Implementation of problem-based learning to improve students’ critical thinking skills

Ibrahim, Ibrahim; Almukarramah,; Gunawan, Gunawan; Marwan, Marwan; Don, Yahya

doi:10.1088/1742-6596/1460/1/012058

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…This can be seen from the research results of Aswan, et., al. (2018);Cahyono, & Dwikoranto, (2021); Ibrahim, et., al. (2019);Laksono, et., al.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers

Sutrio,

Busyairi,

Doyan

et al. 2023

J. Pendidik. Fis. Teknol.

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Critical thinking skills are one of four skills that students must have in the 21st century. However, several research results show that students' critical thinking skills in Indonesia are still very low. This research aims to test the effectiveness of the Problem-Based Flipped Classroom (PBFC) model assisted by e-Modules in improving the critical thinking skills of prospective physics teachers. This type of research is quasi-experimental with a non-equivalent control group design. The research was conducted at the Physics Education Study Program at the University of Mataram. The research subjects consisted of 52 prospective physics teachers who were studying Basic Physics I. Data was collected using a critical thinking skills test given before and after treatment. The results of data analysis show that the average score of critical thinking skills of prospective physics teachers in the experimental class and control class both increased to the moderate category with N-Gain scores of 0.63 and 0.48 respectively. Based on the results of the t-test at the 95% confidence level with the degree of freedom dk= 52 it shows that there is a significant difference in the increase in Critical Thinking Skills between the experimental class and the control class with a value of tcount= 2.21 with a value of ttable = 2.01 . Apart from that, based on the results of the effect size calculation, it shows that the effectiveness of the E-Module assisted PBFC model in improving students' critical thinking skills relative to the conventional model is different in the large category. In other words, the PBFC model assisted by e-modules can be used as an alternative learning in the classroom to improve the critical thinking skills of prospective physics teachers or students in general.

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“…This can be seen from the research results of Aswan, et., al. (2018);Cahyono, & Dwikoranto, (2021); Ibrahim, et., al. (2019);Laksono, et., al.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers

Sutrio,

Busyairi,

Doyan

et al. 2023

J. Pendidik. Fis. Teknol.

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“…In contrast, other students were more likely to be silent and could not respond or refute the discussion topic. This causes the condition of the room to be passive and quiet so that teaching and learning outcomes do not get the quality that is in line with expectations (Ibrahim & et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Problem-based Learning and Student Critical Thinking to Improve Learning Achievement at Private Universities in Aceh

Ibrahim

Akmal

Marwan

2021

AIJP

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This study aimed to determine the effectiveness of problem-based teaching and learning models to increase learning achievement and the relationship with students' critical thinking skills. This study used an experimental method with a design pretest-posttest control group. The population in this study were all semester four students of the Biology Education Department. Analysis of experimental data to measure the achievement of student learning outcomes with t-test and critical thinking skills using percentage description analysis, using statistical computer software programs. The research results show an increase in learning achievement, with an average N-gain for problem-based learning units is 70.9 (moderate) and 57.93 (moderate) for conventional classes. The t-test results show that the t-count value is 3.61 and the t-table is 1.991, so t-count t-table. The conclusion is that there are differences in learning outcomes in implementing problem-based teaching and learning models to increase learning outcomes with critical thinking skills of four at the Private University of Aceh Province, Indonesia.

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“…;Ibrahim et al (2019);Selviani, (2019);Wulandari et al, (2020);Maulina et al, 2020);Astutia et al, (2021);Nasral & Meliandika, (2022) show that the PBL model is effective for improving students' critical thinking skills in science learning with an Effect size (ES) in the medium category. Likewise, Rahmawati's research results (2018); Aswan et al (2018); Parno et al, (2019); Cahyono & Dwikoranto, 2021; Nurhayati et al (2021); Triyanti, (2022); Fitriyyah, & Wulandari, (2022) show that the PBL model is effective for improving students' critical thinking skills in science learning with an Effect size (ES) in the high category.…”

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confidence: 99%

The Effectiveness of Problem-Based Learning Model In Improving Critical Thinking Skills in Science Learning: a Meta-Analysis

Busyairi,

Kusuma

2023

Kappa

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This study aims to determine the effectiveness of the problem-based learning (PBL) model in improving students' critical thinking skills in science learning. A meta-analysis study was carried out in this study by analyzing 30 scientific articles resulting from previous studies. The selected scientific articles have criteria namely; (1) articles that discuss the effect of applying the PBL model on critical thinking skills in learning science (physics and biology) (2) articles from national and international journals with research locations in Indonesia (3) journals published within the last five years. The data in this study were analyzed by calculating the average effect size from several previous studies and then categorized using the criteria set by Cohen's. The results of data analysis showed that the average effect size for physics subjects was 1.08 while for biology subjects it was 1.06. It can be concluded that the PBL model is effectively used to improve students' critical thinking skills in learning science (physics and biology) with a level of effectiveness in the high category.

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Implementation of problem-based learning to improve students’ critical thinking skills

Cited by 6 publications

References 4 publications

The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers

The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers

Problem-based Learning and Student Critical Thinking to Improve Learning Achievement at Private Universities in Aceh

The Effectiveness of Problem-Based Learning Model In Improving Critical Thinking Skills in Science Learning: a Meta-Analysis

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