Pengaruh Pembelajaran Daring Berbasis Discovery Learnig Terhadap Kemampuan Berpikir Kritis Siswa

Kurniawan, Dedy; Hamid, Rimba; Rosida, Wa

doi:10.51454/jpp.v1i2.57

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dalam konteks inilah, model pembelajaran problem-based learning dianggap sebagai solusi yang potensial. Problem-based learning memberikan kesempatan kepada siswa untuk terlibat aktif dalam menyelesaikan masalah atau tugas yang autentik, membangun pemahaman konsep, dan mengembangkan keterampilan berpikir kritis (Sari et al, 2022), (Hakim, 2015), (Ariandi, 2017), (Qomariyah, 2017). Hal itu senada dengan (Nur, 2016) yang mengemukakan bahwa problem-based learning telah banyak diimplementasikan di sekolah-sekolah karena terkait kelebihannya.…”

Section: Pendahuluanunclassified

Peningkatan Hasil Belajar Menulis Recoun Text pada Siswa Kelas Viiig Melalui Model Pembelajaran Problem-Based Learning di SMP Negeri 1 Sambungmacan

Wijayanti,

Arianti,

Hernian Asri

2024

SLJIL

View full text Add to dashboard Cite

This research aims to enhance the learning outcomes of recount text writing for kelas VIIIG SMP Negeri 1 Sambungmacan in the academic year 2023—2024 through the implementation of the problem-based learning instructional model. The objectives of this research are (a) to ascertain the effectiveness of the problem-based learning model in improving the ability to write recount texts, (b) to understand the process of students' learning outcomes improvement, and (c) to determine the extent of the improvement in recount text writing skills for eighth-grade students at SMP Negeri 1 Sambungmacan in the academic year 2023—2024 before and after the implementation of the problem-based learning model. This study follows a Classroom Action Research (CAR) design, conducted over two cycles, each involving four stages: planning, implementation, observation, and reflection. The research subjects are 30 students kelas VIIIG at SMP Negeri 1 Sambungmacan in the academic year 2023—2024. Both quantitative and qualitative analyses were employed for data analysis. The results of the analysis indicate an improvement in recount text writing learning outcomes in the first cycle with the topic of "unforgettable experiences," where the average score was 73.53, falling into the less satisfactory category. However, in the same material in the second cycle, the average score increased to 84.03. Based on these findings, it is concluded that the problem-based learning model is suitable for enhancing students' learning outcomes in recount text writing with the topic of "unforgettable experiences." Moreover, the problem-based learning model can be applied to other English language topics and across various subjects.

show abstract

Section: Pendahuluanunclassified

Peningkatan Hasil Belajar Menulis Recoun Text pada Siswa Kelas Viiig Melalui Model Pembelajaran Problem-Based Learning di SMP Negeri 1 Sambungmacan

Wijayanti,

Arianti,

Hernian Asri

2024

SLJIL

View full text Add to dashboard Cite

show abstract

“…2) Siswa memiliki keterampilan yang tinggi dalam memecahkan masalah karena melibatkan peserta didik untuk memecahkan masalah dunia nyata melalui tahap-tahap tertentu sehingga peserta didik dapat mempelajari pengetahuan yang berhubungan dengan masalah tersebut. 3) Melatih siswa agar berusaha berpikir kritis dan dapat meningkatkan kemampuan analisisnya sehingga mampu menjadi pembelajar mandiri (Qomariyah, 2017).…”

Section: Pendahuluanunclassified

Studi komparasi Model Guided Discovery learning dan Problem Based Learning terhadap kemampuan berpikir analitis siswa pada mata pelajaran Geografi

