Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

Sumardiana, Sumardiana; Hidayat, Arif; Parno, Parno

doi:10.17977/jptpp.v4i7.12618

Cited by 24 publications

(24 citation statements)

References 6 publications

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“…While critical thinking is also important for students to develop. This ability must be taught in schools because it is one of the main objectives of science education (Ennis, 2011in Sumardiana et al, 2019. In addition to involving processes, critical thinking skills also require the use of thinking skills such as estimating, analyzing, synthesizing, evaluating, and reasoning (Tiruneh et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…According to (Amini, 2015), project-based learning allows students to expand knowledge and skills, make learning more meaningful, and make learning activities more engaging. The PjBL model also awakens students' critical thinking skills (Sumardiana et al, 2019;Noble & Mustadi, 2019;(Yustina et al, 2020) and influence students' creative thinking, so it needs to be used in other learning processes (Fajrina et al, 2018). Learning that aims to make the learning process a source of experience must include critical thinking skills in order to compete in the future (Rachmawati & Rohaeti, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The objective of this writing audit is to look at different pieces of writing about how project-based learning can help students think more creatively and critically. The survey on writing found that project-based learning can help students think more critically and creatively. For research, a narrative review design is used in a literature review. Over the course of five years, 19 scientific articles from national and international journals were used in this study. Reliable sources, the quality of the research process, the quality of delivering information, and the completeness of the information are some of the validation criteria for scientific articles. Simplifying, displaying, drawing conclusions, and verifying data are all part of the qualitative analysis model of Miles and Huberman's method for presenting tabular data. The writing survey uncovers that project-based learning strategies can upgrade understudies' basic and imaginative reasoning abilities in science acquiring. The syntax of the project-based learning method be able to assist students in optimizing their creative and critical mindsets by starting learning with essential questions, working together to plan, developing project completion schedules, timelines, and deadlines

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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show abstract

“…Hal inilah yang mampu merangsang keterampilan berpikir kritis peserta didik. Hasil penelitian ini sejalan dengan beberapa peneliti sebelumnya menyatakan bahwa PjBL-STEM mampu menumbuhkan keterampilan berpikir kritis (Ahmad et al, 2020;Fadlina et al, 2021;Sumardiana et al, 2019).…”

Section: Gambar 4 Peningkatan Nilai Kelas Eksperimentunclassified

Analisis keterampilan berpikir kritis dan self efficacy peserta didik: Dampak PjBL-STEM pada materi ekosistem

Allanta

Puspita

2021

jipi

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Tujuan penelitian ini untuk mengetahui dampak PjBL dengan pendekatan STEM terhadap keterampilan berpikir kritis dan self efficacy peserta didik. Penelitian ini termasuk dalam jenis quasi experiment dengan Nonequivalent Control Group Design, melibatkan dua subjek penelitian yaitu experiment class and control class. Populasi penelitian ini adalah peserta didik kelas X IPA SMA Gajah Mada Bandar Lampung. Sampel yang digunakan sebanyak 2 kelas, pengambilan sampel adalah cluster random sampling, pengumpulan data menggunakan test esai berpikir kritis dan angket skala likert. Analisis data penelitian menggunakan uji Anova. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest dan postest kelas eksperiment sebesar 64,96 menjadi 84,24. Model PjBL pendekatan STEM meningkatkan kemampuan berpikir kritis dan self efficacy peserta didik yang ditandai adanya peningkatan skor rata-rata pre test dan pos testt pada tiap indikator yaitu 60,86 menjadi 81,22. Peningkatan pre test dan post test dengan N-gain sebesar 0,55 atau 31%. Nilai rata-rata angket Self Efficacy kelas eksperimen sebesar 135,04 atau 93% dangan kategori sangat tinggi. Maka disimpulkan bahwa terdapat pengaruh model PjBL – STEM terhadap peningkatan keterampilan berpikir kritis dan self efficacy peserta didik kelas X pada materi ekosistem. An analysis of students' critical thinking skills and self-efficacy: The influence of PjBL-STEM on ecosystem learning materials Abstract: This research aimed to determine the influence of the PjBL model with the STEM approach on students' critical thinking skills and self-efficacy. This research is a quasi-experimental research with a nonequivalent control group design. This research also involved two research subjects, namely the experimental class and the control class. The population of this research was the tenth-grade students of SMA Gajah Mada Bandar Lampung. The samples were determined using the cluster random sampling technique. In collecting the data, the researchers employed a critical thinking test and a Likert scale questionnaire. The research data were analyzed using the ANOVA test. The results showed that the experimental class’s average score on the pretest experienced an improvement, from 64.96 to 84.24. The PjBL model with the STEM approach improved students' critical thinking skills and self-efficacy. The improvement was marked by the average pre-test and post-test scores improvement for each indicator, from 60.86 to 81.22. The improvement of pretest and posttest scores determined by the N-gain test was 0.55 or 31%. Furthermore, the average self-efficacy score obtained by the experimental class was 135.04, or 93% within the excellent category. Therefore, it can be concluded that the PjBL model with the STEM approach influenced the tenth-grade students' critical thinking skills and self-efficacy on ecosystem learning materials.

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“…Critical thinking skills are a survival skill because they tend to allow students to engage with the world and others in a sensitive, reliable, and predictable way (Johanson, 2010 ;Hohmann & Grillo, 2014;Kleinig, 2016). Critical thinking skills are able to seek, understand, and make reflective decisions, including interpretation, inference, self-regulation, analysis of explanation and evaluation of information, open thinking, and communicating effectively with others (Rahmawati & Harun, 2019;Shaw,et al, 2019;Sumardiana,Hidayat & Parno, 2019). Critical thinking requires conceptual clarity because critical thinking assesses an object to make decisions (Straus, 2016 ;Araabi, 2017;Lundstedt & Sinander, 2020).…”

Section: Introductionmentioning

confidence: 99%

Science Process Skills and Critical Thinking Ability Assessed from Students' Gender

Darmaji

Astalini

Kurniawan

et al. 2022

JPFI

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Science process skills and critical thinking are skills that are very important and must be possessed by students in the 21st century. The purpose of this study is to determine the scientific process and critical thinking skills in terms of gender and see whether there is a relationship between science process skills and critical thinking skills. student. This is because the researcher wants to see a comparison of the abilities of male and female students. This research is a type of quantitative research with a research design. The population of this study were students of SMAN 6 Batanghari and the samples used were students of class A and class B, totaling 80 students with a ratio of 50 female students and 30 male students. The sampling technique used is simple random sampling with the criteria of students who are in Accredited Schools A and Class XII students who have studied the latest direct material. The search instrument used was an observation sheet and a critical reflectance test sheet. The data analysis used is descriptive statistical analysis and deductive analysis. Based on the results obtained, it can be concluded that the science process skills and critical thinking skills of female students are higher than male students. besides that there is a high and positive relationship between students' critical thinking skills and students' critical thinking skills. Based on these results, this research can be useful for teachers, namely so that teachers can carry out learning that can develop and improve science process skills so that students' critical thinking skills can also increase. In addition, the benefits for students themselves are so that students are accustomed to using skills in the learning process and can provide critical solutions in solving problems.

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Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

Cited by 24 publications

References 6 publications

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Analisis keterampilan berpikir kritis dan self efficacy peserta didik: Dampak PjBL-STEM pada materi ekosistem

Science Process Skills and Critical Thinking Ability Assessed from Students' Gender

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