scholarly journals Problem-based Learning and Student Critical Thinking to Improve Learning Achievement at Private Universities in Aceh

2021 ◽  
Vol 13 (2) ◽  
pp. 1142-1151
Author(s):  
Ibrahim Ibrahim ◽  
Nurul Akmal ◽  
Marwan Marwan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Biology Education ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Learning Achievement

This study aimed to determine the effectiveness of problem-based teaching and learning models to increase learning achievement and the relationship with students' critical thinking skills. This study used an experimental method with a design pretest-posttest control group.  The population in this study were all semester four students of the Biology Education Department. Analysis of experimental data to measure the achievement of student learning outcomes with t-test and critical thinking skills using percentage description analysis, using statistical computer software programs. The research results show an increase in learning achievement, with an average N-gain for problem-based learning units is 70.9 (moderate) and 57.93 (moderate) for conventional classes. The t-test results show that the t-count value is 3.61 and the t-table is 1.991, so t-count t-table. The conclusion is that there are differences in learning outcomes in implementing problem-based teaching and learning models to increase learning outcomes with critical thinking skills of four at the Private University of Aceh Province, Indonesia.

scholarly journals PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW

2015 ◽  
Vol 2 (1) ◽  
pp. 63 ◽  
Author(s):  
Miftakhus Sholikhah ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Math Achievement ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
Group Design ◽  
Multiple Group ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions

scholarly journals Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Meti Herlina ◽  
Jayanti Syahfitri ◽  
Ilista Ilista
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

scholarly journals Development of Learning Based on Problems in Chemistry Subjects to Improve Students' Critical Thinking Ability

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Melania Priska ◽  
Agnes Pendy ◽  
Natalia Peni ◽  
Ludovicus Carvallo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Biology Education ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

Solution material is one of the materials that requires a student's level of understanding at the critical thinking level. Critical thinking skills train students to learn to find and solve problems using scientific methods based on real experiences encountered and experienced directly. To be able to find the concept of knowledge based on existing realities, an appropriate learning model is needed, namely a problem-based learning model. This study aims to determine students' critical thinking skills. The type and design of this research is development research with a nonequivalent control group design. The samples of this research were students of semester 2, Biology Education Study Program, University of Flores. This research was conducted from April-June 2020. Data were collected using the critical thinking ability test technique of students in the chemical solution subject, followed by processing and analyzing data using the prerequisite analysis test in the form of normality test, homogeneity test, and t-test. The data analysis shows the significance value of the normality and homogeneity test, namely α> 0.05, while for the t-test α <0.05. From these results prove that problem-based learning can improve students' critical thinking skills in chemistry subject matter solution

scholarly journals PENGARUH MODEL PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR SEJARAH DI SMA KORPRI BEKASI

2021 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Muhammad Irham Romadhon ◽  
Sarkadi Sarkadi ◽  
Abdul Syukur
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Higher Learning ◽  
Learning Models ◽  
Direct Learning

This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.

scholarly journals The Effectiveness of Two Stay Two Stray (TSTS) Cooperative Learning Model in Improving Students 'Critical Thinking Skills

2020 ◽  
Vol 4 (1) ◽  
pp. 40-43
Author(s):  
Diaz Apriakanti ◽  
Mobinta Kusuma ◽  
Muriani Nurhayati
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Hypothesis Testing ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Group Method ◽  
Learning Models

The purpose of this study was to determine (1) the differences in students' critical thinking skills in natural science subjects between those who use the Two Stay Two Stray cooperative learning model (TSTS) and those who use the Problem Based Learning (PBL) learning model (2) the effectiveness of Two Stay Two Stray (TSTS) type of cooperative learning models and Problem Based Learning (PBL) learning models in improving students' critical thinking skills. This type of research was an experiment with a Posttest-Only Control Design group method. The sampling technique used was Cluster Random Sampling to determine the experimental class and the controlled class. Data collection techniques were the test. Furthermore, the research instrument used the final test to measure students' critical thinking skills. From the results of data analysis, it was obtained the results of hypothesis testing and hypothesis testing on the effectiveness of students' critical thinking skills. The calculation results of the hypothesis test for differences in critical thinking skills of students using the Independent Samples t-test showed tcount> ttable (14.710> 1.674) and a significance value of 0.000 <0.05, while the results of the effectiveness test on students' critical thinking skills used the One Sample t-test. The test shows the value of tcount> ttable (11.654> 1.708) and a significance value of 0.000 <0.05. Thus, it can be concluded that the Two Stay Two Stray (TSTS) cooperative learning model can improve students' critical thinking skills.

scholarly journals The Effect of PBL Model Based Local Wisdom Towards Student’s Learning Achievements on Critical Thinking Skills

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Khaerus Syahidi ◽  
Tsamarul Hizbi ◽  
Asriwani Hidayanti ◽  
Fartina Fartina
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement

