Does Problem-Based Learning Improve Critical Thinking Skill?

Abstract

The study aims to understand the implementation of Problem-Based Learning and its impact on critical thinking skills for senior high school students. The study used the lesson study approach that was conducted in four cycles. Each learning activity consisted of identifying topic, presenting the report, and evaluating the Problem-Based Learning. The subject of the study was in a Senior High School in Malang, Indonesia. The level of critical thinking refers to Structure Observed Learning Outcome (SOLO) Taxonomy, consisting of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract thinking levels. The findings in the learning process show that the students’ critical thinking skills has increased. It is revealed by improving the ability to solve problems and making conclusions through critical thinking processes. The implementation of Problem-Based Learning also encourages students to think critically in the form of questioning, discussing problems and making solutions related to the employment issues, national income and economic growth in Indonesia. Keywords: Problem-Based Learning, Critical Thinking Skills, Lesson Study APAKAH PROBLEM-BASED LEARNING DAPAT MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS? Abstrak: Penelitian ini bertujuan untuk mengetahui penerapan Problem-Based Learning dan pengaruhnya terhadap kemampuan berpikir kritis pada siswa sekolah menengah atas. Penelitian ini menggunakan pendekatan lesson study yang dilakukan melalui empat siklus. Setiap aktivitas pembelajaran terdiri dari mengindentifikasi permasalahan, mempresentasikan laporan kegiatan, dan mengevaluasi pelaksanaan Problem-Based Learning. Subject penelitian ini dilakukan pada sebuah Sekolah Menengah Atas di Malang, Indonesia. Tingkat kemampuan berpikir kritis siswa dalam penelitian ini mengacu pada taksonomi SOLO (Structure Observed Learning Outcome) yang meliputi prastruktural, Unistruktural, Multistruktural, Relasional, and Extended Abstract. Hasil penelitian ini menunjukkan bahwa selama proses pembelajaran, kemampuan siswa dalam berpikir kritis telah meningkat. Hal ini ditunjukkan dari peningkatan kemampuan menyelesaikan masalah dan membuat kesimpulan melalui proses berpikir kritis. Penerapan Problem-Based Learning juga mendorong siswa memiliki kemampuan berpikir kritis dalam berbagai aktivitas seperti mengajukan pertanyaan, mendiskusikan permasalahan, dan membuat solusi terkait permasalahan pengangguran, pendapatan nasional, pertumbuhan ekonomi di Indonesia. Kata Kunci: Problem-Based Learning, Kemampuan Berpikir Kritis, Lesson Study

Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude

“…PBL model provides the convenience to the students in solving problems, because it presents contextual problems that occur in their surrounding environment. Students are active in constructing their knowledge through discussions and questions based on real problems (Narmaditya, Wulandari, & Sakarji, 2018). Students are able to understand the environmental problems encountered and make it easy for them to investigate for obtaining the data to find the solution the problems.…”

Exploring the Usefulness of Rich Mathematical Tasks to Enhance Students’ Reflective Thinking

“…The instruction procedure utilized in this study follows the problem-based instruction method as reported by Saputra, Joyoatmojo, Wardani, & Sangka (2019) by including three rich tasks. This method was used as it is potential to improve reflective thinking (Narmaditya, Wulandari, & Sakarji, 2018). Following this method, the instruction process consists of five phases: (1) providing the problems to students where the students are oriented to the rich tasks; (2) students identified problems within the tasks; (3) students sought information from various sources; (4) students choose the right solution to solve tasks; and (5) Teacher evaluated the students' works.…”

Evaluasi Keterampilan Menulis Makalah Pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar

“…Ini dapat menjadi satu faktor yang menyebabkan derajat penguasaan mahasiswa belum mencapai kategori baik atau baik sekali. Secara umum, keterampilan berpikir kritis mahasiswa di Indonesia masih rendah (Narmaditya et al, 2018;Rosidin et al, 2019;Widyastuti, 2018). Rendahnya keterampilan tersebut berdampak pada rendahnya kemampuan dalam menyelesaikan masalah (Schleicher, 2019).…”