class. The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent t-test. The results showed that the critical thinking skills obtained was 0.93, with an increase in class critical thinking skills including the high category. The results of the independent sample t-test obtained Sig. (0,000) α (0.05) then Ha is accepted, so it is suggested that there are differences in the critical thinking skills of students between the experimental class and the control class on environmental pollution material in class X SMAN Bireuen. The implementation of PBL learning model combined with STEM-based LKPD can improve students' critical thinking skills on environmental pollution material in class 10th SMA Negeri Bireuen Regency.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Baiq Ismayawati ◽  
Agus Abhi Purwoko ◽  
Muntari
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Mean Value ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Skills Learning

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p <0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p <0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals The Effect of Video Project-Based Learning on Students' Critical Thinking Skills during the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1858-1867
Author(s):  
Albi Anggito ◽  
Pratiwi Pujiastuti ◽  
Dhiniaty Gularso
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Average Increase ◽  
Significance Level ◽  
Significant Difference ◽  
The Impact

Project-based Learning using video is being used at the University of Yogyakarta in order to examine the impact on students' thinking skills. The Paired Sample t-test analytic method was employed in this study to conduct a quasi-experiment, which is described in detail below. The findings revealed that: 1) the average increase from the pretest score to the posttest score was 4.55 in the experimental class and 3.41 in the control class, and 2) a statistically significant difference in the average increase was observed in the experimental class when the Project-based learning model was used in the classroom. The experimental class uses Project-based Learning, 3) the data in the experimental class is 0.097 (pretest) and 0.062 (posttest). In contrast, the data in the control class is 0.083 (pretest) and 0.064 (posttest), 4) the results of the hypothesis test revealed a significance level of 0. 007 in the experimental class and 0.016 in the control class, both of which were less than the significance level of 0.005, so that H0 was rejected and H1 was accepted. According to the findings of this study, there appears to be an effect of applying the Project-based learning model on students' critical thinking skills in social studies classes. PjBL (project-based learning) models that include video can help students substantially enhance their critical thinking skills.

scholarly journals THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE

2015 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
NI Nyoman Kawiwati
Keyword(s):  
Critical Thinking ◽  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
Conventional Model ◽  
Learning Achievement

This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking skills toward students’ mathematics achievement. Given high critical thinking skills, students taught using PAIKEM models displayed higher results compared to those in conventional learning who were best in a lower critical thinking skills. Finally, based on the results, it can be recommended to SMA Mathematics teachers to increase students’ Mathematics achievement by using PAIKEM model accurately and to see of students critical thinking skills.

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