A Study Comparison the Application of Discovery Learning and Problem Based Learning Models on the Critical Thinking Ability

Abstract

Purpose of the study: The purpose of this study is how are the differences in students' critical thinking skills in physics subjects using discovery and problem-based learning models at Madrasah Aliyah Laboratory in Jambi City.
 Methodology: The research design used by researchers is a quantitative research type of quasi-experimental design using a pretest-posttest control group design, with a total sample of 56 students using a total sampling technique. The instrument in this study used a test with a Cronbach alpha of 0.919. The data analysis used includes descriptive and inferential statistics.
 Main Findings: Based on the data analysis and discussion above, it can be concluded that students' critical thinking skills in physics subjects in static electricity material are in a good category. This indicates that the application of discovery learning models and problem-based learning can improve the thinking skills of critical students. This is reinforced by testing the hypothesis through an independent sample t-test that there is a significant difference between the use of the two models in improving students' critical thinking skills, especially in physics lessons on static electricity.
 Novelty/Originality of this study: This research has a novelty, especially in cognitive, namely critical thinking skills, which can be improved with a scientific approach, especially using discovery learning models and problem-based learning.

Teachers' Views Regarding the Character of Students' Perseverance in Science Learning

“…This can involve implementing active learning techniques such as project-based learning, experiments, conversations, or learning science through the use of technology. To encourage students to persist, teachers also present problems that are appropriate to their level of understanding [28], [29]. Also by using the help of teaching media.…”