scholarly journals Assessing Students' Achievement through Problem-Based Learning to Reveal the Implicit Bias of Fake News

2021 ◽  
Vol 3 (12) ◽  
pp. 08-20
Author(s):  
Karisma Erikson Tarigan ◽  
Murad Hassan Sawalmeh ◽  
Margaret Stevani
Keyword(s):  
Negative Impact ◽  
Implicit Bias ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Negative Consequences ◽  
Fake News ◽  
Control Groups ◽  
And Control ◽  
Widespread Dissemination

The widespread dissemination of fake news could have serious negative consequences for individuals and society. First, fake news could upset the balance of authenticity in the news ecosystem. For example, the most popular fake news was more prevalent on Facebook or Instagram media. Second, fake news intentionally persuaded consumers to accept biased or false beliefs. Third, fake news was changing the way people interpret and react to real news. For example, some fake news was created to mistrust and confuse people, so it was impossible, to tell the truth from what was not. To mitigate the negative impact of fake news, it was very important to develop methods to automatically detect fake news in social networks, namely problem-based learning, in order to differentiate between real and fake visual content. Qualitative and quantitative approaches were performed using experimental and control groups to determine whether problem learning could induce students to engage more actively with the topic and develop critical thinking skills to avoid the implicit bias of fake news. This study was conducted at Universitas Katolik Santo Thomas Medan, Indonesia. This research showed that problem-based learning could promote the development of learning communities where learners could freely exchange ideas and ask questions related to the material being studied. Therefore, problem-based learning was an effective way to improve the analytical ability to distinguish between real news and fake news based on the credibility of the news.

scholarly journals USING PROBLEM-BASED LEARNING TO IMPROVE STUDENTS CRITICAL THINKING SKILLS TO DEAL HOAX INFORMATION IN CHEMISTRY

2020 ◽  
Vol 17 (35) ◽  
pp. 120-134
Author(s):  
Noor FADIAWATI ◽  
Chansyanah DIAWATI ◽  
M. Mahfudz Fauzi SYAMSURI
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
The State ◽  
Critical Thinking Skills ◽  
Social Scientific ◽  
And Control ◽  
11Th Grade

Critical thinking is the ability to think rationally and reflectively about what must be done or believed. This skill allows one to make logical decisions based on information obtained and processed according to ability. The development of critical thinking skills in learning is essential because they enable students to deal effectively with social, scientific, and practical problems. Therefore, this research aimed to describe the effectivity of problem-based learning to improve students’ critical thinking skills to deal with hoax information in chemistry. This research was carried out through the control and experimental groups. Data were collected from 60 the 11th-grade students of the State High School in Lampung Province, Indonesia, and analyzed by using SPSS version 23.0. The effectivity of problem-based learning was measured based on the n-gain. The n-gain value of experimental and control classes was 0.709 (high) and 0.322 (medium), respectively. The results indicated that problem-based learning has facilitated and effective to improve students’ critical thinking skills.

scholarly journals An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
İsmail EVCİM
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Groups ◽  
Energy Unit ◽  
Significant Difference ◽  
Significant Change ◽  
And Control ◽  
Experimental Group

In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale.

scholarly journals The Effectiveness of Problem-Based Learning on the Hoax Informations to Improve Students’ Critical Thinking Skills (Related to Some Foods and Beverages)

2019 ◽  
Vol 3 (1) ◽  
pp. 15-22
Author(s):  
Tri Dewi Apriyani ◽  
Noor Fadiawati ◽  
M. Mahfudz Fauzi Syamsuri
Keyword(s):  
Critical Thinking ◽  
Negative Impact ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
11Th Grade

The hoax informations that spread through social media had a negative impact on society. Therefore, research had been conducted in Gedongtataan Upper Secondary School No.1  to describe the effectiveness of problem-based learning model on hoax informations in improving students' critical thinking skills. This study was used the matching only pretest-posttest control group design. The sample in this study was the 11th grade of IPA 4 (experimental class) and the 11th grade of IPA 5 (control class) which was obtained by using purposive sampling technique. The results showed that the average n-gain in the experimental and control classes was 0.7 and 0.6, respectively. Based on this, it could be concluded that the problem based learning model on the hoax informations was effective in improving students' critical thinking skills. Keywords: critical thinking skills, hoax informations, problem-based learning.

scholarly journals The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics

2021 ◽  
Vol 9 (3) ◽  
pp. 498-511
Author(s):  
Izaak Hendrik Wenno ◽  
Jamaludin Jamaludin ◽  
John Rafafy Batlolona*
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Research Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Class ◽  
Average Value ◽  
Research Procedure ◽  
Static Fluid ◽  
And Control

