Pengaruh Model Problem Based Instruction Dalam Mengembangkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar

Fakhriyah, Fina; Sumaji,; Roysa, Mila

doi:10.24176/jkg.v2i1.559

Cited by 46 publications

(47 citation statements)

References 3 publications

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“…The advantages of the PBL model is able to train student's to use various concepts, principles and skills they have learned to solve the problems that are faced as in [1]. But the disadvantage of this model is taking long time complete learning [3].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem Based Learning (PBL) Model toward Student’s Creative Thinking and Problem Solving Ability in Senior High School

Sihaloho¹,

Sahyar²,

Ginting³

2017

IOSRJRME

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Section: Introductionmentioning

confidence: 99%

The Effect of Problem Based Learning (PBL) Model toward Student’s Creative Thinking and Problem Solving Ability in Senior High School

Sihaloho¹,

Sahyar²,

Ginting³

2017

IOSRJRME

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“…Problem based learning by presenting problems can integrate theory with experience or knowledge. According to Fakhriyah, Sumaji, & Roysa, they confirm that the problem based learning model is known as problem-based learning by using real problems from environmental experience to acquire knowledge and concepts through critical thinking and problem solving [6]. This teaching material is as an alternative companion reference for independent and creative learning.…”

Section: Figure 1 Display Of Teaching Materials Based On Pblmentioning

confidence: 96%

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Santi¹,

Sa’idah²,

Hayu³

2019

Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018)

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This research is aimed at finding out the content and construct validity of teaching materials of language assesment course based problem-based learning (PBL) approach. The construct validity is conducted by using factor analysis and assessment persentage of teaching materials.The verification of content validity is conducted through rational judgement and expert judgement.The assessment instrument indicators of teaching materials are: the content feasibility, the presentation appropriateness with the learning approach, the conformity with didactic conditions, the conformity with the construction terms (language), and the conformity with technical requirements (graph). The analysis results show that the value of KMO 0,559 and all of the test called Barlett,s test of Sphericity are significant (sig<0,05). The charge of the assessment factor of this teaching materials is greater than 0.5 so that the assessment instrument is declared valid. The persentages of the teaching material assessment by reviewers show the value 64,375% produced by the first expert and 89,375 produced by the second expert. Besides, it is 86,875% produced by user practitioner. The values show that the teaching materials has good criteria and proper to be implemented in language assessment course based on PBL approach for students of English department.

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“…Selain itu pembelajaran fisika sangat membosankan dikarenakan guru masih bertahan pada model pembelajaran klasikal yang didominasi oleh kegiatan ceramah dimana arus informasi lebih bersifat satu arah dan kegiatan berpusat pada guru [7]. Hal tersebut berakibat pada lemahnya kemampuan kritis dan kreatif yang dimiliki oleh peserta didik karena mengabaikan proses sains hanya memengtingkan ujian nasional sehingga menyebabkan rendahnya kemampuan siswa untuk mengeksplorasi kemampuannya dalam kinerja ilmiah [8].…”

Section: Pendahuluanunclassified

Perbandingan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik

Diani¹,

Saregar²,

Ifana³

2017

JP2F

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Abstrak. Penelitian ini bertujuan untuk mengetahui perbandingan model pembelajaran problem based learning dan inkuiri terbimbing terhadap kemampuan berpikir kritis peserta didik pada materi listrik dinamis. Penelitian ini adalah penelitian quasi experimental dengan rancangan penelitian post-test only control group design. Data yang diperoleh berupa data hasil kemampuan berpikir kritis. Instrumen yang digunakan berupa instrumen tes kemampuan berpikir kritis. Uji hipotesis dari uji-t sampel berkorelasi menghasilkan nilai thitung sebesar 2,03 dan ttabel sebesar 1,99 dengan keputusan uji thitung > ttabel atau 2,03 > 1,99 maka H0 ditolak sehingga terdapat perbedaan antara model problem based learning dan model inkuiri terbimbing terhadap kemampuan berpikir kritis peserta didik kelas X SMA Negei 8 Bandar Lampung. Perbedaan tersebut dilihat dari nilai rata-rata keseluruhan dari indikator berpikir kritis yang berasal dari nilai rata-rata setiap indikator kemampuan berpikir kritis dari kedua model pembelajaran yaitu nilai rata-rata keseluruhan model problem based learning sebesar 75 dan nilai rata-rata model inkuiri terbimbing sebesar 71. Berdasarkan perbedaan nilai tersebut dapat dinyatakan bahwa model problem based learning lebih baik daripada model inkuiri terbimbing. Kata kunci: Inkuiri Terbimbing, Kemampuan Berpikir Kritis, Problem Based LearningAbstract. The objective of this research was to compare whether there was significant effect of problem based learning model than quided inquiry model upon critical thinking skill. This study belongs to quasy experimental and used this study belongs to quasi experimental and used the posttest only control group design". The collected data was score critical thinking skill. The instrument that was used was in the form of test. Data obtained in the form of data from critical thinking skills. The instrument used in the form of critical thinking skills test instruments. Test the hypothesis of a correlated samples t-test produces a value tcount and ttable 2.03 and 1.99 with testing decision tcount > ttable or 2.03 >1.99, then H0 is rejected so that the conclusions of this study. There is a difference of problem based learning models and guided inquiry models to the critical thinking skills of students of class X SMA Negei 8 Bandar Lampung. The differences are seen from the overall average of the indicators of critical thinking from the average value of each indicator of the ability to think critically of the learning model that is the average value of the whole of the model problem based learning by 75 and the average value model of guided inquiry at 71. It can be concluded that the model problem based learning is better than the model of guided inquiry.

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Pengaruh Model Problem Based Instruction Dalam Mengembangkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar

Cited by 46 publications

References 3 publications

The Effect of Problem Based Learning (PBL) Model toward Student’s Creative Thinking and Problem Solving Ability in Senior High School

The Effect of Problem Based Learning (PBL) Model toward Student’s Creative Thinking and Problem Solving Ability in Senior High School

Construct Validity on Teaching Materials of Language Assessment Based on Problem-Based Learning

Perbandingan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik

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