Blended Learning based on Problem Based Learning to Improve Critical Thinking Ability of Prospective Counselors

Zamroni, Edris; Muslihati,; Lasan, Blasius Boli; Hidayah, Nur

doi:10.1088/1742-6596/1539/1/012039

Cited by 18 publications

(14 citation statements)

References 28 publications

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“…There are: 1) studying and solving problems in the field of information teaching, 2) integrating it, and generalizing it; 3) student-centric. The Discovery Learning model is very suitable for students who have high motivation in learning (Jamieson, 1970(Jamieson, , 1971Zamroni et al, 2020). Discovery Learning is also believed to be an effective method for learning motor skills, anticipation, and cognitive (Dixon, 1973).…”

Section: Introductionmentioning

confidence: 99%

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

2022

pegegog

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This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% (α = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes. Learning outcomes varied between groups of students who were taught using the collective learning model and groups of students who were taught using the exploratory model, different results were obtained. Learning outcomes varied between groups of students with high levels of learning discipline and groups of students with low levels of learning discipline. Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as studentcentered learning. Especially in the message design course.

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Section: Introductionmentioning

confidence: 99%

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

2022

pegegog

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“…The IBPBL model can improve students' critical thinking through learning activities of finding, asking, elaborating, problem-solving, and reflection (Effendi & Hendriyani, 2020). Optimizing students' critical thinking skills can help problem-solving, systematic, and logical thinking (Zamroni et al, 2020). Such conditions also require the development of e-ISSN 2549-7529 | p-ISSN 1412-0313 https://ejournal.upi.edu/index.php/gea critical thinking aspects of students, especially in providing an overview of the decisions that have been taken as a form of formulation of a problem (Sujanem et al, 2020).…”

Section: Source: Data Analysis (2021)mentioning

confidence: 99%

The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

Islam

Sumarmi

Putra

et al. 2021

Jurnal Pendidikan Geografi

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Students in society 5.0 era education are directed to have adaptive and reactive response patterns to change through effective synergy as domain systems inaccessibility to technology in developing their skills actively and independently through critical thinking skills. Critical thinking skills as a cognitive domain in identifying, analyzing, and thinking of practical and creative ways to solve problems are needed to develop in the era of global society 5.0. Therefore, teachers are required to design learning processes that can accommodate student competencies in the era of society 5.0, one of which is the implementation of the innovative Interactive Blended Problem-Based Learning (IBPBL) learning model. This study aims to determine the effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on students' critical thinking skills. This type of research is a quasi-experimental study using a posttest-only control group design. The sample in this study used 72 students in class X IPS 2 (n = 36 control class) and X IPS 3 (n = 36 experimental class), Specializing in Social Sciences, SMAN 1 Tempeh, Lumajang Regency, East Java. The data analysis technique used the independent t-test hypothesis test to determine the significance value of the difference in the average treatment given to both the control and experimental classes. The results showed an effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on the critical thinking skills of students with Sig. (2-tailed) 0.000.

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“…This technology can be used together during learning by applying a blended learning approach [13,14]. Several previous studies have stated that the PBL model based on Blended Learning is effective for improving students' critical thinking skills and learning activities [15,16], but the impact on students' creative thinking skills is not yet known. Therefore, the application of the blended learning based PBL model in physics learning needs to be tested for its impact on students' creative thinking skills.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of PBL Based on Blended Learning to Improve Students’ Creative Thinking in Physics Learning

Syukri

Herliana

Amalia

et al. 2022

J. Phys.: Conf. Ser.

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This study aims to determine the improvement of students’ creative thinking skills after applying PBL based on blended learning in physics learning. This research is a quasi-experimental study with a non-equivalent control group design. The population of this study was all students of class XI SMAN 4 Wira Bangsa. The sampling technique used the purposive sampling method and obtained a research sample of 48 students who were divided into 2 groups, namely the experiment class and the control class. The data collection technique used in this research is a pretest-posttest using a creative thinking ability test instrument that measures 4 (four) indicators, namely fluency, flexibility, originality, and elaboration. The pretest-posttest data were analyzed using a t-test using an independent sample t-test assisted by SPSS. Based on the data from the t-test analysis, it was found that H0 was rejected, meaning that there was an increase in the creative thinking ability of students who applied PBL based on blended learning. The results of this study can be used as a reference for teachers, lecturers, and education practitioners to make Blended Learning-based PBL an effective learning model used to improve students’ creative thinking skills in learning physics.

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Blended Learning based on Problem Based Learning to Improve Critical Thinking Ability of Prospective Counselors

Cited by 18 publications

References 28 publications

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

The Implementation of PBL Based on Blended Learning to Improve Students’ Creative Thinking in Physics Learning

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