The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills

Twiningsih, Anik; Sajidan, Sajidan; Riyadi, Riyadi

doi:10.22219/jpbi.v5i1.7539

Cited by 11 publications

(10 citation statements)

References 33 publications

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“…Conventional learning patterns have not prepared students to learn by identifying issues and developing problem-solving techniques, resulting in a lack of scientific literacy (Parno et al, 2020). The findings of Twiningsih et al, (2019) research suggest that teachers integrate conventional learning with problem-based or problem-solving modules.…”

Section: Resultsmentioning

confidence: 99%

Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model

Rahmatika

Amin

Al-Muhdhar

et al. 2022

JPBI

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Learners need to possess scientific literacy in order to be able to analyze and explain scientific concepts and solve daily life problems. The current study aimed to analyze the potential of the Socio-Science Spirituality learning model to improve the scientific literacy of students at the junior high school level. The sample of this research contained eight-grade students from an Islamic based school in Surabaya. A quasi-experimental design was used in this study involving the Socio-Science Spirituality class as the experimental group and the conventional class as the control group. Data were collected using multiple choice tests where the questions were developed based on 37 scientific literacy indicators. The data were analyzed using ANCOVA. The results showed that the application of the learning model influenced students’ scientific literacy, where the Socio-Science Spirituality group increased their scientific literacy 28.37% higher than the conventional group. In short, the Socio-Science Spirituality learning model has a higher potential to increase students’ scientific literacy, so that it can be used as a new reference to empower students’ scientific literacy.

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Section: Resultsmentioning

confidence: 99%

Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model

Rahmatika

Amin

Al-Muhdhar

et al. 2022

JPBI

View full text Add to dashboard Cite

show abstract

“…Assignments in the form of discourse and scientific processes are well reported so that they can improve students' communication skills. Thematic science teaching materials can improve students' critical thinking and character (Pursitasari et al, 2015;Perwitasari & Djukri, 2018;Twiningsih et al, 2019). Using science teaching materials based on ICT in online science learning can encourage students to think critically, think creatively, and communicate actively.…”

Section: Resultsmentioning

confidence: 99%

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.

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“…In addition, e-modules can be developed using a Problem-Based Learning approach which is believed by the researcher is can train students to get used to solving problems thus they are skilled in critical thinking. According to Twiningsih (2019), the syntax of the learning model used in the module affects the effectiveness of the learning module. Digital media, namely PBL-based e-modules, can be presented by teachers with complete coverage such as written material, interesting videos that the teacher can make themselves or taken from YouTube content, there is background music to make students not bored when they are studying, and there are quizzes containing HOTSbased questions, in one digital media at once.…”

Section: E-module Based On Problem-based Learningmentioning

confidence: 99%

An e-module analysis for problem-based learning with a focus on developing students' critical thinking skills

Rahayu¹,

Yulianti²,

Pramudiyanti³

et al. 2022

AJET

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21st century education is expected to produce competent human resources in 21st century skills. Teachers must integrate information technology facilities to help participants learn with teaching materials, methods, and technology-based teaching media. This study aimed to describe PBL-based E-Modules to empower critical thinking skills in elementary school learning at SDN 01 Sangkaran Bhakti. This research is a descriptive qualitative research. Data and data sources were collected from interviews and questionnaires for 6 teachers and 15 students, then the data were analyzed by interactive analysis. The results showed that PBL-based E-Modules can empower critical thinking skills in elementary school learning as a 21st century digital media innovation. E-modules as learning media are combined with text, narration, video, practice questions and integration with learning models. PBL-based E-Modules as an effective solution for 21st century learning are in accordance with the character of the material and learning styles of 21st century students as digital natives

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The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills

Cited by 11 publications

References 33 publications

Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model

Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

An e-module analysis for problem-based learning with a focus on developing students' critical thinking skills

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