scholarly journals Development of Problem Based Learning (PBL) practicum guide to improve student Creative Thinking Skills (CTS) in basic physics subject

10.32698/0492 ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 39 ◽  
Author(s):  
Desrianti Sahida ◽  
Enny Zarvianti
Keyword(s):  
Research And Development ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Development Study ◽  
Is Research ◽  
Basic Physics ◽  
D Model ◽  
Observation Results

The current study is research and development study, conducted based on observation results obtained from STKIP Muhammadiyah Sungai Penuh. 4-D model was applied in this study. The 4-D model consists of (1) define. Curriculum analysis was conducted, resulting in 48 credits obtained. Analysis on students was conducted, resulting in data revealing that the students’ creative thinking skills are still categorized as low. Analysis on subject matters was conducted, resulting in decision to implement the study in Basic Physics I subject matter.(2) design, where the preliminary practicum guide was obtained. (3) development, where the PBL-based practicum guide was categorized as 0.84% valid, 92.5% practical, 77% effective for cognitive aspects, competent for CTS improvements, 80% creative, 84% competent for attitudes and 84% competent for skills (4) dissemination, where the PBL-based practicum guide was categorized as 92% practical, 76.9% effective for cognitive aspects, competent for CTS improvements, 70% creative, 84% competent for attitudes and 86% competent for skills.

Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

2016 ◽  
pp. 78-101
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

scholarly journals Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Sekolah Dasar

2018 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Mochamad Yusuf
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
D Model

Abstrak: Tujuan dari penelitian ini adalah untuk mengembangkan perangkat pembelajaran yang dapat meningkatkan keterampilan berpikir kritis. Jenis penelitian ini dapat dikategorikan sebagai penelitian pengembangan. Perangkat pembelajaran yang dikembangkan menggunakan model 4-D yang terdiri dari pendefinisian, perancangan, pengembangan, dan penyebaran. Hasil pengembangan perangkat pembelajaran menunjukkan bahwa perangkat pembelajaran telah valid, keterlaksanaan pembelajaran terlaksana dengan baik, aktivitas peserta didik terlaksana dengan baik, keterampilan berpikir kritis secara konsisten meningkatan secara signifikan di tiga kelas, dan data respon peserta didik menunjukkan mayoritas peserta didik senang terhadap pembelajaran berbasis Problem Based Learning.Abstract:  The purpose of this research is to develop a learning package that can improve the critical thinking skills students. Therefore, in general, it can be categorized into a research and development. The learning package was developed by using 4-D model; defining, designing, developing, disseminating. The result showed that learning material was valid, enforceability get good, student activites by using process get good too, the improvement of students’ critical thinking is consistent on 3 classes, the data of students’ responses showed that most of students are happy to the problem based learning.

scholarly journals PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS PESERTA DIDIK PADA KD PERDAGANGAN INTERNASIONAL

2020 ◽  
Vol 8 (2) ◽  
pp. 38-43
Author(s):  
Eni Ismawati ◽  
Muhammad Abdul Ghofur
Keyword(s):  
Data Collection ◽  
Research And Development ◽  
Response Rate ◽  
Mastery Learning ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Student Responses ◽  
Is Research ◽  
D Model

Abstrak Penelitian ini memiliki tujuan untuk mengembangkan LKPD serta menganalisis respon peserta didik dan efektifitas penggunaannya LKPD sebagai salah satu perangkat pembelajaran. Jenis penelitian yang digunakan pada penelitian ini yakni penelitian dan pengembangan (R&D) menggunakan model 4-D yang terdiri dari define, desain, development, dan disseminate. Pengumpulan data didapatkan dari hasil validasi kelayakan, pretest dan posttest, serta respon peserta didik. Hasil analisis yang sudah dilakukan materi dalam LKPD dinyatakan layak begitu pula dengan kelayakan kegrafikan dan kelayakan bahasa. Berdasarkan angket respons siswa, tingkat respons yang didapat adalah sebesar 81%. Berdasarkan hasil uji coba siswa yang mencapai ketuntasan belajar naik menjadi 76% dengan hasil N-Gain sebesar 0,7. Hal tersebut memperlihatkan bahwa pengembangan LKPD berbasis Problem Based Learning pada Kompetensi Dasar Perdagangan Internasional dapat meningkatkan berpikir kritis dan layak digunakan. Abstract This study aims to develop LKPD and analyse student responses and the effectiveness of using LKPD as a learning tool. The type of research used in this study is research and development (R&D) using a 4-D model consisting of define, design, development, and disseminate. Data collection was obtained from the results of validation of eligibility, pretest and posttest, and students' responses. The results of the analysis that have been done by the material in LKPD are declared to be feasible as well as the feasibility of graphic and language feasibility. Based on the student response questionnaire, the response rate obtained was 81%. Based on the results of student trials reaching mastery learning rose to 76% with an N-Gain result of 0.7. This shows that the development of LKPD based on Problem Based Learning in Basic International Trade Competencies can improve critical thinking and is appropriate for use.

Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory

2018 ◽  
pp. 914-931 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

Pengembangan Rubrik Keterampilan Berpikir Kreatif dalam Memecahkan Masalah Matematika Siswa Kelas VIII SMP Attaufiq Jambi

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Fiki Silvia ◽  
Risnita Risnita ◽  
Syaiful Syaiful
Keyword(s):  
High School ◽  
Research And Development ◽  
Junior High School ◽  
Subject Matter ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Teacher Assessment ◽  
Mathematic Teacher ◽  
The Subject

The purpose of this research was to know the characteristics of the developmental product of creative thinking skills rubricsin solving problem in mathematicsof the subject matter of Algebra for the 8-grade students of SMP Attaufiq Kota Jambi. This is also intended to know the eligibilityof the product, through Mathematic teacher assessment as a user and experts judgment (validation). This research and development was adopted the 4D model, that consists of four stages, i.e. define, design, develop, and disseminate. Based on the teachers assesment and experts judgement can be concluded that the developed rubrics is already valid and can to be apply for the 8-grade students on junior high school.

scholarly journals STUDI META ANALISIS PROBLEM BASED LEARNING DALAM PEMBELAJARAN FISIKA

2021 ◽  
Vol 7 (1) ◽  
pp. 159
Author(s):  
Reny Dwi Astutik ◽  
Mukhayyarotin Niswati Rodliyatul Jauhariyah
Keyword(s):  
Effect Size ◽  
Subject Matter ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Secondary Data ◽  
Scientific Publication ◽  
Thinking Skills ◽  
School Level ◽  
Physics Learning

ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh problem based learning dalam pembelajaran fisika yang ditinjau secara keseluruhan, jenjang pendidikan, hasil penelitian atau variabel respon, materi, dan media yang digunakan. Metode penelitian ini menggunakan meta analisis. Adapun alur penelitian meta analisis adalah menentukan topik penelitian, menetapkan kriteria pemilihan data, mencari data, mengelompokkan informasi data, kemudian menganalisis data dan menyimpulkan. Teknik pengumpulan data menggunakan data sekunder yang berasal dari penelitian terdahulu berupa 23 artikel publikasi ilmiah. Teknik analisis data menggunakan besaran effect size. Hasil meta analisis ini menyimpulkan bahwa penerapan problem based learning berpengaruh besar dalam pembelajaran fisika dengan nilai effect size rata-rata sebesar 0,524. Penerapan problem based learning dalam pembelajaran fisika berpengaruh besar apabila diterapkan pada jenjang perguruan tinggi, menghasilkan output meningkatkan kemampuan berpikir kreatif, menggunakan pokok bahasan cahaya, dan dibantu media pembelajaran secara virtual berupa video based laboratory. Kata kunci: meta analisis; problem based learning; pembelajaran fisika. ABSTRACTThis study aims to analyze the effect of problem-based learning in physics learning that is reviewed as overall, school level, research results or response variables, subject matter, and the media used. This research method uses meta-analysis. The meta-analysis research stage is to determine the research topic, determine data selection criteria, search for data, classify data information, then analyze the data and making conclusion. The data collection technique uses secondary data from previous research of 23 scientific publication articles. The data analysis technique uses the effect size. The results of this meta-analysis concluded that the implementation of problem-based learning had a great effect on learning physics with an average effect size of 0.524. The application of problem-based learning in physics learning had a great effect when applied at the tertiary level, increasing creative thinking skills, using light as the subject matter, and assisted by virtual learning media in the form of a video-based laboratory. Keywords: meta-analysis; problem-based learning; physics learning.

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 PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

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