Effectiveness of Problem Based Learning (PBL) Towards Learning Outcomes Through Critical Thinking Skills

Dharma, Buyung Adi; Tasrikah, Nikmatul; Churiyah, Madziatul

doi:10.26858/ja.v7i2.15343

Cited by 5 publications

(8 citation statements)

References 31 publications

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“…Student discussion activity is one aspect of critical thinking skills. These results are relevant to the conclusions of the study which show that PBL is able to have a good impact on improving critical thinking skills through the process of problem analysis and knowledge sharing between students (Benedicto & Andrade, 2022;Dharma et al, 2020;Dwi Anggriani & Eko Atmojo, 2022;Fadilla et al, 2021;Pramestika et al, 2020). In addition, the group discussion process is also able to support the improvement of students' critical thinking skills (Maryani et al, 2018).…”

Section: Table 3 T -Testmentioning

confidence: 59%

“…The application of the learning model implemented in class so far is considered capable of increasing students' critical thinking skills. Problem-Based Learning (PBL) is a learning model that is oriented toward the use of problems with real-world contexts that can train critical thinking skills and problem-solving as well as a comprehensive understanding of a material concept PBL can hone critical thinking skills because this model contains activity steps that require students to carry out discussions, exploration, inquiry, discovery, and problem-solving (Agustina et al, 2017;Ali, 2019;Benedicto & Andrade, 2022;Benediktus Tanujaya et al, 2017;Cheng & Liu, 2015;Dharma et al, 2020;Dwi Anggriani & Eko Atmojo, 2022;Fadilla et al, 2021;Hikmawati & Suryaningsih, 2020;Pramestika et al, 2020;Serezli et al, 2023;Widyatiningtyas et al, 2015). In other words, learning steps with this PBL model have the potential to improve students' mathematical critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

Harianja

Tampubolon

Manalu

2023

FRM

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PBL is a learning model that leads to strengthening competence of problem-solving, critical reasoning, and learning about learning. The purpose of this study was to determine the significance of the effect of applying the PBL learning model on the critical thinking competence of sixth-grade elementary school students on circle material. The approach applied in this study is a quantitative approach with a pre-test and post-test critical thinking design type. Data collection techniques in this study used critical thinking tests. The participants who were included in this study were 25 students of class VI at SDN 173270, siborong – borong , north sumatera. Data analysis using a one-sample t-test. Based on the calculation of the hypothesis testing is done using the t-test. The normality test results for the value of critical thinking results are 0.139 > ? (0.05) exceeding the significant value, then the variable values are normally distributed, followed by using the one-sample t-test, the t-test results on the equation of the variance section which are assumed to show the Sig value (2)-tailed) < ? ie 0.000 < 0.05 then reject H0. So it can be concluded that there is a significant effect of the application of PBL on the mathematical critical thinking skills of grade VI elementary school students.

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Section: Table 3 T -Testmentioning

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

Harianja

Tampubolon

Manalu

2023

FRM

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“…The same thing occurs in the science literacy skills of students with higher critical thinking skills (Rahayuni, 2016). The ability to think critically also has a positive impact on student learning outcomes, which is an indicator of the success of the academic process (Mulyanto et al, 2018;Miharja et al, 2019;Subiyantari et al, 2019;Dharma et al, 2020;Andayani et al, 2020). However, another study found that critical thinking skills did not affect student learning outcomes (Tabun et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking and Scientific Modules: Effectiveness on Students' Cognitive Learning Outcomes and Critical Thinking Skills

Safitri,

Suharno,

Fauzi

2024

JMPF

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<p>The purpose of the research is to find out whether or not 1) there were different effects using learning modules with Computational Thinking (CT) and scientific approaches, 2) different effects on students’ critical thinking ability in the high and low categories, 3) interaction between the effects using learning modules with CT and scientific approaches in the level of students’ critical thinking ability on cognitive learning outcomes in temperature and heat subject. This research method was quasi-experimental with a quantitative approach. The design used a non-equivalent post-test-only control group design and a 2x2 factorial design pattern. The population was students of XI MIPA SMA Negeri 1 Kartasura in the academic year of 2021/2022. The sample was chosen using a cluster random sampling technique. Two classes were used as the samples: 36 students of XI MIPA 2 as the first experiment class and 36 students of XI MIPA 4 as the second experiment class—the data collecting technique used documentation, test, and questionnaire techniques. Data were analyzed using non-parametric test statistics, and the method was the Mann-Whitney test. The conclusions of the research results are: 1) there are no effects of using learning modules with CT and scientific approaches on cognitive learning outcomes, 2) there are no effects on student’s critical thinking ability in the high and low categories towards cognitive learning outcomes, 3) there is no interaction between the effects of using learning modules and students’ critical thinking ability on cognitive learning outcomes in temperature and heat subject. This study shows the effectiveness of applying learning modules with CT and scientific approaches to students' critical thinking skills on cognitive learning outcomes on Temperature and Heat material.</p>

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“…It aimed to imbue in students problem-solving skills for operationalisation in the 'real world', namely the clinical environment (Schmidt 2012). Problem-based learning is defined as a studentcentred pedagogical approach triggered by an authentic, ill-structured problem that requires the collaborative, active engagement of the students, who are understood as self-directed, active knowledge seekers and creators of knowledge when arriving at an academic resolution (Dharma, Tasrikah & Churiyah 2020). The teaching and learning process involved in PBL requires students to learn to be internally motivated, and self-driven in their pursuit of education and collaborate with others to become 'life-long learners' (Yew & Goh 2016).…”

Section: Introductionmentioning

confidence: 99%

Development of higher-order thinking skills in nursing students through online problem-based assessment

Baloyi

2023

Health SA Gesondheid

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Background: The development of higher-order thinking skills (HOTS) in problem-based learning (PBL) is not confined to teaching and learning but extends to authentic assessment methods, similar to real-life situations. The assessments aligned to PBL attempt to eliminate the students’ tendency towards memorisation. Rather, it instils and encourages their ability to analyse, interpret, synthesise, and evaluate knowledge and its sources.Aim: The study had two primary aims: (1) to describe undergraduate nursing students’ experiences of an online problem-based assessment (PBA), and (2) to explore how online PBA assessment contributed to the development of undergraduate student nurses’ HOTS.Setting: An urban-based South African higher education institution (HEI) in KwaZulu-Natal, Durban, South Africa.Methods: A descriptive, exploratory qualitative approach was used. The target population was 4th-year psychiatric nursing students (N = 39) studying for the degree of Bachelor of Nursing at the preselected university, utilising two focus groups (n = 5, n = 7). Data were analysed through content analysis using the clinical reasoning model as a framework.Results: Three categories (trigger problem, re-visioning the cues, treatment direction) and seven sub-categories (trigger problem posing, early cue identification, cue interpretation and clustering, focussed cue investigation, information processing and interpretation, reprioritise hypotheses, and diverse intervention[s]) emerged.Conclusion: Psychiatry, Nursing and Midwifery practices require a practitioner skilled in HOTS to provide quality, efficient and cost-effective patient care.Contribution: The findings in this study can benefit nursing education, particularly learning interruptions in HEIs.

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Effectiveness of Problem Based Learning (PBL) Towards Learning Outcomes Through Critical Thinking Skills

Cited by 5 publications

References 31 publications

Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

Computational Thinking and Scientific Modules: Effectiveness on Students' Cognitive Learning Outcomes and Critical Thinking Skills

Development of higher-order thinking skills in nursing students through online problem-based assessment

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