Perbandingan Peningkatan Kemampuan Berpikir Kritis Siswa SMP Antara Yang Memperoleh Pembelajaran Means-Ends Analysis (Mea) Dan Problem Based Learning (Pbl)

Nurafifah, Fifih; Nurlaelah, Elah; Sispiyati, Ririn

doi:10.18269/jpmipa.v18i1.205

Cited by 9 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pada akhirnya, terdapat perbedaan peningkatan kemampuan berpikir kritis peserta didik antara yang memperoleh pembelajaran Means-Ends Analysis (MEA), pembelajaran Problem Based Learning (PBL) dan pembelajaran umum atau konvensional. Penelitian yang dilakukan ini diujicobakan dalam tiga kelas dengan mnggunakan dan memanfaatkan model pembelajaran yang berbeda dengan hasil yang diperoleh juga berbeda-beda (PBL) (Fifih Nurafiah, Elah Nurlaelah, 2018).…”

Section: Hasil Dan Pembahasan Penelitianunclassified

Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar

Achmad

Ratnasari

Amin

et al. 2022

View full text Add to dashboard Cite

Penelitian ini berfokus pada teknik penilaian autentik pada aspek kognitif, afektif, dan psikootorik dalam pembelajaran pendidikan agama Islam di sekolah dasar. Tujuan dalam penelitian ini ialah untuk mengetahui teknik penilaian autentik yang dilakukan guru pendidikan agama Islam dan kendala yang ditemukan dalam pengimplementasiannya. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, desain yang digunakan yaitu studi kasus yang artinya peneliti mengungkap dan menganalisis secara mendalam terhadap permasalahan agar mendapatkan hasil yang spesifik. Subjek dalam penelitian ini ialah guru pendidikan agama Islam, peserta didik dan kepala sekolah. Pengumpulan data menggunakan sumber primer dan sekunder. Simber primer sumber seperti observasi wawancara, sedangkan sekunder yaitu buku, jurnal, dan artikel ilmiah. Analisis data menggunakan deskriptif-analitik diantaranya analisis kritik, interpretasi kritik, dan penarikan kesimpulan. Hasil penelitian ini yaitu terdapat beberapa teknik penelilain yang digunakan guru pada setiap aspek. Aspek kognitifnya adalah guru menggunakan tes tulis, tes lisan dan penugasan. Aspek afektifnya guru menggunakan observasi, penilaian diri, penilaian antar teman, jurnal atau catatan harian. Sedangkan aspek psikomotorik guru menggunakan teknik proyek, unjuk kerja, dan portofolio. Dari ketiga asepk ini digunakan untuk mendapatkan gambaran secara utuh tentang ketercapaian kompetensi peserta didik dan juga dapat digunakan untuk dijadikan alat ukur tingkat keberhasilan pembelajaran yang sangat penting dalam pendidikan.

show abstract

Section: Hasil Dan Pembahasan Penelitianunclassified

Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar

Achmad

Ratnasari

Amin

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Many primary studies have been carried out in Indonesia to assess the PBL model's effect on junior high school students' critical thinking skills. Previous studies revealed that the implementation of PBL could enhance junior high school students' critical thinking skills (Arifin et al, 2015;Hakim et al, 2014;Ilham, 2018;Islahuddin et al, 2018;Marinda et al, 2018;Noer & Gunowibowo, 2018;Nurafiah et al, 2013;Putri & Fauzan, 2019;Sari et al, 2014;Sari et al, 2019;Sirait, 2019;Steven et al, 2019;Susanti & Suwu, 2016;Warmi, 2017;Waspadany et al, 2016;Yanti & Prahmana, 2017). However, the findings of the various studies are inconsistent, and the results in these studies do not yet include the value of the effect size of the PBL on students' critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Junior High School Students: A Meta-Analysis Study

Yohannes

Juandi

Tamur³

2021

JP3I

View full text Add to dashboard Cite

Numerous similar studies have been conducted to evaluate the effect of problem-based learning models (PBL) on students' mathematical critical thinking skills. However, the findings from these studies are inconsistent. Highlighting this gap, this study comprehensively evaluates the effectiveness of implementing the PBL model on junior high school students’ critical thinking skills. This meta-analysis study was conducted by analyzing a sample of 15 journal papers that met the feasibility. Empirical data collection uses several journal search engines, and the instruments used are coding categories. Data analysis to obtain effect size value was performed with Comprehensive Meta-Analysis (CMA) software, and the estimation method used a random-effect model. Overall, the results showed that the effect size of PBL model implementation on mathematical critical thinking skills of junior high school students is 0.970, which means the PBL model's implementation had a high effect on students' critical thinking skills. Besides, the effect size of implementing the PBL model on junior high school students' critical thinking skills did not differ based on differences in class, year of study, and sample size. However, there were significant differences in effect sizes between study groups based on treatment duration. Thus, PBL will achieve a higher level of effectiveness, taking into account the treatment duration.

show abstract

“…Pasaribu (2017) defines mathematics as a determinant part of the development and students' self-realization of in primary school education. It is expected to realize the golden generation of Indonesia with the ability to implement their knowledge in every development situation (problemsolving) that develops rapidly (Prastiwi, 2018), thus, the students are used to solving problems that occur in complicated daily life (Nurhanifah, 2018), and being as provisions to answer future needs by being actively involved in determining change in the world.…”

mentioning

confidence: 99%

Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

Lubis

Miaz²,

Putri³

2019

msd

View full text Add to dashboard Cite

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93. The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

show abstract

Perbandingan Peningkatan Kemampuan Berpikir Kritis Siswa SMP Antara Yang Memperoleh Pembelajaran Means-Ends Analysis (Mea) Dan Problem Based Learning (Pbl)

Cited by 9 publications

References 0 publications

Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar

Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar

The Effect of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Junior High School Students: A Meta-Analysis Study

Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

Contact Info

Product

Resources

About