Pengaruh Model Challenge Based Learning terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Perubahan Iklim

Abstract

<p><strong>Abstract:</strong> The ability of critical thinking is a high level of thinking skills that students must have in the 21<sup>st</sup> century. The purpose of this research is to know the influence of challenge-based learning models to students' critical thinking ability. The research method used is a pseudo-experimentation with a quantitative approach. The subject of this study was high school students amounting to 60 people consisting of two homogeneous classes. Data collection techniques Using test essays are critical thinking abilities. The data analysis technique used is test T (T-Test). Statistical results of statistics show the value of the Sig. (2-tailed) is 0,003 < 0.05, so the challenge-based learning model is significantly affected by students ' critical thinking skills.</p><strong>Abstrak:</strong> Kemampuan berpikir kritis merupakan kemampuan berpikir tingkat tinggi yang harus dimiliki oleh siswa pada abad ke 21. Tujuan penelitian ini adalah untuk mengetahui pengaruh model <em>challenge based learning</em> terhadap kemampuan berpikir kritis siswa. Metode penelitian yang digunakan yaitu eksperimen semu dengan pendekatan kuantitatif. Subjek penelitian ini adalah siswa SMA yang berjumlah 60 orang yang terdiri dari dua kelas yang bersifat homogen. Teknik pengumpulan data menggunakan tes esai kemampuan berpikir kritis. Teknik analisis data yang digunakan adalah uji t <em>(t-test)</em>. Hasil uji statistik menunjukkan nilai Sig. (2-tailed) adalah 0,003<0,05 sehingga model <em>challenge based learning</em> berpengaruh signifikan terhadap kemampuan berpikir kritis siswa.

The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes

“…<0.05), then Ho is rejected, and Ha is accepted, so the conclusion is that there is a very significant influence on the implementation of Challenge Based Learning on students' critical thinking skills in history learning with large categories (Effect size = 0.518). The results of this study are consistent with research by Mukarromah et al, (2020) and Nawawi, (2017) show that there is a positive effect of Challenge-based Learning on Critical thinking skills. The Challenge based learning model in the learning process encourages collaboration to identify big ideas, ask the right questions and identify, investigate, and solve Challenges.…”

“…The research results by Yang et al (2018) show that Challenge Based Learning improves students' skills, involvement and thinking abilities. Mukarromah et al, (2020) show that Challenge Based Learning can improve critical thinking skills, so the Challenge Based Learning model has the potential to improve critical thinking skills.…”

Application of Immersive Virtual Learning to Understanding Climate Change Concepts and Thinking Process Skills

“…It is said that the discussion is not meaningful because even though students gather in groups, there is no discussion, argument, or discussion of joint problems like discussions in general. Whereas discussion activities are one way to train students' complex thinking skills (Mukarromah et al, 2020). In addition, students in the control class are quite passive, it is very rare to find students asking the teacher about the topic being discussed or the material.…”

Improving critical thinking and metacognitive skills through the discovery learning model assisted by practicum for high school students

“…This learning model prioritizes student activities to develop knowledge integrally through teacher guidance and peer groups (Ristanto, Ahmad, & Komala, 2022). The application of the discovery learning model involves the process of observing, explaining, grouping and making conclusions (Nurrohmi, Utaya, & Utomo, 2017) The findings in this research are in line with research results that the application of the Discovery Learning learning model can improve students' critical thinking abilities (Nugrahaeni, Wayan Redhana, & Made Arya Kartawan, 2017). Similar research by Rini, Sa'diyah, & Muhid (2021) that this learning model makes conditions in the classroom more interactive because students are required to actively find answers to the questions they encounter.…”