Creative and critical thinking skills are one of the demands of new skills needed by students in the current era. One of the learning models that can sharpen creative and critical thinking skills is Problem based learning (PBL). Heretofore, research related to creative and critical thinking skills with PBL in understanding static fluid material is still minimal. Therefore, this research explored it. This study aimed to analyze the effect of PBL on students' creative and critical thinking skills. This type of research is experimental with a total of 58 students, both experimental class and control class in 10th-grade science class Christian Senior High School YPKPM Ambon. The research procedure in the form of creative and critical thinking skills tests carried out during the research process and data analysis used was the independent sample t-test. The results showed that the average value of the experimental class students' learning achievement related to students' creative and critical thinking skills was higher than the conventional class. This implies that PBL facilitates in improving students' creative and critical thinking skills on static fluid.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN SEJARAH DITINJAU DARI MOTIVASI BELAJAR DI SMA MARTAPURA

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Muhammad Dody Hermawan
Keyword(s):  
Critical Thinking ◽  
Interaction Effect ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Positive Influence ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Influence Model ◽  
Data Collection Technique

The purpose of this reaserch are (1) find differences influence model of Group Investigation (GI) and Problem Based Learning (PBL). (2) find differences influence learning motivation of students to critical thinking abilities of learners. (3) find the interaction effect between learning models and learning motivation of the critical thinking skills of learners. This study will be conducted in SMA Martapura, Banjar regency, South Kalimantan. Subjects of the study were students of class XI SMA Martapura academic year 2015/2016. This type of research to be carried out in this study is a quantitative study using experimental methods. Design of this research is 2 X 2 factorial design to data collection technique motivation questionnaire and tests critical thinking skills. The result, 1) There is a difference between the positive influence of the Model Group Investigation (GI) and Problem Based Learning (PBL). 2) There are differences positively influence the motivation of students to critical thinking ability of students in learning the history. 3) There are nointeractions influence student learning model and motivation for students' critical thinking skill There is no interaction effect Learning Model and the Motivation of students' critical thinking skills of students in Learning Historys. Keywords: PBL Models, GI Models, Learning Motivation

scholarly journals PEMANFAATAN AUTOGRAPH SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA DENGAN MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) AUTOGRAPH USE AS A LEARNING MEDIA WITH MATH APPLYING THE MODEL OF LEARNING BASED PROBLEM (LBP)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Nailul Himmi Hasibuan
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Mathematics ◽  
Conic Sections ◽  
Mathematical Communication ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Point Line

Tulisan ini mengkaji tentang pemanfaatan autograph sebagai sumber belajar matematika yang dikombinasikan dengan Pembelajaran Berbasis Masalah (PBL). Pembelajaran berbasis masalah adalah suatu pembelajaran yang dimulai dengan masalah dunia nyata sehingga siswa agar dapat mengkonstruksi pengetahuannya sendiri dengan kemampuan berpikir yang dimilikinya, dengan mengacu pada lima langkah pokok, yaitu: orientasi siswa pada masalah, mengorganisir siswa untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya dan menganalisis dan mengevaluasi proses pemecahan masalah. Autograph adalah software software yang sangat serbaguna dan dinamis sebagai media pembelajaran untuk belajar dan mengajar matematika tingkat menengah berupa menggambar titik, ruas garis, vektor, garis, poligon, irisan kerucut, dan kurva dua dimensi. Dengan menerapkan model pembelajaran berbasis masalah yang memanfaatkan autograph dapat meningkatakan pemahaman konsep, penalaran, kemampuan berpikir kritis dan komunikasi matematis siswa. Kata Kunci: Pembelajaran Matematika, PBL, dan  AutographThis paper examines the use of autographs as a source of learning mathematics combined with Problem Based Learning (PBL). Problem-based learning is a learning that begins with real world issues so that students in order to construct his own knowledge with the ability to think it has, with reference to the five main steps, namely: orientation of students on the issue, organizing students to learn, guiding the investigation of individual and group, develop and present the work and analyze and evaluate the problem-solving process. Autograph software is software that is very versatile and dynamic as a learning medium for learning and teaching mathematics in the form of a mid-level draw point, line segment, vector, line, polygon, conic sections, and two-dimensional curve. By implementing problem based learning model that utilizes autographs can increase the understanding of concepts, reasoning, critical thinking skills and students' mathematical communication.                          Keywords: Learning Mathematics, PBL, and Autograph

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.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

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