Model Pembelajaran Problem Based Learning (PBL): Efeknya Terhadap Pemahaman Konsep dan Berpikir Kritis

Abstract

This study aims to investigate the effectiveness of the learning problem based learning (PBL) model against understanding of concepts and critical thingking of students on senior high school temperature and heat material. Subjects in this study were students class X SMA N 1 waway karya lampung timur amounted to 70 student. The method used is a quasi experimental design with pretets-posttest control design. Data understanding of concepts and critical thingking were collected by instruments test essay questions. The obtained data then analyzed by using multivariate (MANOVA) test. The results of the analysis with spss 17.00 program show that there is a significant effect in applying the guided of the learning problem based learning (PBL) model against understanding of concepts and critical thingkingof students. The gain score of understanding of concepts in experimental class was 0,51and and the gain score in control class was 0,31 while the gain score of critical thingking in experimental class was0,58 and the gain score in control class was0,31. The effectiveness of the use models of problem based learning better in improving of understanding of concepts and critical thingking of students, it can be seen from the value obtained effect size of 0,66. In addition,based on manova test,the significance score of both understanding of concepts and critical thingking is less than 0.005. It can be concluded that there are significant effect of guided problem based learning and understanding of concepts and critical thingking of students on senior high school.Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran problem based learning (PBL) terhadap pemahaman konsep dan berpikir kritis peserta didik SMA pada materi suhu dan kalor. Subjek pada penelitian ini adalah peserta didik kelas X SMA N 1 waway karya lampung timur berjumlah 70 orang peserta didik. Metode penelitian yang dipilih yakni quasi eksperiment dengan desain pretets-posttest control design.Data pemahaman konsep dan berpikir kritis dikumpulkan melalui instrumen tes soal essay. Data yang diperoleh kemudian di analisis menggunakan uji multivariate (MANOVA). Hasil analisis data dengan program spss 17.00 menunjukkan bahwa terdapat pengaruh penerapan model pembelajaran problem based learning terhadap pemahaman konsep dan berpikir kritis peserta didik. Nilai gain pemahaman konsep kelas eksperimen sebesar 0,51 dan nilai gain kelas kontrol sebesar 0,31 sedangkan nilai gain berpikir kritis kelas eksperimen sebesar 0,58 dan nilai gain kelas kontrol sebesar 0,31. Efektivitas penggunaan model PBL lebih efektif dalam meningkatkan pemahaman konsep dan berpikir kritis peserta didik, ditunjukkan dengan nilai effect size pemahaman konsep sebesar 0,36 dan nilai effect size berpikir kritis sebesar 0,66. Selain itu berdasarkan hasil uji manova, baik nilai signifikansi pemahaman konsep maupun nilai signifikansi kurang dari 0,005 sehingga dapat disimpulkan bahwa terdapat pengaruh penerapan model PBL terhadap pemahamman konsep dan berpikir kritis peserta didik SMA.

Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students

“…Data analysis of students' conceptual understanding and critical thinking from students' pretest and posttest scores analyzed with n-gain test (Yulianti & Indra, 2019).…”

“…The improvement of students 'conceptual understanding and critical thinking determined by calculating the difference of students' scores between the pretest and post test scores after the implemetation problem-based learning (PBL) model. To calculate the difference between pretest and posttest scores, gain score or N-gain is the researcher used the Hake (in Yulianti & Indra, 2019) formula and classification of gain values.…”

“…Understanding concepts play an important role in learning and the problemsolving process, both in the learning environment and in everyday life (Hamzah, 2016). Indicators of conceptual comprehension are as follows: Restate a definition; (2) Identify objects according to particular characteristics (according to the concept); (3) Provide an example and not an example of a concept; (4) Present the concept in different types of mathematical representation; (5) Establish the required or appropriate conditions of a concept; (6) Use and selection of specific processes or operations; (7) Apply concepts or problem-solving methods (Yulianti & Indra, 2019).…”

Penyuluhan Kesehatan Tentang Bulliying Pada Remaja Di SMA N 2 Kabupaten Tebo

“…Menurut hasil penelitian tingkat pemahaman perulaku bulliying pada remaja umumnya di sekolah menunjukan 90%. Subjek pemahamannya termasuk dalam kategori sedang, sedangkan 5% subjek pemahammannya termasuk kategori rendah dan 5% termasuk dalam tingkat pemahamannya tinggi (Yulianti & Gunawan, 2019).…”

The 7E Learning Cycle Approach to Understand Thermal Phenomena

“…In this case, physics teachers should emphasize the students' understanding of the concepts based on the knowledge acquired in the previous level to the next Yulianti & Gunawan, 2019;Lestari et al, 2017;Wahyuningsih, 2014). The use of varied learning model is needed (Saregar et al, 2018) in order to be an intermediary so that the material taught could be understood by students (Pitan & Atiku, 2017;Sagala et al,2019a;Yıldırım & Akamca, 2017) it is crucial for undergraduates to be more pro-active about their future careers.…”