Pengaruh Model Problem Based Learning Terintegrasi Stem Terhadap Kemampuan Berpikir Kritis Siswa

Ariyatun, Ariyatun; Octavianelis, Dissa Feby

doi:10.21580/jec.2020.2.1.5434

Cited by 29 publications

(30 citation statements)

References 3 publications

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“…Model PBL merupakan model pengajaran yang menggunakan permasalahan nyata sebagai konteks peserta didik belajar berpikir kritis dan terampil memecahkan masalah serta memperoleh pengetahuan (D. T. Dewi, 2020). PBL banyak direkomendasikan untuk meningkatkan kemampuan berpikir kritis karena PBL mengarahkan siswa pada pembelajaran bermakna dimana siswa mengintegrasikan pengetahuan dan keterampilan secara simultan dan mengaplikasikannya dalam konteks yang relevan (Ariyatun & Octavianelis, 2020;Prasetyo & Kristin, 2020;Maulida et al, 2020;Yazar Soyadı, 2015).…”

Section: Pendahuluanunclassified

“…PBL dapat digunakan untuk meningkatkan pembelajaran IBL dan proses mengajarkan keterampilan abad 21 (Pamungkas et al, 2020). Hasil penelitian menunjukkan bahwa PBL memiliki potensi untuk meningkatkan lingkungan IBL melalui kemampuan beradaptasi dengan kompleksitas konteks pembelajaran kontemporer (Ariyatun & Octavianelis, 2020;Rahmati et al, 2018).…”

Section: Penerapan Model Kolaborasi Pbl Dan Ibl Menggunakan Video Dal...unclassified

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Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

Maulana

Budiarto²,

Qodr³

2022

FJIK

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<p class="ContentAbstrak">Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment, so as to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to improve students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students in Surakarta. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills.</p>

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Section: Pendahuluanunclassified

Section: Penerapan Model Kolaborasi Pbl Dan Ibl Menggunakan Video Dal...unclassified

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

Maulana

Budiarto²,

Qodr³

2022

FJIK

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“…Technology and information-based learning is an inevitable necessity in the era of revolution 4.0 (Ariyatun & Octavianelis, 2020). In the world of education, there are many applications created specifically to support education, or applications that are already available and can be used by education activists.…”

Section: Introductionmentioning

confidence: 99%

The Using of Google Form Application for Assessment of Metabolite Secondary Learning with “Sudarmin Inquiry Model” Integrated Ethnoscience and Stem

Sudarmin¹,

Priatmoko²,

Diliarosta³

et al. 2022

Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020)

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Indonesia is experiencing a COVID-19 pandemic and a condition where all learning is directed towards online learning. This institutional research aims to design innovative learning models and process evaluation instruments and learning outcomes for secondary metabolites topics with the Google Form application. This research is a type of development research with data analysis techniques through qualitative quantitative descriptive. The learning model applied is Ethnoscience and STEM integrated inquiry by modifying it from the Wening inquiry model to the "Sudarmin Inquiry Model". In this research, the stages are (1) developing the Sudarmin Integrted ethnoscience and STEM inquiry model through the stages of define, design, and development, (2) compiling rubrics and grids on the topic of secondary metabolites, (3) implementing evaluation tools assisted by google form for processing and learning outcomes. In this study, the Google Form application contains a response questionnaire and evaluation of secondary metabolites. The results of this study also concluded that students understand the stages of the Integrated Ethno-STEM Sudarmin Inquiry Model well, the evaluation of learning outcomes for secondary metabolites is in the medium category. The overall results of learning activities give a positive response to the developed evaluation models and tools.

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“…Research on STEM has been widely conducted including the implementation of STEM integrated based learning projects to improve science literacy reviewed from gender (Afriana et al, 2016), influence of STEM integrated problem based learning on students' critical thinking skills (Ariyatun & Octavianelis, 2020), application of STEM-based learning projects to understanding mathematical concepts reviewed from students' cognitive styles (Hariyanto et al, 2019), to mastery of concepts (Khotimah et al, 2020), to student problem solving skills (Kaniawati & Suwarma, 2015), to improve understanding of concepts (Heryanti, 2020), cognitive ability and creative thinking (Sumarni et al, 2019), towards understanding concepts, critical thinking and creative thinking (Tipani et al, 2019). The update of this study is to use PBL-based STEM to understand the concepts seen from students' learning activities.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities

Komarudin

Suherman

Anggraini

2021

jiecr

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This research aims to determine the influence of students' learning activities on the ability to understanding mathematical concepts through the STEM Learning Approach Makerspace model based on PBL on SPLDV materials. As for the type of research Quasi-Experiments. The population in this study was 90 students who were distributed into 3 classes with 2 classes that sampled grades VIII A and VIII C. The sampling techniques in this study used randomized classes and data collection techniques in this study were tests and observations, while the research instruments used preliminary tests and final tests to measure the ability to understand mathematical concepts and observation sheets to see students' learning activities. Data analysis techniques using a two-way ANOVA test. The research showed that there is an influence of the PBL-based Makerspace STEM Learning Approach model on the ability to understand mathematical concepts, there is no influence on students' learning activities on mathematical concept comprehension capabilities, and there is no interaction between the PBL-based Stem Learning Approach Makerspace model and student learning activities on the ability to understand mathematical concepts. Conclusion, there is a positive direct effect of cognitive structures on the ability to understanding mathematical concepts.

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Pengaruh Model Problem Based Learning Terintegrasi Stem Terhadap Kemampuan Berpikir Kritis Siswa

Cited by 29 publications

References 3 publications

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

The Using of Google Form Application for Assessment of Metabolite Secondary Learning with “Sudarmin Inquiry Model” Integrated Ethnoscience and Stem

Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities

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