Improving students’ activeness and critical thinking skills through problem based learning

Abstract

This research is aimed to increase the activeness and critical thinking skills of students by applying the problem based learning model. The type of research is classroom action research. The research was conducted at the Accounting Education Study Program, Faculty of Teacher Training and Education, Islamic University of Riau. The research subjects were 1st semester students, who took the Introduction to Management course for the 2020/2021 academic year. The data in this study were obtained from observation sheets and test instruments. The data analysis technique used descriptive analysis for aspects of activeness and critical thinking skills. The results showed that the average of students’ activeness in the first cycle reached 74.5% (fair category) and in the second cycle students' activeness reached 86% with good category. Then, students’ critical thinking in the first cycle reached 77% in the Fair category, and in the second cycle it gained 86% in the good category. Therefore, there is an increase in students’ activeness and critical thinking skills by applying the problem based learning model. Based on the research findings, the researcher would like to propose the following suggestions namely: 1) Making the students more motivated during online learning by using problem-based learning, 2) Appreciating the students’ ideas to make them more confident, 3) The research was only composed of two cycles, so that the next researchers can carry out more than two cycles to maximize student’s activeness and critical thinking. This study also still has limitations, namely, the questions used are only in the form of essay questions and have not used varied question instruments.

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

“…This is known from four research articles published in national journals. The research was conducted at: 1) Three universities in Bandar Lampung (Pujiati, 2015) 2) State University in Malang (Arianti, 2017) 3) Private universities in Riau (Wijaya, 2021); 4) Private universities in Medan (Wahyuni & Amalia, 2022).…”

“…The lack of development of students' CTS is influenced by the learning models applied by lecturers in universities, some of whom still apply conventional methods (Arianti, 2017). Critical thinking can be developed by involving students in active learning (Smith, Rama, & Helms, 2018;ŽivkoviĿ, 2016).…”

Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?

“…Other study applying the STAD type cooperative learning model in collaboration with the work gallery (Chivatá & Oviedo, 2018). Other study applies a reverse learning model a problembased learning model (Fitriani et al, 2021). However, the difference in this research from previous studies is in the student learning experience, where this study has activated video presentations and peer reviews in evaluating and problem-solving.…”

“…For example, increasing student learning activities and learning outcomes using the jigsaw model, increasing student learning activities and outcomes using a lesson study-based comparative learning model and STAD-type cooperative learning in collaboration with the gallery work (Khasanah & Fitriyani, 2016;Umar, 2018;Widyani & Sukirno, 2019). Then improving the students' activity and learning outcomes using round table and rally coach of cooperative learning model academic achievement, increasing student learning activities using the flipped learning model, increasing students' engagement, activeness and critical thinking skills by applying a problem-based learning model (Chivatá & Oviedo, 2018) (Fitriani et al, 2021). However, none of these models is operational for physical education students yet.…”

STEM Learning Model’s Impact on Enhancing Critical Thinking Skills and Motivation: A Literature Review

“…Argumentation is recognized as a crucial component in science learning, as science is built upon the construction of theories supported by explanations and evidence (Yilmaz et al, 2017;Rachmawati, Dwita, and Eli Rohaeti. 2018;Widyanto, I. P., & Vienlentia, R. 2022;Rahim, 2023). Student involvement in scientific argumentation is believed to enhance their conceptual, epistemological, and methodological understanding of science.…”