This study aims to determine 1) Effect of the Problem Based Learning (PBL) based local wisdom model towards students’ learning achievement 2) Effect of the critical thinking towards students learning achievement 3) Interaction between the use of learning models and critical thinking skills towards student learning achievement. This study was experimental study. The population of this study were all students of class X IPA at SMA AL-Hamzar Tembeng Putik in academic year 2019/2020. The sample of this study was selected by saturated sampling technique which was Class X IPA 1 as an experimental class while class X IPA 2 was as a control class. The research design of this study was 2 x 2 factorial design. the data collection techniques of this study used critical thinking questionnaires and achievement tests. The data were analyzed by using two ways Anova. The results showed that; 1) there was an effect of problem based learning (PBL) based local wisdom on student learning achievement, it proved by the result of FA count> Ftable was 11.29> 4.00, which meant H0A was rejected, 2) There was an effect of critical thinking skill towards student learning achievement, it proved by the result of FB> Ftable was 5.51> 4.00 which meant that H0B is rejected. 3) There was no interaction between the use of learning models with the Critical thinking skill towards student achievement, it is because FABcount <Ftable was 0.98 <0.04 which meant H0AB is accepted.

scholarly journals Keefektifan Model PBL dan PjBL Ditinjau dari Prestasi, Kemampuan Berpikir Kritis, dan Motivasi Belajar Matematika Siswa SMP

2016 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Esti Rahayu ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Learning Achievement ◽  
Significance Level ◽  
Group Design ◽  
Pbl Model

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan antara model PBL setting GI dan PjBL setting GI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest nonequivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Pengadegan Kabupaten Purbalingga, sedangkan sampel yang diperoleh melalui pemilihan secara acak yaitu siswa kelas VIII C dan VIII B. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, dan angket motivasi belajar matematika. Data dianalisis secara univariat dengan statistik uji one sample t-test untuk mengetahui keefektifan model pembelajaran, sedangkan data dianalisis secara multivariat dengan statistik uji two group MANOVA untuk membandingkan keefektifan model pembelajaran. Setiap analisis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukan bahwa model PBL setting GI dan PjBL setting GI efektif dan tidak ada perbedaan keefektifan antara kedua model pembelajaran ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika.Kata Kunci: model PBL setting GI, model PjBL setting GI, prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar. The Effectiveness of PBL and PjBL Models in Term of Achievement, Critical Thinking Skills, and Motivation in Mathematics Learning of SMP Students AbstractThis study aimed to describe and to compare the effectiveness of PBL model in the setting of GI and PjBL model in the setting of GI in term of learning achievement, critical thinking skills, and motivation in mathematics learning of SMP students. This study was a quasi-experimental research employing the pretest-posttest nonequivalent group design. The research population comprised all students in grade VIII of SMPN 3 Pengadegan Purbalingga. The Samples were students of class VIII C and D were selected randomly from the population.. The data collecting instruments were a test of learning achievement, a test of critical thinking skills, and a questionnaire of motivation in mathematics learning. The data were analyzed using the univariatetechnique with the one sample t-test to determine the effectiveness of learning models, while to compare the effectiveness of learning models, the data were analyzed using the multivariate technique with the two groups MANOVA. Each analysis was done at the significance level of 5%. The results of the study show that the PBL and PjBL models in the setting of GI is effective and there is no difference the effectiveness of the two models in term of learning achievement, critical thinking skills, and motivation in mathematics learning.Keywords: PBL model in the setting of GI, PjBL model in the setting of GI, learning achievement, critical thinking skills, and learning motivation.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Nurul Hidayati ◽  
Elly Yustina ◽  
Sri Hendra Suryani ◽  
Juli Eka Nugraheni
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Teaching Process ◽  
Validation Criteria ◽  
Final Score ◽  
The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi.  Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

scholarly journals Application of the Problem Based Learning Model to Improve Critical Thinking Skills for Grade IV Elementary School Students

2021 ◽  
Vol 3 (4) ◽  
pp. 104
Author(s):  
Elyana Rahmawati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Fourth Grade Students ◽  
Field Notes ◽  
The Subject

<p><em>This study aims to improve critical thinking skills through the application of a Problem Based Learning based. This research is a classroom action research conducted in two cycles with planning, implementation, observation, and reflection stages. Data collection instruments use question instruments, observation sheets, documentation, and field notes. The subject of the study was the fourth grade students of SDN 1 Muryolobo. The results showed an increase in critical thinking skills as indicated by the data in the pre cycle of 42%, in the first cycle increased by 67,23%, and in the second cycle increased by 80,72%. Increasing critical thinking skills also affects the students learning outcomes. This is indicated by the learning outcomes on Indonesian language in pre cycle, cycle I, and cycle II, are 45%, 68%, and 81%. Furthermore, the learning outcomes of IPS in pre cycle, cycle I, and cycle II are 36%, 63%, and 81%.</em></p>

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