Tujuan penelitian ini untuk mengetahui implementasi model problem based learning yang berbasis kearifan lokal untuk meningkatkan morivasi belajar siswa. Jenis penelitian adalah research and development atau R&D, yang merujuk pada pengembangan model pembelajaran Plomp. Kegiatan penelitian dilakukan pada tiap-tiap fase pengembangan dengan menggunakan(a) lembar penilaian model dan penilaian kelayakan penerapannya, (b) lembar observasi, (c) angket respons siswa terhadap komponen dan kegiatan pembelajaran, (d) angket respon guru, (e) lembar penilaian hasil belajar, dan (f) format validasi. Data dikumpulkan melalui observasi, wawancara, dokumentasi dan angket. Data dianalisis melalui kevalidan Model PBI-BBL. Hasil penelitian menemukan model PBL yang dikembangkan bersifat efektif untuk diterapkan dalam pembelajaran. Hasil penilaian menunjukan pemahaman siswa sudah efektif, dan hasil belajar siswa juga sudah efektif dalam meningkatkan hasil belajar, dan aktivitas belajar siswa meningkat. Hasil pengamatan terhadap keterlaksanan model dan pengelolaan dan pelaksanaan pembelajaran seperti; sintaks, sistem sosial, prinsip reaksi (perilaku guru), aktivitas siswa, sistem pendukung, dan lingkungan belajar serta tugas-tugas pengelolaan seluruhnya dapat dilaksanakan dengan kategori tinggi serta direspon baik oleh guru dan siswa. Hasil penilaian terhadap komponen-komponen seperti; teori pendukung, sintaks, sistem sosial, prinsip reaksi (perilaku guru), sistem pendukung, dan lingkungan belajar serta tugas-tugas pengelolaan seluruhnya berada pada kategori sangat valid.
This research aims to determine the correlation between teacher’s hegemony and the increase of students' critical thinking skills. This research was conducted through descriptive qualitative and inferential methods. The research population was all students of senior high schools in Tana Toraja district, totaling 608. The research sample was 114 determined by the Morgan table and Slovin formula. Cluster sampling technique was used to select respondents. Data were collected by using questionnaire and direct documentation. The data were analyzed using the SPSS ++ 25. The result of the research shows that the relationship between teacher power and students' critical thinking skills at school reveals a significance value of 0.000 < 0.05, which means that the two variables have a significant relationship.
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