The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

Islam, Muhammad Naufal; Sumarmi, Sumarmi; Putra, Alfyananda Kurnia; Sugiyati, Pratiwi; Salsabilah, Sabrina

doi:10.17509/gea.v21i2.38862

Cited by 6 publications

(3 citation statements)

References 27 publications

(30 reference statements)

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“…Consequently, this approach nurtures students' critical thinking abilities. This is supported by research conducted by Islam et al, (2021), which indicates that blended problem-based learning aided by virtual classrooms positively impacts students' critical thinking abilities. The findings demonstrate that blended-PBL enhances students' critical thinking skills, aiding them in effectively responding to given tests (Lukitasari et al, 2019).…”

Section: Resultsmentioning

confidence: 61%

The Influence of Whatsapp Group-Based Blended Learning on Students' Critical Thinking Abilities

Herlina,

Lubis,

Fitriyani

2023

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This research aims to determine the influence of WhatsApp Group-based Blended Learning on students' critical thinking abilities. The study adopts a quasi-experimental design and is conducted at SMAN 8 Seluma. The sample consists of Class XII MIPA 1 as the experimental group receiving blended learning treatment, and Class XII MIPA 2 as the control group undergoing conventional learning. The Statistics Group Pretest-Posttest design is employed. Non-Probability Sampling is used for sample selection, and data analysis is performed using the t-test. The research findings reveal a significant difference in students' critical thinking abilities between the experimental and control groups. The average critical thinking ability score for the experimental group is 49.55, while for the control group, it is 46.43. The t-test results indicate a significance level of Sig. (2-tailed) = 0.000 < 0.05, and Tcount (calculated t-value) = 5.668 > Ttable (critical t-value) = 2.022 (sig: 5.668 > 2.022). Therefore, H1 is accepted, and H0 is rejected, leading to the conclusion that WhatsApp Group-based Blended Learning has a significant influence on students' critical thinking abilities.

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Section: Resultsmentioning

confidence: 61%

The Influence of Whatsapp Group-Based Blended Learning on Students' Critical Thinking Abilities

Herlina,

Lubis,

Fitriyani

2023

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“…Berdasarkan analisis kebutuhan siswa terhadap bahan ajar Geografi di SMA Negeri 1 Bangil menunjukkan siswa mudah bosan mengerjakan latihan soal. Bahan ajar yang dibutuhkan siswa yaitu mudah dipahami dan berkaitan dengan kehidupan sehari-hari (Islam et al, 2021;Rafi et al, 2021). Dalam kegiatan pembelajaran guru menggunakan LKS berisi materi dan latihan soal.…”

Section: Pendahuluanunclassified

Pengembangan lembar kegiatan siswa dengan pendekatan Problem Based Learning materi dinamika planet bumi

Listyana,

Soekamto,

Putra

et al. 2022

JIHI3S

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The 21st century educational paradigm emphasizes the ability of students to think critically. Critical thinking skills can be created through the Problem Based Learning model. The purpose of this research is to produce worksheets with a Problem Based Learning approach on the dynamics of planet earth material to make the learning process innovative in meeting the demands of the 2013 curriculum. LKS development is carried out using the ADDIE development model. The subjects in this study were teachers and students of class XI majoring in Social Sciences at SMA Negeri 1 Bangil Pasuruan. The data collection instrument used was a questionnaire, to obtain qualitative data and quantitative data. Data analysis was done by using descriptive percentage technique. The results of the validation of material experts and LKS design experts obtained a total percentage of 70-80 percent. The two test results by the expert in Arikunto's opinion fall into the criteria of "Appropriate" and "Valid" by taking into account the suggestions from the validator. The results of the LKS trial on individual and group subjects obtained a average percentage of 79.67 percent. Based on the results of the LKS trial with the Problem Based Learning approach, the material for the dynamics of planet earth is suitable for use for class X high school students. Paradigma pendidikan abad 21 menekankan pada kemampuan siswa dalam berpikir kritis. Kemampuan berpikir kritis dapat diciptakan melalui model pembelajaran Problem Based Learning. Tujuan dari penelitian ini menghasilkan LKS dengan pendekatan Problem Based Learning pada materi dinamika planet bumi untuk membuat proses pembelajaran menjadi inovatif dalam memenuhi tuntutan kurikulum 2013. Pengembangan LKS dilakukan menggunakan model pengembangan ADDIE. Subjek pada penelitian ini adalah guru dan siswa kelas XI jurusan Ips di SMA Negeri 1 Bangil Pasuruan. Instrumen pengumpulan data yang digunakan adalah angket, untuk memperoleh data kualitatif dan data kuantitatif. Analisis data dilakukan dengan teknik deskriptif persentase. Hasil validasi ahli materi dan ahli desain LKS memperoleh total persentase 70-80 persen. Kedua hasil pengujian oleh ahli tersebut menurut pendapat Arikunto masuk dalam kriteria “layak” dan “valid” dengan memperhatikan saran dari validator. Hasil uji coba LKS pada subjek guru dan siswa memperoleh rata-rata persentase 79,67 persen. Berdasarkan hasil uji coba LKS dengan pendekatan Problem Based Learning pada materi dinamika planet bumi layak digunakan untuk siswa kelas X SMA.

