scholarly journals Efektivitas Model Pembelajaran Problem Based Learning dan Problem Solving terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 5 (3) ◽  
pp. 1149-1160
Author(s):  
Oktavia Wahyu Ariyani ◽  
Tego Prasetyo
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Problem Based Learning ◽  
Correct Model ◽  
Eta Squared

Kemampuan berpikir kritis dilaksanakan saat proses belajar berlangsung. Namun pada kenyataannya kemampuan berpikir kritis pada siswa masih tergolong sangat rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Problem Based Learning dan Problem Solving terhadap kemampuan berpikir kritis pada pembelajaran tematik siswa kelas IV SD. Penelitian ini menggunakan jenis penelitian meta analisis. Pengumpulan data dilakukan melalui pencarian artikel-artikel di Google Cendekia. Dari hasil pencarian artikel di Google Cendekia didapatkan 20 artikel yang konkret. Uji hipotesis menggunakan uji ancova yang menunjukkan f hitung > f tabel yaitu 3,462 > 3,20 dan signifikasinya 0,079 > 0,05 yang berarti Hₒ ditolak dan Hₐ diterima, artinya terdapat perbedaan yang signifikan dalam menggunakan model pembelajaran Problem Based Learning dan Problem Solving dalam kemampuan berpikir kritis pada pembelajaran tematik siswa kelas IV SD. Hasil analisis Effect Size menggunakan uji ancova pada model pembelajaran Problem Based Learning dan Problem Solving diperoleh hasil Correct Model yang diketahui Partical eta Squared sebesar 0,161 dengan nilai signifikasi 0,079 yang berarti model pembelajaran Problem Based Learning dan Problem Solving memberikan pengaruh yang tergolong kecil. Berdasarkan pengolahan data, maka dapat disimpulkan bahwa model pembelajaran Problem Based Learning lebih efektif dibandingkan dengan menggunakan model pembelajaran Problem Solving untuk kemampuan berpikir kritis pada pembelajaran tematik siswa kelas IV SD

scholarly journals Meta Analisis Efektivitas Model Problem Based Learning dan Problem Solving Terhadap Kemampuan Berpikir Kritis Mata Pelajaran Matematika Siswa Sekolah Dasar

2021 ◽  
Vol 3 (2) ◽  
pp. 385-395
Author(s):  
Tika Evi ◽  
Endang Indarini
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Model Problem ◽  
Problem Based Learning ◽  
Eta Squared ◽  
Ancova Model

Tujuan dari penelitian ini yaitu untuk mengetahui komparasi model pembelajaran  Problem Based Learning dan Problem Solving terhadap kemampuan berpikir kritis matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian Meta Analisis. Data analisis didapatkan melalui jurnal online di google Cendekia dan Scholar. Kemudian dilanjutkan dengan menyeleksi beberapa artikel yang didapatkan, dan setelah dilakukan penyeleksian ditetapkan sampel sebanyak 20 artikel yang signifikan untuk dianalisis. Ada 5 langkah untuk mengukur kemampuan berpikir kritis, yaitu sebagai berikut: (1) mengidentifikasi permasalahan, (2) menentukan permasalahan, (3) strategi, (4) mengumpulkan data, (5) menyimpulkan. Agar dapat diketahui perbedaan pengaruh antara model Problem Based Learning dan Problem Solving maka langkah selanjutnya yaitu melakukan uji Ancova. Hasil uji Effect Size dengan menggunakan model model Problem Based Learning dan Problem Solving terdapat hasil Sig. sebanyak 0,003 dengan nilai Partial Eta Squared sebesar 0,864. Hasil uji tesebut menunjukkan bahwa model pembelajaran Problem Based Learning dan Problem Solving tergolong sangat besar dalam memberikan pegaruh terhadap kemampuan berpikir kritis matematika. Jika dilihat dari hasil uji Ancova model pembelajaran Problem Based Learning dengan nilai rata-rata yaitu sebesar 64,9173 dan nilai rata-rata model pembelajaran Problem Solving sebesar 68.6220. Sehingga bisa disimpulkan bahwa model pembelajaran Problem Solving lebih efektif jika dibandingkan dengan model Problem Based Learning yang ditinjau dari kemampuan berpikir kritis matematika siswa Sekolah Dasar.

