Pengaruh Strategi Projectbased Learning Dengan Thinkquest Terhadap Kemampuan Berpikir Kritis Fisika Siswa Sma Negeri 1 Kraksaan

Susanawati, Eny; Diantoro, Markus; Yulianti, Lia

doi:10.18269/jpmipa.v18i2.51

Cited by 4 publications

(4 citation statements)

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“…In some studies on Problem-Based Learning (PBL) and critical thinking skills as revealed earlier, researchers generally find the research sample taken from public schools (Happy & Widjajanti, 2014;Hasan, Suyatna, & Suana, 2018;Mustofa, Susilo, & Muhdhar, 2016;Novianti, Fadilah Noor, & Hana Susanti, 2014;Susanawati, Diantoro, & Yuliati, 2013;Widayati, Suyono, & Rahayu, 2018;Widodo, 2016). Not many studies on PBL and critical thinking have been carried out in Islamic educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Students' Critical Thinking Skills in Islamic Schools: The Effect of Problem-Based Learning (PBL) Model

Kamil

Velina

Kamelia

2019

Tadris

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Industrial Revolution 4.0 requires schools to produce graduates who are not only good in memorizing various materials, but also must have the skills to think critically. Problem-Based Learning (PBL) is one of the learning models that is deemed good in training students' critical thinking skills, including students in Islamic schools. The purpose of this research is to determine the effect of problem-based learning on students' critical thinking skills in Islamic schools. This type of research is a quasi-experimental with random sampling as the sampling technique. The research sample was 66 students. Data collection uses instruments in the form of description tests that are adjusted to the indicators of critical thinking skills. The research analysis technique used was the t-test to determine the effect of the problem-based learning model on students' critical thinking skills. The result of the research shows that the average score of the class where the critical thinking skills through PBL are applied is higher than the class that does not apply PBL. The result of the data analysis using the t-test obtained that the value of tcount bigger ttable is 4.119 > 1.997 with a significance level of 5 %, so it is said that the PBL model influences students' critical thinking skills. It is suggested to make PBL learning becomes a mandatory choice to be applied in the learning process with the learning steps that have an impact on the students' thinking process.

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Section: Introductionmentioning

confidence: 99%

Students' Critical Thinking Skills in Islamic Schools: The Effect of Problem-Based Learning (PBL) Model

Kamil

Velina

Kamelia

2019

Tadris

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“…(Badrun & Hartono, 2013;Farhan & Retnawati, 2014) A number of studies have been conducted to measure the effect of Project Based Learning Model and Guided Discovery Learning Model towards motivation and learning outcomes, attitudes and learning outcomes, mathematical communication skills, problem solving skills, process skills, critical thinking skills, creative thinking of mathematics. (Ambarwati, Dwijanto, & Hendikawati, 2015, Maghfiroh, Susilo, & Gofur, 2016Mahanal, Darmawan, Corebima, & Zubaidah, 2009Muslim, 2017;Noviyana, 2017;Pratama & Prastyaningrum, 2016;Ramadhani, 2017;Salu, 2013, Susanawati, Diantoro, & Yuliati, 2013Susanti, Musdi, & Syarifuddin, 2017;Tafakur & Suyanto, 2015;Widayati, Suyono & Rahayu, 2018) Based on the research that has been done before, the update in this research lies in the use of PBL and GDL model to measure the ability of mathematical representation and review it from learning motivation. The purpose of this study is to compare the model of PBL and GDL to the mathematical representation ability observed from learning motivation.…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Project Based Learning and Guided Discovery Learning: Effective Methods to Improve Students’ Mathematics Ability

et al. 2019

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The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Learning model; there is a difference in the students’mathematical representation ability based on high, medium, or low learning motivation; and there is an interaction between the learning model and the learning motivation on the mathematics ability.

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“…Teachers should plan and design problems to meet the objectives to be achieved (Weiss, 2003). Project-based learning proven to help students become collaborators, develop thinking skills, share ideas and discuss ideas, find and analyse information on multiple sources and create multimedia presentations (Susanawati, Diantoro & Yulianti, 2014, Faizah et al, 2015, Nuswowati, Susilaningsih, Ramlawati, & Kadarwati, 2017. Barnett & Francis (2012) conducted a study to test whether quizzes containing high-order thinking questions related to critical thinking and performance tests when used simultaneously.…”

Section: Introductionmentioning

confidence: 99%

Characteristic Analysis of Essay Test Instruments for Measuring Higher-Order Thinking Skills

Susilaningsih¹,

Setyowati²,

Diputera³

2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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This study aims to test the reliability and items characteristics of the essay test instrument to measure the higher-order thinking skills of social science lessons of junior high school grade 8. This research is useful to know the characteristics of the instrument items used directly by teachers for measurement activities in learning. This research method using quantitative research techniques. The sample used for the test used 105 students taken at random. The result of the research shows the estimation of instrument reliability coefficient of 0.819. The grain characteristics test of the difficulty level parameter for 15 items consists of eight items in the Easy category, 6 items in Medium category and one item in difficult category. Grain characteristics test for different power parameters found three items that are not able to distinguish the ability of students. The conclusion of this research is reliable instrument to measure the ability of high-level thinking and 12 items can be able to distinguish students' thinking ability. Teachers can use instruments consisting of 12 items to measure high-order thinking skills.

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Pengaruh Strategi Projectbased Learning Dengan Thinkquest Terhadap Kemampuan Berpikir Kritis Fisika Siswa Sma Negeri 1 Kraksaan

Cited by 4 publications

References 0 publications

Students' Critical Thinking Skills in Islamic Schools: The Effect of Problem-Based Learning (PBL) Model

Students' Critical Thinking Skills in Islamic Schools: The Effect of Problem-Based Learning (PBL) Model

The Utilization of Project Based Learning and Guided Discovery Learning: Effective Methods to Improve Students’ Mathematics Ability

Characteristic Analysis of Essay Test Instruments for Measuring Higher-Order Thinking Skills

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