PBLPOE: A Learning Model to Enhance Students’ Critical Thinking Skills and Scientific Attitudes

Fitriani, Apriza; Zubaidah, Siti; Susilo, Herawati; Muhdhar, Mimien Henie Irawati Al

doi:10.29333/iji.2020.1327a

Cited by 54 publications

(51 citation statements)

References 34 publications

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“…The series of learning syntaxes positively affects the improvement of critical thinking skills based on Bloom's taxonomy and also according to the critical thinking indicators (Derry, 2013;Fitriani et al 2020). Through the PjBL plus 4Cs syntaxes, the students are taught, trained and improved to think critically, including analyzing/formulating problems, giving logical arguments, doing deductive reasoning (C4), synthesizing/ conducting inductive reasoning (C5), and evaluating (C6).…”

Section: Discussionmentioning

confidence: 99%

“…At this stage, the 4Cs "Super Skill" of Collaboration also seemed to develop, in which the students worked together in their groups. Cooperation and communication between students made them more understand about analyzing, giving arguments and seeking solutions to increase their critical thinking (Fitriani et al 2020;Somjai & Soontornwipast, 2020;Sularmi et al 2018). This is supported by Vygotsky stating that through communication, discussion and collaboration, the students' mental function can be improved (Derry, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Excellent learning is learning that can develop critical thinking skills (Alawi & Soh, 2019;Fitriani et al 2020). Students need critical thinking skills as cognitive abilities to face the challenges in global competition.…”

Section: Problem Of Studymentioning

confidence: 99%

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The effect of PjBL plus 4Cs learning model on critical thinking skills

Efendi

Sumarmi

Utomo

2020

Journal for the Education of Gifted Young Scientists

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The PjBL Plus 4Cs is an alternative learning model for geography. The PjBL Plus 4Cs can teach, train, and improve critical thinking skills. The research aimed to find out the effect of the PjBL plus 4C learning model on critical thinking skills. The research used a quasi-experimental design with a pretest-posttest nonequivalent control group approach. Students of Class XI IPS-1 and XI IPS-2 in Islamic Senior High School of Sabilillah Malang were the subjects of this research. Critical thinking skills were measured using validated critical thinking instruments in 7 essay tests, including the competencies of analyzing and formulating problems, giving logical arguments, conducting deductive reasoning (C4), synthesizing/conducting inductive reasoning (C5) and evaluating (C6). Based on the T-test analysis, the significance value (2-tailed) was obtained 0.01 (< 0.05), indicated a significant effect of PjBL Plus 4Cs on critical thinking skills. Therefore, the PjBL plus 4Cs learning model can increase critical thinking skills.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The effect of PjBL plus 4Cs learning model on critical thinking skills

Efendi

Sumarmi

Utomo

2020

Journal for the Education of Gifted Young Scientists

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“…Scientific attitude is characterized by curiosity and open-mindedness that is critical, logical, objective, honest, and straightforward (Ali, 2013;John & Ademola, 2014). Scientific attitude plays a vital role in learning because it affects learning outcomes according to research conducted by Fitriani (2020) which states that scientific attitudes affect student's skills. It is indicated by the correlation of the increase in scientific attitudes and thinking skills by 85%.…”

Section: Introductionmentioning

confidence: 99%

“…(Wijaya, 2019). Scientific attitude in physics is a reaction that a person takes when there is an action that is influenced by several factors in studying physics in the form of rejection or acceptance of a concept or theory (Sukarni, 2020;Fitriani, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the PBL-STEM Model in Online Learning to Improve Students' Scientific Attitudes

Pursitasari¹,

Rubini²,

Putri³

2020

JEP

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This study aims to describe the effectiveness of the PBL-STEM model in online learning to improve students' scientific attitudes in Work and Energy materials. This research is a pre-experimental study with a One Group Pretest-Posttest Design. Online learning used Google Classroom and Jitsi Meet applications. Both applications are used because they are easier to use compared to other distance learning application programs. The results showed that N-gain of the scientific attitudes was 0.47, and the students' response to learning was 81%, which means that it is categorized as good. The aspect that has the highest N-gain is the aspect of Intense Curiosity. This research concludes that online learning using PBL-STEM model is effective to improve students' scientific attitudes.

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Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review

et al. 2023

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Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students’ exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.

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PBLPOE: A Learning Model to Enhance Students’ Critical Thinking Skills and Scientific Attitudes

Cited by 54 publications

References 34 publications

The effect of PjBL plus 4Cs learning model on critical thinking skills

The effect of PjBL plus 4Cs learning model on critical thinking skills

The Effectiveness of the PBL-STEM Model in Online Learning to Improve Students' Scientific Attitudes

Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review

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