scholarly journals The Efforts to Improve Thematic Learning Critical Thinking Skill through Problem Based Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 353-363
Author(s):  
Pindi Darma Hutama ◽  
Naniek Sulistya Wardani ◽  
Intan Permana
Keyword(s):  
Critical Thinking ◽  
Performance Appraisal ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Energy Sources ◽  
Class Iii ◽  
Know How ◽  
Thematic Learning

This study aims to find out whether the improvement of critical thinking skills in thematic learning can be attempted through Problem Based Learning. Moreover, it also wants to know how is the improvement of critical thinking skills student in thematic learning can be attempted through Problem Based Learning. The subjects of this research were class III students, even semester totaling 20 students. The type of this study was classroom action research (CAR). The model of CAR was spiral-shaped from Kemmis and Robin Mc. Tagget. The procedure of this study was implemented at least two cycles if cycle one was already improved. The observation was used in the data collecting. The study instrument used an observation sheet equipped with a performance appraisal rubric. The analysis data technique used was descriptive comparative technique. The result of the study stated that there was an improvement on critical thinking skills students in the thematic learning that PBL attempted had proven. The improvement of the number of skilled in good critical thinking was 15% in cycle 1, and 40% from the totaling students in cycle 2. The improvement of critical thinking skills in the students grade III in the thematic learning was attempted through PBL with steps of 1) reviewing problems by taking notes, 2) asking 3 energy source problems, 3) reasoning solving 3 problems of energy sources, 4) collecting data of energy sources, 5) analyzing data of energy sources, 6) writing report of the result of solving 3 problems of energy sources, 7) presenting the result of solving the problem of energy sources, 8) evaluating the process of energy sources problem-solving.

scholarly journals Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]

2018 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Indri Anugraheni
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Google Scholar ◽  
Learning Models ◽  
School Students ◽  
Test Technique

<p>This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.</p><p><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%. </p>

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 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.

scholarly journals Problem Based Learning for Mathematics Critical Thinking Skills

2018 ◽  
Author(s):  
Nur Rohmatul Aini ◽  
Syafrimen Syafril ◽  
Netriwati Netriwati ◽  
Agus Pahrudin ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Single Case ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issues ◽  
Case Study Design ◽  
Single Side ◽  
Active Debate

This article aims to find out how to develop student’s critical thinking skills through Problem Based Learning. Single-case single-side case study design is using for method this study, involve one lecture. Data were collected through observation, interviews, and analyze document. The resultz were obtained, showing that the development of mathematics critical thinking skills was carried out using the problem based learning of two component: (i) controversial issues, and (ii) active debate. Temuan penelitian ini menunjukkan bahwa problem based learning dapat dijadikan sebagai salah satu alternative untuk mengembangkan kemampuan berfikir kritis matematis mahasiswa.

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

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
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

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> 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 <em>problem based learning</em>, 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 <em>problem based leaning</em> 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 <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">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.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

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