ENHANCEMENT STUDENT CRITICAL THINKING SKILLS AND LEARNING OUTCOMES USING PROBLEM-BASED LEARNING
| Main Authors: | Agapito da Costa Jeronimo, Joko Sutarto, YL Sukestiyarno, Rusdarti |
|---|---|
| Other Authors: | IJIRAE : Publishing House |
| Format: | Article Journal |
| Bahasa: | eng |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/3994765 |
Daftar Isi:
- The purpose of this study was to analyze creative thinking skills and learning outcomes through the application of the Problem-Based Learning (PBL) model. The research design was quantitative quasi-experimental with a control class using a pretest-posttest to measure the effectiveness of the application of the PBL model. The study population was junior high school student’s grade IX, the sample was taken specifically for students who studied Civic, Citizenship, and Human Rights Education subjects. Research variables are creative thinking skills and learning outcomes. Data taken by observation and tests. The results showed that the PBL method was better at developing critical thinking skills than the conventional method. The PBL method is able to develop critical thinking skills with an average score of 76.82, in the good category; whereas the conventional method was only able to achieve an average score of 59.86, in the sufficient category. Learning scenarios have also improved student learning outcomes in the experimental class more effectively than students in the control class; the average N-Gain in the experimental class reached 60.07% in the quite effective category, while the average N-Gain in the control class was only 40.81%, in the less effective category. Furthermore, the independent test of the test sample found the sig value (2 tailed) of 0.000 <0.05, so there is a significant difference between the two classes. Judging from the influence of the critical thinking skills variable (x) on post-test learning achievement (y), the regression equation is y = 9.481 + 0.545x, and the contribution is 60%. It is concluded that the PBL model with stages: problem presentation, understanding problems, problem analysis, study and implementation, collection, and summary can improve critical thinking skills and student learning outcomes.
- The rapidly growing world and global changes in all aspects of life are so fast that it becomes a challenge for schools in preparing future generations. In addition to providing benefits to human life, changes and developments also cause many problems. Therefore, in modern times, education plays an important role in creating a generation of nations that is able to keep pace with the development of science and technology. Facing such situations schools, in this case, the teachers, need to develop critical thinking skills of their students. Critical thinking skills are considered important that a person needs to be able to compete with developments and changes in the new information era today [1], critical thinking skills help someone in solving problems creatively and effectively. However [2] shows that the learning process in Junior High Schools in Dili, Timor-Leste, teachers do not familiarize students with critical and creative thinking to understand and solve problems. Teachers still dominate the learning process. Critical thinking is one manifestation of higher-order thinking [3]. Critical thinking and problem-solving skills lead to the ability to think critically and systemically, especially in the context of problem-solving. A critical thinker must be able to give reasons for the choices he makes; open to differences in decisions and opinions of others; able to answer the question of why such a decision was made; and able to listen to reasons why other people have different opinions decisions and so on. Thinking critically is not something that can be done automatically or can be trained to do it automatically [4], meaning that critical thinking needs to be used continuously. Therefore learning activities can facilitate the development of students' critical thinking through an adequate learning approach [5]. Problem-based learning (PBL) is a student-centered learning approach that allows students to work cooperatively in small groups to find common solutions to the situations/problems offered [6]. In small groups, students seem to face real problem-solving situations [7]. Group members should discuss to decide what information they need to identify the situation or problem as a problem they should raise to address, try to understand it, communicate it among themselves, and then they reformulate it in such a way as to address the problem appropriately. Students' critical thinking can be cultivated and developed through their discussion in groups [8].