The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

Suhirman, Suhirman; Khotimah, Husnul

doi:10.33394/j-lkf.v8i1.2794

Cited by 7 publications

(4 citation statements)

References 19 publications

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“…In addition, a comparison between students' science process skills and critical thinking based on school location shows that students in urban areas are higher than students in rural areas. Critical thinking is also influenced by the problem-based learning model, in accordance with research by Suhirman and Khotimah in 2020 showing that the learning model Problem Based has a significant effect on students' critical thinking skills and scientific literacy (Suhirman & Khotimah, 2020).…”

Section: Supporting Factors For Critical Thinkingsupporting

confidence: 70%

Study of Science Learning Based on Scientific Literacy in Improving Critical Thinking: A Scoping Review

Bramastia,

Rahayu

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Facing and following increasingly sophisticated technological developments in science learning studies, both pupils and students must increase scientific literacy to improve critical thinking. Critical thinking skills will encourage students to understand problems and create alternative problem solutions with problem solving stages, namely clarification, assessment, inference and strategy. This research aims to explore the Study of Science Learning Based on Scientific Literacy in Improving Critical Thinking. The research was conducted using a scoping review approach. A scoping review is typically used to map the existing literature on a defined topic in terms of the volume, nature, and characteristics of key studies. The results of the scoping review analysis found several problems such as the low level of science learning regarding scientific literature so that pupils and students are unable to identify problematic issues and scientific evidence due to a lack of practicing skills in conducting scientific literature. The impact that occurs is that the ability to think critically decreases. Therefore, various efforts are being made, one of which is that pupils and students must have concepts to connect science, science learning websites, focus on specific knowledge, be able to design relevant indicators, have the ability to translate into critical, systematic and anticipatory actions, students' critical thinking skills , school location, and problem-based learning model

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Section: Supporting Factors For Critical Thinkingsupporting

confidence: 70%

Study of Science Learning Based on Scientific Literacy in Improving Critical Thinking: A Scoping Review

Bramastia,

Rahayu

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Dalam penelitian Lestari, D. A., Ariyanto, J., & Harlita, H. (2020) juga di temukan perbedaan yang signifikan atara metode Penggunaan PBL dalam pelajaran biologi. Kelas PBL memiliki nilai berpikir kritis rata-rata sebesar 70,08 sedangkan kelas NHT-SCCS sebesar 65,16 dengan indikator penilaian 1) Penafsiran; 2) Analisis; 3) Kesimpulan; 5) Evaluasi; 6) Penjelasan; 7) Regulasi diri; Beralih ke penelitian Suhirman, Suhirman & Khotimah, Husnul. (2020) mengatakan bahwa PBL dengan model Science, Technology, Society (STS) mampu meningkatkan kemampuan berpikir kritis dengan hasil terjadi peningkatan sebesar 0.41 pada kelas PBL dan hanya 0.37 pada kelas Non-PBL.…”

Section: Pembahasanunclassified

Kajian PBL Terhadap Keterampilan Berfikir Kritis Sebagai Upaya Pencegahan Hoaks Era VUCA