scholarly journals Meta Analisis: Efektivitas Model Pembelajaran Problem Solving dan Problem Based Learning Ditinjau Dari Kemampuan Pemecahan Masalah Matematika SD

2021 ◽  
Vol 5 (2) ◽  
pp. 935-948
Author(s):  
Yushinta Saputri ◽  
Krisma Widi Wardani
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Problem Based Learning

Tujuan penelitian ini untuk mengetahui besarnya pengaruh model pembelajaran Problem Solving dan Problem Based Learning ditinjau dari kemampuan pemecahan masalah matematika sekolah dasar dengan cara menganalisis hasil penelitian 20 artikel sebelumnya yang di publikasi pada Google Cendekia. Jenis penelitian ini adalah meta analisis. Adapun langkah dalam penelitian meta analisis antara lain, (1) Mengumpulkan data, (2) Menghitung Effect Size setiap artikel, (3) Mengidentifikasi ada tidaknya perbedaan dampak yang ditimbulkan terhadap subjek, (4) Menarik kesimpulan. Dari analisis 20 artikel, berdasarkan uji Ancova membuktikan bahwa fhitung > ftabel yakni (5,960 > 3,59) dan nilai signifikasinya (0,026 < 0,05) yang membuktikan bahwa terdapat perbedaan efektivitas yang signifikan antara pengaruh dalam penggunaan model pembelajaran Problem Solving dan Problem Based Learning ditinjau dari peningkatan kemampuan pemecahan masalah matematika siswa SD. Selain itu pengaruh kedua model dapat dilihat dari hasil Effect Size. Pada model pembelajaran Problem Solving sebanyak 5 artikel dalam kategori kecil dan 5 artikel dalam kategori besar. Sedangkan model pembelajaran Problem Based Learning sebanyak 6 artikel dalam kategori kecil dan 4 artikel dalam kategori sedang.

scholarly journals Komparasi Model Pembelajaran Problem Based Learning dan Inquiry Learning Ditinjau dari Keterampilan Berpikir Kritis Siswa di Sekolah Dasar

2021 ◽  
Vol 5 (3) ◽  
pp. 1277-1285
Author(s):  
Dwi Ratna Efendi ◽  
Krisma Widi Wardani
Keyword(s):  
Effect Size ◽  
Data Model ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Eta Squared

Dalam proses pembelajaran, guru harus mampu mendesain pembelajaran sebaik mungkin yang mampu meningkatkan semangat peserta didik dengan menerapkan model pembelajaran yang mampu meningkatkan keaktifan peserta didik, salah satunya dengan menerapkan model pembelajaran Problem Based Learning atau Inquiry Learning . Penelitian ini bertujuan untuk mengetahui perbandingan model pembelajaran Problem Based Learning dengan Inquiry Learning pada mata pelajaran IPA di SD. Jenis dari penelitian ini adalah penelitian meta-analisis. Data yang digunakan pada penelitian ini dari 20 artikel pada jurnal online. Dari data yang diperoleh, didapatkan skor pretest model pembelajaran Problem Based Learning 59,26%, sedangkan model Inquiry Learning 52,72%. Skor posttest model pembelajaran Problem Based Learning 84,56%, sedangkan model Inquiry Learning 76,94%. Kemudian, dilakukan uji anova agar mengetahui pengaruh dari masing-masing model. Hasil uji effect size dari kedua model tersebut yang tertera pada kolom partial eta squared dengan besar 0,435 dengan sig. sebesar 0,008. Dengan begitu, dapat disimpulkan bahwa model pembelajaran Problem Based Learning dan Inquiry Learning memiliki dampak sedang terhadap keterampilan berpikir kritis peserta didik pada mata pelajaran IPA. Berdasarkan hasil olah data, model pembelajaran Problem Based Learning lebih efektif dalam meningkatkan keterampilan berpikir kritis pada mata pelajaran IPA di sekolah dasar

scholarly journals Meta Analisis Efektivitas Model Problem Based Learning dan Problem Posing Terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar Pada Pembelajaran Matematika

2021 ◽  
Vol 5 (1) ◽  
pp. 670-681
Author(s):  
Jaya Yanti Nur Istiqomah ◽  
Endang Indarini
Keyword(s):  
Effect Size ◽  
Model Problem ◽  
Problem Based Learning ◽  
Problem Posing ◽  
Eta Squared

