The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

Bashith, Abdul; Amin, Saiful

doi:10.15548/jt.v0i0.271

Cited by 17 publications

(15 citation statements)

References 5 publications

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“…Thinkers use reflective, independent, clear, and rational thinking. Critical thinking is the process of analyzing or evaluating information about a problem based on logical thinking to make a decision (Murti, 2010: Jacobsen, Eggen, andKauchak, 2002;Bashith, and Amin, 2017). Therefore, critical thinking requires a deep thought process toward something that produces good thinking in decision making.…”

Section: Figure 2 Concept Analysis Resultsmentioning

confidence: 99%

Contextual Video: Critical Thinking-Based Learning Media in The Implementation of Curriculum 2013

Hasan

2018

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This research aims to know the development of critical thinking-based contextual video media on the subject matter of economic issues and how to overcome it, and to find out the feasibility of critical thinking-based contextual video media and student's response towards the critical thinking-based contextual video media. The implementation of curriculum 2013 cannot be separated from the government's expectation that learners have good soft skills.The desired skills are 21st century skills known as 4C: creative, critical thinking, communicative and collaborative. These skills emphasize the soft skills implemented in daily life, learners understand the importance of these skills. The existence of contextual video helps to simplify the process; learners are brought into real life. The learning is more implementative. Critical thinking is the basis of video, the video making process is made in such a way so that the learners understand the material by temselves from analyzing every plot of video. The video material is about economic issues and how to overcome them. This research was Research and Development (R&D). The development cycle used Thiagarajan, Semmel and Semmel's model or 4-P model that are defining, designing, developing, and deploying. However, this study was only up to the stage of development. The place of this study was in Vocational High School Muhammadiyah 1 Babat. The result of the research stated that based on media feasibility test from the material expert, it is very feasible with the percentage of 80,44% and the media learning expert assessed very well with the percentage of 88,82%. And the result of class X students' response to media is very good with the percentage 83, 64%. So it is concluded that contentxtual video media is feasible to be used as a learning media.

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Section: Figure 2 Concept Analysis Resultsmentioning

confidence: 99%

Contextual Video: Critical Thinking-Based Learning Media in The Implementation of Curriculum 2013

Hasan

2018

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“…Beside that, learning by using problem solving based physic needs to use critical thinking skill. PBL give contribution in critical thinking skill about physic material (Bashith and Amin, 2017;Reza, Ibrahim, and Rahayu, 2018;Vitaloka and Sani, 2016).…”

Section: Resultsmentioning

confidence: 99%

Students’ Critical Thinking Performance through Problem-Based Learning by Using Metacognitive Strategy

Hidayah¹,

Putra²,

Sugianto³

2018

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

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The purpose of this research is to examine the performance of Problem Based Learning (PBL) by metacognitive strategy and critical thinking profile achieved by the students. The research used mix method with type explanotary sequential, while the research planning with the type of pre-test post-test control group design. The Subjects were the XI grade students in SMA 1 Kudus in the academic year 2017/2018. Data collection used essay questions and interview to describe the students' critical thinking ability on optical devices. The research result showed that PBL by using metacognitive strategy was effective to improve the students' critical thinking than PBL. The metacognitive strategy used in PBL learning trains the students to think to solve the problems faced. PBL by using metacognitive stategy has performed the higher score in indicator of asking and answering the questions, making and considering result, and integrating, but performance score was lower than the indicator which formulates questions, doing observation and assessing observation result report and defining and assessing the definition.

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“…Pembelajaran berasaskan masalah (PBM) merupakan salah satu strategi pengajaran dan pembelajaran aktif berpusatkan pelajar (Kardoyo et al, 2020) yang menggunakan masalah autentik (Bashith & Amin, 2017) untuk merangsang pelajar bertindak sebagai penyelesai masalah serta berkemahiran dalam menggunakan pemikiran kritis untuk menyelesaikan masalah (Pebriana & Disman, 2017). Kaedah pembelajaran ini bukanlah suatu kaedah yang baharu kerana ianya telah diperkenalkan pada tahun 1960 oleh Howard Barrow dari McMaster University Medical School yang terletak di Kanada.…”

Section: Sorotan Literaturunclassified

Sorotan Literatur Bersistematik: Kaedah Pembelajaran Berasaskan Masalah dan Kemahiran Berfikir Aras Tinggi

Thomas

Surat

2021

MJSSH

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Pembelajaran berasaskan masalah (PBM) yang dibangunkan berdasarkan Teori Konstruktivisme Sosial menggalakkan komunikasi dua hala di mana interaksi sosial berlaku antara guru dan pelajar serta pelajar dan pelajar. Kajian ini dijalankan bertujuan untuk meninjau keberkesanan kaedah pembelajaran berasaskan masalah terhadap kemahiran berfikir aras tinggi. Artikel dari tahun 2017 sehingga 2020 telah diperolehi dari empat pangkalan data iaitu EBSCOhost, ERIC, Google Scholar dan Research Gate. Sebanyak 20 artikel telah dipilih berdasarkan tiga peringkat dalam Model PRISMA iaitu peringkat pengenalpastian, saringan dan rangkuman. Dapatan analisis menunjukkan bahawa kaedah pembelajaran berasaskan masalah berupaya meningkatkan kemahiran berfikir aras tinggi murid. Pembelajaran menggunakan kaedah ini berupaya merangsang pelajar untuk menggunakan kemahiran berfikir pada aras yang tinggi seperti mengaplikasikan dan menganalisis permasalahan, menilai keputusan dan mencipta idea baharu bagi menyelesaikan masalah. Walau bagaimanapun, pelaksanaan kaedah ini memerlukan kesediaan pelajar untuk terlibat secara aktif dalam menyuarakan pendapat serta berkongsi idea dalam proses pengajaran dan pembelajaran. Manakala peranan guru dilihat sebagai elemen yang penting bagi memastikan pelaksanaan kaedah ini mencapai objektif pembelajaran. Peranan guru sebagai pemudahcara yang aktif dalam memberi bimbingan kepada pelajar akan menjadikan suasana pembelajaran kekal positif dan dinamik. Oleh yang demikian, guru perlu membuat perancangan yang sistematik bagi membiasakan pelajar menggunakan kaedah pembelajaran berasaskan masalah.

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The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome

Cited by 17 publications

References 5 publications

Contextual Video: Critical Thinking-Based Learning Media in The Implementation of Curriculum 2013

Contextual Video: Critical Thinking-Based Learning Media in The Implementation of Curriculum 2013

Students’ Critical Thinking Performance through Problem-Based Learning by Using Metacognitive Strategy

Sorotan Literatur Bersistematik: Kaedah Pembelajaran Berasaskan Masalah dan Kemahiran Berfikir Aras Tinggi

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