Sari

Rosyida

Soekamto

et al. 2023

JIHI3S

View full text Add to dashboard Cite

This study aims to determine differences in students' analytical thinking abilities using the Guided Discovery Learning model and the Problem Based Learning Model in Geography subject in high school. The ability to think analytically is important for students in learning geography because it is needed to analyze the spatial relations of a phenomenon. Discovery activities in this study made students gain new knowledge. The research is in the form of a quasi-experiment in the form of a posttest only control group design. This research was conducted at SMAN 4 Malang with a sample of X IPS 3 (experiment 1) and X IPS 4 (experiment 2) in the odd semester of 2022/2023. Measurement of analytical thinking ability through a description test according to indicators of analytical thinking ability. The data analysis technique used the t-test, previously the prerequisite tests were carried out, namely the normality and homogeneity tests. The results showed that there were differences in students' analytical thinking skills using the Guided Discovery Learning model and the Problem Based Learning model, this was indicated by the Sig. hypothesis test of 0.001 <0.05. The Guided Discovery Learning model is better than the Problem Based Learning Model for students' analytical thinking skills. This is evidenced by the average posttest score of experimental class 1 which received the learning treatment with the Guided Discovery Learning Model of 80.58. While the experimental class 2 which received the learning treatment with the Problem Based Learning Model obtained an average score of 72.71. Several factors influenced the average value of analytical thinking skills in experimental class 1 to be higher than in experimental class 2, namely the success of students in solving geographic problems through group investigations in the Guided Discovery Learning model and the aid of the learning media used, namely Sparkol Videoscribe. The application of the Guided Discovery Learning model and the Problem Based Learning Model requires a long time. Therefore, proper preparation and time management is required before implementation. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir analitis siswa dengan menggunakan model Guided Discovery Learning dan Model Problem Based Learning pada mata pelajaran Geografi di SMA. Kemampuan berpikir analitis penting dimiliki siswa dalam pembelajaran geografi karena dibutuhkan untuk menganalisis relasi keruangan dari suatu fenomena. Kegiatan penemuan dalam penelitian ini membuat siswa mendapatkan pengetahuan baru. Penelitian berupa quasi experiment bentuk posttest only control group design. Penelitian ini dilaksanakan di SMAN 4 Malang dengan sampel X IPS 3 (eksperimen 1) dan X IPS 4 (eksperimen 2) pada semester ganjil 2022/2023. Pengukuran kemampuan berpikir analitis melalui tes uraian sesuai dengan indikator kemampuan berpikir analitis. Teknik analisis data menggunakan uji-t, sebelumnya dilakukan uji prasyarat yaitu uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir analitis siswa dengan menggunakan model Guided Discovery Learning dan Model Problem Based Learning, hal ini ditunjukan dengan nilai Sig. uji hipotesis sebesar 0,001< 0,05. Model Guided Discovery Learning lebih baik dibandingkan Model Problem Based Learning terhadap kemampuan berpikir analitis siswa. Hal ini dibuktikan dengan rata-rata nilai posttest kelas eksperimen 1 yang mendapat perlakuan pembelajaran dengan Model Guided Discovery Learning sebesar 80,58. Sedangkan kelas eksperimen 2 yang mendapatkan perlakuan pembelajaran dengan Model Problem Based Learning memperoleh rata-rata nilai sebesar 72,71. Beberapa faktor yang mempengaruhi rata-rata nilai kemampuan berpikir analitis kelas eksperimen 1 lebih tinggi daripada kelas eksperimen 2 adalah keberhasilan siswa dalam memecahkan permasalahan geografi melalui penyelidikan kelompok pada model Guided Discovery Learning dan bantuan media pembelajaran yang diterapkan yaitu Sparkol Videoscribe. Penerapan model Guided Discovery Learning dan Model Problem Based Learning memerlukan waktu yang lama. Maka dari itu diperlukan persiapan dan pengelolaan waktu yang baik sebelum diimplementasikan.

show abstract

“…The 21 st century classroom requires students to face real-world problems that involve them in critical thinking (ŽivkoviĿ, 2016). Critical thinking skills makes students agile in comparing, analyzing, and dealing with problems (Qomariyah, 2017). Critical thinking can support students to improve their ability in mastering the material, selecting and sorting the information, expressing the arguments or reasons, and solving problems (Supeno et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of the 5E Learning Cycle Model on the Critical Thinking Skills of Junior High School Students in Learning Science

2023

View full text Add to dashboard Cite

Critical thinking skills are very important to be acquired by the students in the 21st century. In science learning, students are required to think critically. However, students’ critical thinking skills at the junior high school level are included in the low category. The 5E learning cycle model is the learning model that is considered can train the student's critical thinking skills optimally. The purpose of this study was to examine the effect of the 5E learning cycle model on junior high school students' critical thinking skills in science learning and to describe the improvement of junior high school students’ critical thinking skills. This type of research is experimental research with a quasi-experimental design and nonequivalent (pretest and posttest) control-group design. The results of the study for the effect test using the independent sample t-test obtained the value of Sig. (2-tailed) of 0.016 which means <0.05. The implication is that the 5E learning cycle model has a significant effect on the thinking skills of junior high school students in learning science. For the improvement test using N-Gain, an average N-Gain of 0.5875 was obtained which was included in the moderate category, then the results of the paired sample t-test obtained a Sig value. (2-tailed) of 0.000 which means <0.05. The conclusion was the 5E learning cycle model has a significant effect on junior high school students’ critical thinking skills in science learning and it can improve junior high school students' critical thinking skills in the moderate category.

show abstract

Pengaruh Pembelajaran Daring Berbasis Discovery Learnig Terhadap Kemampuan Berpikir Kritis Siswa

Cited by 4 publications

References 0 publications

Peningkatan Hasil Belajar Menulis Recoun Text pada Siswa Kelas Viiig Melalui Model Pembelajaran Problem-Based Learning di SMP Negeri 1 Sambungmacan

Peningkatan Hasil Belajar Menulis Recoun Text pada Siswa Kelas Viiig Melalui Model Pembelajaran Problem-Based Learning di SMP Negeri 1 Sambungmacan

Studi komparasi Model Guided Discovery learning dan Problem Based Learning terhadap kemampuan berpikir analitis siswa pada mata pelajaran Geografi

The Effect of the 5E Learning Cycle Model on the Critical Thinking Skills of Junior High School Students in Learning Science

Contact Info

Product

Resources

About