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“…Pada kegiatan sosialisasi ini, dapat membantu memberikan pengetahuan mengenai integrasi teknologi sebagai media pembelajaran dalam konten materi Geografi. Pemahaman dan pengetahuan TK dan CK yang baik dalam berdampak positif pada pengembangan TPACK guru (Pamuk, Ergun, Cakir, Yilmaz, & Ayas, 2015), mengingat integrasi teknologi menjadikan proses pembelajaran lebih fleksibel (Islam, Putra, & Sugiyati, 2021;Putra, Sumarmi, Deffinika, et al, 2021).…”

Section: Hasil Dan Pembahasanunclassified

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

Putra

Sumarmi

Handoyo

et al. 2021

JIHI3S

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The COVID-19 pandemic presents challenges in the teaching-learning process. Teacher competencies and skills need to be applied to learning in optimizing learning, one of which is through the actualization of Technological, Pedagogical, Content Knowledge (TPACK). However, teachers experience problems in implementing TPACK with the emergence of negative perceptions of technology integration, and Geography teachers are no exception. Geography teachers are constrained in integrating learning technology. The characteristics of the material with pedagogical practices, effective content management, and the integration of complex technology are obstacles for Geography teachers. This service aims to improve the knowledge and skills of Geography teachers towards increasing TPACK in learning during the COVID-19 pandemic. The subject of this service is Geography teacher with a total of 86 people. The method in this service uses socialization and training which includes lecture, discussion and question and answer activities with three stages, including (1) the Preparation Phase, (2) the Implementation Phase, and (3) the Evaluation and Follow-up Phase. The results of the service show that Geography teachers have succeeded in increasing TPACK competencies, through pedagogical practices, effective content management, and good integration of complex technology. Pandemi COVID-19 memberikan tantangan dalam proses belajar-mengajar. Kompetensi dan keterampilan guru perlu diterapkan pada pembelajaran dalam optimalisasi pembelajaran, salah satunya melalui aktualisasi Technological, Pedagogical, Content Knowledge (TPACK). Namun, guru mengalami kendala implementasi TPACK dengan munculnya persepsi negatif terhadap integrasi teknologi, tak terkecuali guru Geografi. Guru Geografi terkendala dalam integrasi teknologi pembelajaran. Karakteristik materi dengan praktik pedagogi, manajemen konten efektif, serta integrasi teknologi kompleks menjadi kendala guru Geografi. Pengabdian ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru Geografi terhadap peningkatan TPACK dalam pembelajaran masa pandemi COVID-19. Subjek pengabdian ini guru Geografi dengan jumlah 86 orang. Metode dalam pengabdian ini menggunakan sosialisasi dan pelatihan yang meliputi kegiatan ceramah, diskusi dan tanya jawab dengan tiga tahapan, meliputi (1) Tahap Persiapan, (2) Tahap Pelaksanaan, dan (3) Tahap Evaluasi dan Tindak Lanjut. Hasil pengabdian menunjukkan bahwa guru Geografi telah berhasil dalam meningkatkan kompetensi TPACK, melalui praktik pedagogi, manajemen konten efektif, serta integrasi teknologi kompleks yang baik.

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The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

Cited by 6 publications

References 27 publications

The Influence of Whatsapp Group-Based Blended Learning on Students' Critical Thinking Abilities

The Influence of Whatsapp Group-Based Blended Learning on Students' Critical Thinking Abilities

Pengembangan lembar kegiatan siswa dengan pendekatan Problem Based Learning materi dinamika planet bumi

Pengembangan virtual field trips berbasis Geospatial Technology: Peningkatan kompetensi TPACK guru melalui GeoEdu Workshop

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