PENERAPAN PBL (PROBLEM BASED LEARNING) BERBANTUAN MEDIA VIDEO UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS PESERTA DIDIK KELAS X DI MA SARJI AR-RASYID

This study aims to determine whether there is an increase in students' critical thinking skills after the implementation of the PBL (Problem Based Learning) Learning Model Assisted by Video Media in the class X sociology subject at MA Sarji Ar-Rasyid. The method used is Classroom Action Research using a spiral schema model from Hopkins using four phases, namely planning, action, observation, reflection. Methods of collecting data using observation methods, interview methods, documentation methods and test methods. The data analysis technique in this study used qualitative data analysis and descriptive statistical data analysis. The results of the study show that there is an increase in students' critical thinking skills after the implementation of this learning model, this is evidenced by the acquisition of the percentage of critical thinking indicators in the 1st cycle of the 1st meeting by 34% (Low) and 43% (Low) at the 2nd meeting. about 9%. And in the second cycle of the 1st meeting, the percentage of critical thinking indicators increased by 73% (Medium) and 84% (High) at the 2nd meeting or increased by 11% in the High category. Abstrak Penelitian ini mempunyai tujuan untuk mengetahui apakah ada peningkatan kemampuan berfikir kritis peserta didik setelah diterapkan Model Pembelajaran PBL (Problem Based Learning) Berbantuan Media Video pada mata pelajaran sosiologi kelas X di MA Sarji Ar-Rasyid. Metode yang digunakan yaitu Penelitian Tindakan Kelas dengan menggunakan model skema spiral dari Hopkins dengan menggunakan empat fase yaitu perencanaan, tindakan, observasi, refleksi. Metode pengumpulan data menggunakan metode observasi, metode wawancara, metode dokumentasi dan metode tes. Teknik analisis data dalam penelitian ini menggunakan analisis data kualitatif dan analisis data statistik deskriptif. Hasil penilitian menunjukkan bahwa ada peningkatan kemampuan berfikir kritis peserta didik setelah diterapkannya model pembelajaran ini, hal ini dibuktikan dengan perolehan persentase indikator berfikir kritis pada siklus 1 pertemuan ke-1 sebesar 34%(Rendah) dan 43% (Rendah) pada pertemuan ke 2 meningkat sekitar 9%. Dan pada siklus 2 pertemuan ke-1 persentase indikator berfikir kritis meningkat sebesar 73% (Sedang) dan 84% (Tinggi) pada pertemuan ke-2 atau mengalami peningkatan sebesar 11% dengan kategori Tinggi. Kata Kunci : Problem Based Learning, Kemampuan Berfikir Kritis, Penelitian Tindakan Kelas

The Cognitive Association Between Effortful Self-Control and Decreased Vitality

According to the schema model of self-control, individuals’ self-control efforts activate the fatigue/decreased vitality schema. A precondition for this schema activation is that the cognitive concepts of self-control effort and decreased vitality are associated in individuals’ minds. In the present two studies, the existence of such a cognitive association was tested. In Study 1, 133 school students from Switzerland read two similar stories in a random order. In one story, a fictitious individual engaged in effortful self-control, while in the other story, he/she did not. In Study 2, 251 online workers from the United States, per random assignment, received either a story describing an individual exerting self-control or a similar story describing an individual not exerting self-control. In both studies, the participants rated how vital the fictitious individuals felt at the time the story ended. As expected, in both studies, the fictitious individual exerting self-control was rated as feeling less vital compared to the one not exerting self-control. This finding is in line with the schema model of self-control, as it indicates that the concepts of self-control exertion and decreased vitality are related to each other in a cognitive associative structure. Additional results suggest that emotional valence and calmness are irrelevant in this association. Moreover, the self-control exertion-decreased vitality association was independent from the raters’ own momentary feelings of self-control exertion, effort, and exhaustion.

Perceived Self-Control Effort, Subjective Vitality, and General Affect in an Associative Structure

A crucial assumption of the recently developed schema model of self-control is that people’s perceived self-control efforts are related to the experience of lowered subjective vitality. In the present study, this assumption was tested. It was also examined whether perceived self-control effort is related to a diffuse affective experience (i.e., subjective vitality, general positive affect, and general negative affect as a combined factor) or is discretely related to subjective vitality, general positive affect, and general negative affect. Based on the previous literature, it was expected that the latter would better fit the data. In a survey study, university students (N = 501) completed standardized measures of their perceived self-control effort, subjective vitality, general positive affect, and general negative affect with regard to a specific frame of reference (i.e., during the current day and the last 2 days). Bivariate correlations and confirmatory factor analyses revealed the expected relationships, meaning that perceived self-control effort was negatively related to subjective vitality and that the statistical model with three distinct affective variables fit the data better than the model with subjective vitality, positive affect, and negative affect incorporated into one common factor. It was concluded that the findings are in line with the schema model of self-control.

Emotional Schema Therapy

Cognitive therapy has often been criticized as focusing exclusively on rational cogni¬tion rather than on the role of emotion in psychopathology. The Emotional Schema Therapy (EST) approach advances a model of how people think about and respond to their own emotions and those of others. Drawing on Beck’s schema model, the metacognitive model of Adrian Wells, the Acceptance and Commitment Model (ACT), and social cognitive theory, the EST model suggests that beliefs about the duration, controllability, legitimacy, normalcy, shame and guilt about emotions re¬sult in problematic strategies for coping with emotion, such as suppression, avoid¬ance, substance abuse, and rumination. I outline some of the main points of EST and the research supporting the model.

Investigation of Cognition with Schema Model

Schema model (schema network) is a model established on the concept of neural network, networking memory, and the subconsciousness. It is also related to psychoanalysis which is barely seen in papers of neuroscience today. This paper reviews different pre-existing theories around “cognition” and schema. To some extent, it redefines subconscious without being overly philosophic and creates a system which is another perspective to view cognition. The schema model is composed of three parts, including input, subconsciousness and cognition and it is observed that cognition can only do three things, which are reasoning, imagination and centre executive. The subconsciousness is composed of some well associated models and unassociated models, as people can conclude the associated models from environment but unassociated models usually cannot be obtained as they are learnt because of the gatekeeper. The original schema theory explains all the behaviours [8] but predicts little things, so the author proposes a schema network by combining the theory with interdisciplinary knowledge to explain human behaviours more thoroughly. The purpose is to explain cognition, subconsciousness of human in a new way, and hopefully people can use it to find implication on education, sociology and artificial intelligence, or prevention of mental disorders.