Tujuan dari penelitian untuk mengetahui komparasi model pembelajaran Problem Based Learning dan Problem Posing terhadap kemampuan berpikir kritis matematika siswa sekolah dasar. Jenis penelitian yang digunakan adalah Meta Analisis. Data analisis didapatkan melalui jurnal online di google Cendekia. Kemudian dilakukan penyeleksian dari beberapa artikel, setelah dilakukan penyeleksian ditetapkan sampel sebanyak 20 artikel untuk dianalisis. Agar dapat diketahui perbedaan pengaruh antara model Problem Based Learning dan Problem Posing maka dilakukan melalui uji Ancova. Hasil dari uji Effect Size dengan model Problem Based Learning dan Problem Posing melalui Partial Eta Squared dengan jumlah 0,789 dengan nilai Sig. sebesar 0,000. Hasil uji tersebut mampu memberikan pengaruh tergolong efek besar terhadap kemampuan berpikir kritis matematika siswa sekolahb dasar. Dilihat dari hasil uji Ancova yang dilakukan pada 20 artikel terhadap model pembelajaran Problem Based Learning dengan jumlah rata-rata skor posstest sebesar 74,3620. Sedangkan model pembelajaran Problem Posing terdapat rata-rata skor posstest sebesar 76,2580, Hal ini dapat disimpulkan bahwa model pembelajaran Problem Posing terhitung lebih efektif dibandingkan model pembelajaran Problem Based Learning.

scholarly journals Problem-Based Learning to Improve Problem-Solving Skill: Is it Effective Enough?

2021 ◽  
Vol 4 (1) ◽  
pp. 78-88
Author(s):  
Ardian Asyhari ◽  
Muhammad Sifa’i
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Effect Size ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
School Students ◽  
Control Group Design

This study aimed to determine the effectiveness of the problem based learning model on the problem solving ability of high school students. This research is a quasy experimental research with the matching only pretest-posttest control group design. The subjects in this study were students of class XI IPA SMA Negeri 1 Ulubelu. The effect size hypothesis test is used to obtain the results of the effectiveness of the PBL model on students’ problem solving abilities. The result of the effect size hypothesis test showed the value of 0.68 in the moderate category. So it can be concluded that the problem-based learning model is effective for improving the problem-solving ability of high school students.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

2019 ◽  
Vol 3 (1) ◽  
pp. 70-80
Author(s):  
Sri Ayu Harani Tanjung ◽  
Yuli Amalia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Ability Tests ◽  
Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah  75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DIPADU MIND MAP TERHADAP KREATIVITAS DALAM MEMECAHAN MASALAH PADA KONSEP PENCEMARAN LINGKUNGAN

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Novi Tri Susanti ◽  
Anna Fitri Hindriana ◽  
Haruji Satianugraha
Keyword(s):  
Problem Solving ◽  
Environmental Pollution ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Integration Effect ◽  
Map Integration

This study aim to determine the effect of Problem Based Learning (PBL) models in mind map integration to creativity of problem solving in the environmental pollution concept of graders X. The method used is a Quasi-experimental design form Nonequivalent Control Group Design (pretest- posttest). The study population is all the students of graders X academic year 2017/2018 as many as 9 classes with the number of 360 students. The sample used was 80 students from two classes as an experimental class and a control class. Sampling was done by Cluster Random Sampling technique. Instruments used include test descriptions, questionnaires and teacher observation sheets. The results of the analysis of the test descriptions creativity in problem solving obtained results of hypothesis testing (t test) i.e. 20.5 t count > t table of 2.66 means that Ho refused and Hi accepted, it means PBL learning models in Mind Map integration effect on creativity in problems solving. This is indicated by an increase in the average score on each indicator of creativity in problem solving in which students are able to grow various ideas, enrich ideas, add or detail the details of an idea and determine the truth to solve the problems. From the analysis of questionnaire data showed an interest in learning to use the PBL modela in Mind map integration, students agreed that if the model of PBL in Mind map integration may be easier to learn about the concept of Environmental Pollution. In addition, students also agreed that if the PBL models in Mind map integration effect on creativity in problems solving. The results showed that there was a significant influence between learning using PBL models in Mind map integration those not using the learning models to creativity in problems solving in the concept of environmental pollution of graders X.

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