The effect of PjBL plus 4Cs learning model on critical thinking skills

Efendi, Dwi Ratna; Sumarmi, Sumarmi; Utomo, Dwiyono Hari

doi:10.17478/jegys.768134

Cited by 12 publications

(13 citation statements)

References 19 publications

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“…The results from quantitative data and qualitative data revealed that students' critical thinking skills increased significantly after the implementation of project-based writing instruction in terms of analyzing, reasoning, evaluating, decision-making, and problem-solving skills. These positive results concurred with previous studies (e.g., Beckett & Miller, 2006;Efendi et al, 2020;Fatmawati, 2018;Gujral & Adipattaranan, 2018;Zhang, 2018) reporting that project-based learning helped promote critical thinking skills of students. Interestingly, the results gained from various research instruments including the pre-and post-tests, the stimulated recall, the attitude questionnaire, and the semi-structured interview protocol yielded similar findings despite some variations.…”

Section: The Effects Of Project-based Writing Instruction On Improvem...supporting

confidence: 91%

“…Based on an extensive review of literature on the effectiveness of project-based instruction (Al Sharadgah, 2014;Busciglio, 2016;Dudeney & Hockly, 2007;Efendi et al, 2020;Fatmawati, 2018;Ferris & Hedgcock, 2014;Gujral & Adipattaranan, 2018;Indah, 2017;Newprasit & Seepho, 2015;Stoller, 2012;Zhang, 2018), it could be assumed that project-based writing instruction could enable students to improve their writing ability together with critical thinking skills. Therefore, the hypotheses of this study were formulated as follows:…”

Section: Research Hypothesesmentioning

confidence: 99%

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The effects of project-based writing instruction on writing ability and critical thinking skills of Thai EFL undergraduate students

Ruengkul¹

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This present study aimed to (1) investigate the effects of project-based writing instruction on writing ability of Thai EFL undergraduate students, (2) examine the effects of project-based writing instruction on critical thinking skills of Thai EFL undergraduate students, and (3) explore the attitudes of Thai EFL undergraduate students towards project-based writing instruction. This study employed a mixed-method research design with a one-group, pre-test-post-test design to collect both quantitative data and qualitative data. The study participants were 24 first-year undergraduate students at Srinakharinwirot University. Five research instruments were created to elicit data including the pre-test and post-test of writing ability and critical thinking skills, the students’ reflective journals, the stimulated recall, the attitude questionnaire, and the semi-structured interview protocol. Data collection took place in the first semester of the academic year 2019, and the collected data were analyzed using descriptive statistics, paired-sample t-test, and content analysis. The findings revealed that after the implementation of project-based writing instruction, students’ writing ability and critical thinking skills increased with statistical significance and students had positive attitudes towards project-based writing instruction. Based on such findings, it could be concluded that project-based writing instruction could be effectively implemented to enhance writing ability and critical thinking skills of Thai EFL Undergraduate students.

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Section: The Effects Of Project-based Writing Instruction On Improvem...supporting

confidence: 91%

Section: Research Hypothesesmentioning

confidence: 99%

The effects of project-based writing instruction on writing ability and critical thinking skills of Thai EFL undergraduate students

Ruengkul¹

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“…The PjBL model in its implementation does not only train to work in groups but also trains the independence of each student [13][14]. Teaching materials based on the PjBL model can also improve students' understanding of concepts, scientific process skills, and scientific attitudes [15].…”

Section: Figure 8 Validation Results For the Aspects Of Portfolio Ass...mentioning

confidence: 99%

The validity of physics learning evaluation teaching material based on project-based learning and portfolio assessment

Dewi

Murtiani²,

Sari³

et al. 2022

J. Phys.: Conf. Ser.

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Physics Learning Evaluation course aims to develop students’ knowledge and skills in conducting school assessments in case studies or project assignments. However, the difficulty of implementing a contextual evaluation to actual conditions was the main problem for students. In addition, it was not easy to find evaluations that could be uses as project assignments. On the teacher’s side, the project assignments produced by students had not been thoroughly assessing by appropriate assessments taking into the preparation, process, and results stages. Project-Based Learning (PjBL) is a suitable model for students’ independence in constructing learning through project assignments. The study aims to develop teaching materials for the Physics Learning Evaluation based on PjBL and portfolio assessment. The study used the ADDIE model with five stages: analyze, design, develop, implement, and evaluate. The validation of these teaching materials is part of the development stage, which carry out after the teaching materials create. The results of expert validation of the teaching materials reach 87.41 with very valid criteria. It showed that physics learning evaluation teaching material based on project-based learning and portfolio assessment are appropriate to improve students’ scientific skills.

