Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

Santyasa, I Wayan; Santyadiputra, Gede Saindra; Juniantari, Made

doi:10.2991/icesshum-19.2019.101

Cited by 12 publications

(17 citation statements)

References 22 publications

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“…Students who studied with the PBFL model showed a significantly higher critical thinking skill than those who studied with the DFL model. The results of this study are in accordance with the results of previous studies [10,[42][43][44]. The advantage of the PBFL model compared to the DFL model is because in the PBFL model students are more involved in learning to empower critical, analytical, systematic and logical thinking to determine alternative problem solving through empirical data exploration to foster scientific attitudes [29].…”

Section: Discussionsupporting

confidence: 89%

“…thinking skills achieved by students learning with the PBL model were higher than the DL models, students' critical thinking skills in physics learning were produced by both models are still in the very low category and have not reached the success criteria [10]. They stated that students in the PBL model were only able to achieve critical thinking skills with M = 36.86; SD = 0.561, very low category, and DL model with M = 33.02; SD = 0.561, very low category.…”

Section: Introductionmentioning

confidence: 84%

“…The term problem-based flipped learning (PBFL) is a combination of two terms, namely problem-based learning (PBL) and flipped learning (FL). PBL is an accommodating learning model to develop students' critical thinking skills in learning physics [10]. The purpose of using PBL is so that students have the ability to think critically, analytically, systematically and logically to determine alternative problem solving through empirical data exploration to foster scientific attitudes [29].…”

Section: A Problem-based Flipped Learning Modelmentioning

confidence: 99%

“…PBL is a physics learning reform that can create innovation in developing a new learning atmosphere. Empirically PBL is better than the DL model in physics learning [9,10]. The PBL model provides a learning process to develop higher-order thinking skills such as critical thinking, problem-solving skills, and creative thinking [10,11].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Santyasa¹,

Agustini²,

Tegeh³

2021

Advances in Social Science, Education and Humanities Research

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Learning physics in SMA cannot be separated from students' critical thinking activities without delay. Critical thinking will not develop optimally if the learning still tolerates the direct learning model. One of the learning models that are accommodative in developing critical thinking is the problembased learning model. Both models can be used as pedagogical content for flipped learning, which is termed problem-based flipped learning (PBFL) and direct flipped learning (DFL). This study aims at describing the difference effect between PBFL and DFL on critical thinking (CT) viewed from students' academic procrastination (AP) in learning physics in SMA. Student's AP is a variable of sorting critical thinking skills based on low AP (LAP) and high AP (HAP). The study population was 6 classes of students of class XI SMAN 2 Semarapura. A sample of 4 classes was selected by random assignment technique, which then randomized again to determine 2 classes as PBFL class and 2 classes as DFL class. To collect the students' academic procrastination, the questionnaire is used. Students' critical thinking skills were collected by means of an essay test using a 4point scale. Data were analyzed using two-way ANACOVA with initial critical thinking skills scores as covariates. Hypothesis testing is carried out at the 5% significance level. The results showed 1) There was a significant difference in the effect between PBFL and DFL on CT (F = 11,769; p <0.05). Students' CT was higher achieved by students who studied with PBFL than them studied in the DFL model. 2) There is a significant difference in the effect between LAP and HAP on CT (F = 7.006; p <0.05). Higher CT rates were achieved by students who had LAP compared with them had HAP. 3) There is no significant interactive effect between the learning model and AP on CT (F = 1.451; p> 0.05). In learning physics class XI SMA, the two AP categories are accommodating to the PBFL and DFL models. Keywords-problem-based flipped learning, direct flipped learning, critical thinkingRelated to the implementation of PBL in physics learning, it is showed very challenging findings, that although the critical

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 84%

Section: A Problem-based Flipped Learning Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Santyasa¹,

Agustini²,

Tegeh³

2021

Advances in Social Science, Education and Humanities Research

Self Cite

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“…Material is the theory conveyed in teacher-student interactions for students' comprehension. One of the subjects in majoring Pharmacy is Pharmacy Physics which is the basic of physics used in pharmacy (Mallick, 2016;Santyasa, Santyadiputra, & Juniantari, 2019). This subject has practice learning conducted in laboratory.…”

Section: Introductionmentioning

confidence: 99%

Development of E-Practicum Module for Pharmacy Physics Learning

Dhina

Hadisoebroto

Mubaroq

2019

Momentum: Physics Education Journal

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This research develops learning methods through the development of teaching materials. In addition to this study developes an e-practicum module in one of the subjects in the pharmacy department, namely physics pharmacy. Today, the physics pharmacy practice uses printed module practice in the form of module books. This research intends to make innovation in practical learning. Current educational innovations that are developing in technological innovations, one of which is information technology. The use of information technology is very fast and sophisticated, currently technological computer-based has been developing with software applications that also continue to fulfil the world's needs. The development of this electronic technology can be utilized in educational innovations in practice methods. The printed module practice was developed into a web-based electronic practicum module. The method used in this research is the waterfall model which consists of the main stages of needs analysis, system and software design, system implementation and testing as well as a maintainance. The results of this study are a web-based module-practice named E-mulsi which can be accessed via e-mulsi.com. This application has been tested in one of the pharmacy physics classes and has received positive responses from users not only students but also lecturers because it is easier to use modules and preparation of technology-based reports.

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Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

Zhang

2022

Applied Bionics and Biomechanics

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To master physical education courses, you must master a complete set of skills and knowledge. Most teachers still adopt traditional teaching forms, teacher centered, which has a negative impact on students. Because learners only passively participate in activities, it reduces students’ enthusiasm and focus to master skills. This study is aimed at comparing and contrasting the differences between modern interactive learning and traditional teaching strategies. We collect qualitative and quantitative results about the impact of these studies on students’ communication skills and understanding of relevant topics. The form of the noninteractive learning strategies explored in this study is the teaching system. This is a commonly used method and is still used in some institutions. Its limitations have led to the modernization of the education sector, especially in sports. This modernization brings about other forms of physical education, being student centered and more interactive. This form of interaction promotes the connection between teachers and students and promotes the transmission of feedback and the continuous improvement and novelty of activity forms. The interactive approach used in this study is the brainstorming method. Research has found it to generate constructive ideas and ideas. The specific process includes case study and Q & A, which is intuitive and clear, and can enhance the comprehensive understanding of the theme. The modernization of physical education curriculum brings many benefits; some of which will be listed in this paper. This study is aimed at promoting more display of students’ personality in modern physical education teaching with clear research conclusions. Let the students in the training interact with teachers and interact with the group, in the interaction to play their own greater initiative, enthusiasm. Let the relationship between students and teachers be more harmonious, and let the students’ physical quality get better development.

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Problem-based learning model versus direct instruction in achieving critical thinking ability viewed from students’ social attitude in learning physics

Cited by 12 publications

References 22 publications

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

The Effect of Problem-Based Flipped Learning and Academic Procrastination on Students’ Critical Thinking in Learning Physics in High School

Development of E-Practicum Module for Pharmacy Physics Learning

Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

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