Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School

Abstract

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.

Critical Thinking Profile of Senior High School Students in terms of Argumentation-Based Learning

“…The lack of students' critical thinking skills is due to the teacher's limited ability to develop them, as is known in physics which is known as a difficult lesson with its physics formulas. (Alvionita et al, 2020).…”

The physics problem solving skills profile of high school students in elasticity material and the implementation of augmented reality book-assisted PBL model

“…ACCES consists of Assen the problem (A), Creating a drawing (C), Conceptualizing the strategy (C), Execute the solution (E), and Scrutinize your result (S). Students identify problem principles in indicator A; students illustrate the problem into an image in indicator C; students formulate goals in indicator C; students use formulas and outline the steps of completion in indicator E students solve the problem correctly with the underlying reason on the indicator S. Innovations in learning activities (Siahaan et al, 2020), especially PSS, are expected to be able to support the learning needs of students in solving problems (Devy Alvionita et al, 2020). Problem-solving still needs to be further researched, and efforts are being made to practice the PSS, an innovation of this research.…”

The Study of Implementation SETS Approach to Improve Students’ Critical Thinking Skills

“…One of the things that can support this is applying a student-centered learning model or approach [9]. Integration of subject matter with the environment around students such as environmental technology and society can train students' critical thinking skills [10].…”