Peningkatan Kemampuan Berpikir Kritis Mahasiswa Melalui Metode Pembelajaran Debat Aktif Pada Mata Kuliah Kewirausahan

Wijaya, Shendy Andrie

doi:10.29408/jpek.v3i2.1711

Cited by 4 publications

(4 citation statements)

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“…The results of this study indicate that the use of blended learning in learning can increase the creativity of students and teachers. In Blended learning, students and teachers have wider access to online learning resources, such as videos, images, and presentations that can inspire creative ideas (Harjono, 2021). In addition, Blended learning also encourages students to actively participate in learning, enabling them to interact with learning materials in more creative ways.…”

Section: Improved Teamwork Skillsmentioning

confidence: 99%

Implementation of Blended Learning in Project-Based Learning Models in Vocational Schools in North Sulawesi

Tiwow,

Katuuk,

Lengkong

et al. 2023

IJITE

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Blended learning is a learning model that integrates online and offline learning. This article explains how blended learning can be applied to project-based learning in SMK. This article also discusses the benefits and challenges of implementing blended learning and how teachers can overcome these challenges. This research uses a qualitative descriptive method which is a research method that refers to the collection and analysis of non-numeric data to answer research questions. The results show that blended learning can increase student motivation and participation in project-based learning at SMK. The implementation of blended learning can also facilitate students in developing critical, creative, and collaborative skills needed in the world of work. It is hoped that this article can provide insight and inspiration for vocational teachers in improving the quality of project-based learning through the implementation of blended learning. This study concludes that blended learning can increase student participation in learning, optimize the use of technology, and improve student learning outcomes. This study recommends that the implementation of blended learning can increase student participation and motivation in learning, as well as help students to develop critical thinking skills, creativity, and teamwork.

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Section: Improved Teamwork Skillsmentioning

confidence: 99%

Implementation of Blended Learning in Project-Based Learning Models in Vocational Schools in North Sulawesi

Tiwow,

Katuuk,

Lengkong

et al. 2023

IJITE

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“…Metode aktif debat merupakan salah satu metode pembelajaran yang cukup baik untuk digunakan dalam mempelajari fisika (Deka & Rohadi, 2021). Sebab dengan menggunakan metode ini dalam proses pembelajaran, semua siswa akan terlibat secara langsung (Rivai & Wulandari, 2018) karena semuanya mendapat tugas dan memerankan perannya di dalam kelas, sehingga semua siswa mempersiapkan diri mereka untuk sebelum melaksanakan pembelajaran (Wijaya, 2019).…”

Section: Pendahuluanunclassified

Penerapan Metode Aktif Debat dalam Meningkatkan Hasil Belajar Siswa pada Materi Konsep Zat

Solissa,

Senimbar

2023

IJSET

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This research was motivated by the lack of Physics teachers in applying learning methods that are in accordance with the characteristics of students and the material to be taught so that it affects the quality of learning and learning outcomes in the classroom. The purpose of this study is to apply the active method of debate in improving student learning outcomes on the concept material of class VII substances of Wailua State Junior High School. The type of research used is Classroom Action Research which consists of four stages, namely action planning, action implementation, observation, and reflection with 28 subjects. Data collection techniques are by making observations and tests. Observation is carried out by an observer to observe teacher and student learning activities and tests are used to determine student learning outcomes after participating in learning activities with the application of active debate methods. The results of data analysis found that the average score of students increased, namely in the initial test obtained an average score of 47.14 with a completion percentage of 35.71%, increased in cycle I to 67.14 with a completion percentage of 67.85% and increased significantly in cycle II to 86.07 with a completeness percentage of 96.42%.

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“…Ada banyak cara untuk meningkatkan keterampilan berpikir kritis di antaranya dengan melakukan kegiatan debat. Telah banyak penelitian dilakukan untuk membahas penggunaan metode debat dalam pembelajaran dan kabar baiknya adalah metode debat telah terbukti mampu meningkatkan pola pikir kritis (Yadini & Nafisah, 2017;Fardani & Surya, 2017;Rivai & Wulandari, 2018;Wijaya, 2019;Suparni, 2020), meningkatkan kemampuan beragumentasi secara logis (Nazihah et al, 2018;Suraya et al, 2019), dan tentu saja keterampilan berbahasa inggris (Rokhayani & Nur Cahyo, 2015;Wijayanto et al, 2017;Mulyani, 2018). Metode debat memiliki kelebihan yaitu metode ini dapat menyajikan kedua segi permasalahan, mendorong adanya analisis dari kelompok, menyampaikan fakta dari kedua sisi masalah, membangkitkan motivasi, dapat dipakai pada kelompok besar (Djaafar, 2001) menyatakan bahwa berpikir kritis adalah salah satu keterampilan tingkat tinggi yang sangat penting diajarkan kepada mahasiswa selain keterampilan berpikir kreatif.…”

Section: Pendahuluanunclassified

Pelatihan Debate Model Parlemen Inggris Berbasis Online untuk Meningkatkan Keterampilan Berpikir Kritis dan Berargumentasi Mahasiswa

Sholikhah

Syahab²,

Eriyanti³

2022

GERVASI

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Kegiatan pengabdian dilaksanakan di Prodi Bahasa Inggris STKI PGRI Jombang. Program pengabdian ini dilatarbelakangi oleh:(1) minimnya pelaksanaan pelatihan kemampuan public speaking dan berfikir kritis mahasiswa;(2) minimnya waktu untuk penjaringan delegasi dan pengenalan, pelatihan, dan pendampingan debat sehingga menyebabkan kurang memuaskannya kualitas delegasi kompetisi NUDC;(3) lemahnya kemampuan berargumentasi dan berlogika. Berdasarkan hasil observasi dan analisis kebutuhan maka solusinya meliputi: (1) memberi wokshop tentang jenis mosi debat, dan cara penilai debat dengan model parlemen Inggris;(2) pendampingan latihan debat secara intensif dengan beragam motion terbaru. Adapun hasil dari program pelatihan dan pendampingan yaitu:(1) kegitan pelatihan dan pendampingan debate dengan bentukperlemen inggris berjalan dengan baiakndan mahasiswa sangat antusiaselama kegiatan berlangsung; (2) hasil dari proses pelatihan debate diunggah pada Platform Youtube; dan (3) adanya peningkatan kemampuan berargumentasi dan berfikir kritis diukur melalui sistem 3M (matter, manner, dan method) dan AREL (Assertion, Reason, Evidence, dan Link back).

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Peningkatan Kemampuan Berpikir Kritis Mahasiswa Melalui Metode Pembelajaran Debat Aktif Pada Mata Kuliah Kewirausahan

Cited by 4 publications

References 0 publications

Implementation of Blended Learning in Project-Based Learning Models in Vocational Schools in North Sulawesi

Implementation of Blended Learning in Project-Based Learning Models in Vocational Schools in North Sulawesi

Penerapan Metode Aktif Debat dalam Meningkatkan Hasil Belajar Siswa pada Materi Konsep Zat

Pelatihan Debate Model Parlemen Inggris Berbasis Online untuk Meningkatkan Keterampilan Berpikir Kritis dan Berargumentasi Mahasiswa

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