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“…Selain itu, dalam pembelajaran, mereka didorong untuk berpikir kritis dalam menanggapi isu-isu di sekitarnya (Thenga, Goldschagg, Fergusin, dan Mandikonza, 2020). Berpikir kritis merupakan salah satu jenis berpikir High Order Thinking Skills (HOTS) pada tingkat kognitif C-4 sampai C-5 dalam taksonomi Bloom, termasuk analisis, sintesis, dan evaluasi (Efendi, Sumarmi, & Utomo, 2020).…”

Section: Pendahuluanunclassified

Efektivitas Video Pembelajaran Geografi Sma Berbasis Kearifan Lokal Untuk Meningkatkan High Order Thinking Skills (Hots)

Astuti

Mursid

2023

JTIKP

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Abstrak: Peneliti melakukan penelitian eksperimen sebagai bentuk untuk mengetahui efektivitas dari implementasi produk yang dikembangkan pada siswa kelas XI IIS2 di SMAN 1 Tebas yakni video pembelajaran geografi SMA berbasis kearifan lokal untuk meningkatkan high order thinking skills (HOTS) dengan memberikan soal pretest dan postest. Subjek uji efektivitas berjumlah 30 siswa dan subjek validasi soal 30 siswa di SMAN 1 Tebas. Desain yang digunakan dalam eksperimen adalah one group pretest- posttest design untuk mengetahui pengaruh dalam penggunaan video pembelajaran. Data yang diperoleh adalah data kualitatif dan kuantitatif. Data dikumpulkan dengan metode observasi, dokumentasi, angket dan tes. Analisis data menggunakan deskriptif kuantitatif, deskritif kualitatif dan statistik inferensial uji t serta uji effect size. Hasil penelitian menunjukkan bahwa terdapat perbedaan rata-rata nilai peserta didik sebelumnya 56,83 menjadi 76,83. Berdasarkan hasil uji T nilai sig (2-tailed) sebesar 0,000 < 0,05 dan Nilai 𝑡ℎ𝑖𝑡𝑢𝑛𝑔> 𝑡𝑡𝑎𝑏𝑒𝑙 dengan hasil sebagai berikut (14,316) > (1,45), maka Ho ditolak dan Ha diterima yaitu “terdapat perbedaan hasil belajar sebelum dan setelah penggunaan media video pembelajaran”. Evektivitas video pembelajaran melalui uji effect size, hasilnya 2,614 dengan kategori “strong effect”. Dengan demikian pengembangan video pembelajaran geografi SMA Berbasis kearifan lokal untuk meningkatkan High Order Thinking Skills (HOTS) memiliki pengaruh yang kuat terhadap hasil belajar siswa Kata Kunci: Video Pembelajaran, Geografi, Kearifan Lokal, HOTS Abstract: Researchers conducted experimental research as a form of knowing the effectiveness of product implementation developed for class XI IIS2 students at SMAN 1 Tebas, namely high school geography learning videos based on local wisdom to improve high order thinking skills (HOTS) by providing pretest and posttest questions. The effectiveness test subjects were 30 students and the validation test subjects were 30 students at SMAN 1 Tebas. The design used in the experiment was a one group pretest-posttest design to determine the effect of using learning videos. The data obtained are qualitative and quantitative data. Data was collected by observation, documentation, questionnaires and tests. Data analysis used descriptive quantitative, descriptive qualitative and statistical inferential t tests and effect size tests. The results of the study showed that there was a difference in the average score of the previous students from 56.83 to 76.83. Based on the results of the T test, the sig (2-tailed) value is 0.000 <0.05 and the value 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑡𝑡𝑎𝑏𝑒𝑙 with the following results (14.316) > (1.45), then Ho is rejected and Ha is accepted, namely "there are differences in learning outcomes before and after the use of instructional video media”. The effectiveness of learning videos through the effect size test, the result is 2.614 in the "strong effect" category. Thus the development of local wisdom-based high school geography learning videos to improve High Order Thinking Skills (HOTS) has a strong influence on student learning outcomes Keywords: Learning Videos, Geography, Local Wisdom, HOTS

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The effect of PjBL plus 4Cs learning model on critical thinking skills

Cited by 12 publications

References 19 publications

The effects of project-based writing instruction on writing ability and critical thinking skills of Thai EFL undergraduate students

The effects of project-based writing instruction on writing ability and critical thinking skills of Thai EFL undergraduate students

The validity of physics learning evaluation teaching material based on project-based learning and portfolio assessment

Efektivitas Video Pembelajaran Geografi Sma Berbasis Kearifan Lokal Untuk Meningkatkan High Order Thinking Skills (Hots)

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