In today’s 21st century, people are demanded to have the ability to communicate and to think critically. In addition, we are also expected to possess leadership qualities. In achieving such competencies, IT-Assisted Project Based Learning (PjBL) model can be used as an alternative. Hence, this study was conducted, aiming at determining whether there is an effect of Instagram-Assisted PjBL model on students' critical thinking skills in sociology subjects. This research was a Quasi-Experimental Study, with Nonrandomized Control Group Pretest–Posttest Design. The research data were obtained using objective tests in the form of multiple choice questions, which have passed validity, reliability, discrimination power, and difficulty level test. The data were analyzed using parametric statistical tests, in the form of comparative analysis and N-Gain. The results of the study showed that Instagram-Assisted Project Based Learning model had an impact on students' critical thinking abilities. The results of N-Gain test also showed that the increase in students of experimental class’ critical thinking skills is higher than that of the students in control class. This implies that Instagram-Assisted Project Based Learning models can be used as a supplement in strengthening constructivist-oriented learning theories.
This study aimed to determine the presentation of teaching material during the Covid-19 pandemic seen from various variables (gender, age, school location, and school status) in the Senior High School (SMA). This research used qualitative approach with survey based. The population in this study were all high school students, amounting to 14.566 with a minimum sample of 427 based on the Slovin formulation. The data for the presentation of teaching material used a questionnaire with the help of google form which meets the research requirements. Overall data were analyzed quantitatively, using comparative analysis, namely non - parametric statistics because they did not meet the requirements of the analysis. The results showed that the presentation of teaching materials tended to be contextual in the dimensions of fact that teacher always present the teaching material based on the pandemic condition, as well as other dimensions, such as concepts, principles, procedures, and from several variables (gender, age, school location, and school status) that there were differences in perceptions of the presentation of teaching material in Senior High Schools.
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