Aini

2021

PAKAR

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Abstrak Dunia di abad 21 menghadapi era VUCA yang merupakan singkatan dari Volatility, Uncertainty, Complexity, dan Ambiguity. Salah satu contoh dari ambiguity dan uncertainty ada dalam bidang teknologi informasi, khususnya media sosial yang banyak dimanfaatkan orang tidak bertanggung jawab untuk menyebarkan berita bohong (hoaks) yang kerap kali diteruskan tanpa mengecek terlebih dahulu kebenaranya. Pelajar sebagai pengguna sosial media juga bisa menjadi korban bahkan pelaku penyebaran hoaks. Salah satu cara untuk menghadapi hoaks adalah dengan berpikir kritis. Berpikir kritis dapat dilatih di sekolah dengan menerapkan model Pembelajaran Berbasis Masalah (PBL). Penelitian ini bertujuan untuk mengkaji penerapan PBL terhadap keterampilan berpikir kritis siswa SMP dan SMA dari sudut pandang mata pelajaran IPA sebagai upaya pencegahan hoaks di era VUCA. Metode yang digunakan yaitu Systematic Literature Review (SLR) untuk mengkaji dan menafsirkan jurnal yang relevan dengan tujuan penelitian dan didapatkan 10 jurnal utama dan beberapa jurnal pendukung. Hasil analisis dan sintesis literatur didapatkan 7 Jurnal penelitian yang menyatakan PBL lebih efektif meningkatkan keterampilan berpikir kritis dengan hasil N-gain kategori sedang (0,3-0,7). Serta 3 jurnal lain menyatakan bahwa terdapat peningkatan keterampilan berpikir kritis dengan model PBL dilihat dari perbedaan rata-rata total skor kelompok PBL dan skor kelompok non PBL. Keterampilan berpikir kritis yang dimiliki siswa membuat mereka mampu menganalisis dan membedakan fakta dan hoaks dari sebuah informasi. Hal ini sangat membantu mereka dalam menghadapi ambiguity dan uncertainty dalam bidang teknologi informasi, khususnya media sosial di era VUCA. Kata Kunci: PBL, Keterampilan Berpikir Kritis, Hoaks, VUCA. Abstract 21st century is facing the VUCA era which stands for Volatility, Uncertainty, Complexity, and Ambiguity. One example of ambiguity and uncertainty exists in the information technology, especially social media, which is widely used by people who are not responsible for sharing hoakses which are often forwarded without checking the truth. Students as social media users can also become victims and even the spreader of hoax. One way to deal with hoakses is to think critically. Critical thinking can improve in schools by applying the Problem Based Learning (PBL) model studying. This study aims to examine the application of PBL to the critical thinking skills of junior and senior high school students from the point of view of science subjects as hoaks prevention in the VUCA era. The method used in this study is Systematic Literature Review (SLR) to review and interpret articles that are relevant to the research objectives. Obtained 10 main journals and several supporting journals that were reviewed. The results of the analysis and synthesis of the literature found that 7 research journals which used PBL was more effective in improving critical thinking skills with moderate N-gain results (0.3-0.7). As well as 3 other journals result that there was an increase in thinking skills with the PBL model with proof from the total score of the PBL group and the score of the non-PBL group. Students critical thinking skills are able to made them analyze and differentiate facts and hoakses from an information.This is very helpful for them in dealing with uncertainty and uncertainty in the field of information technology, especially social media in the VUCA era. Keywords: PBL, Critical Thinking Skills, Hoaks, VUCA

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“…Therefore, the government is making various efforts to improve the quality of education in Indonesia, which is marked by improvements in every aspect of education, especially the curriculum. Life skills in the 21st century are not enough to memorize, so learning in formal schools places more emphasis on aspects of collaboration, communication, higher-order thinking skills, as well as creativity and innovation, which is termed 4C (Communication, Collaboration, Critical Thinking and Problem-Solving, and Creativity and Innovation) (Landa-Blanco & Cortés-Ramos, 2021;Muliastrini, 2020;Reichert et al, 2021;Suhirman & Khotimah, 2020). These 4Cs are the real abilities that the 2013 Curriculum wants to aim at (Waseso, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Tri Kaya Parisudha-Based SFAE Learning Model Has A Positive Impact on Fifth-Grade Students' Science Knowledge Competencies

Putri

Wiarta

2023

JPMu

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Learning that takes place, especially science subjects, is different from the mandate of the 2013 curriculum. The science knowledge competence of elementary school students still needs to improve. This study aims to analyze the effect of the SFAE learning model based on Tri Kaya Parisudha on students' science knowledge competence. This type of research is a quasi-experiment using a nonequivalent control group design. The population of this study was all grade V students, as many as 443 students, with sample determination using a cluster random sampling technique. The data collection method used an essay-type test. The research data were analyzed using descriptive statistical techniques and inferential statistical analysis (t-test). The results of hypothesis testing using the t-test technique with polled variance formula obtained a t-count equal to 4.67 more than the t-table equal to 1.998 at a 5% significance level with dk equal to 63, so Ha is accepted, and H0 is rejected. So it is concluded that the SFAE learning model based on Tri Kaya Parisudha affects students' science knowledge competence. This research implies that the SFAE learning model based on Tri Kaya Parisudha is expected to be an innovative learning model to encourage student activeness and improve learning outcomes.

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The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

Cited by 7 publications

References 19 publications

Study of Science Learning Based on Scientific Literacy in Improving Critical Thinking: A Scoping Review

Study of Science Learning Based on Scientific Literacy in Improving Critical Thinking: A Scoping Review

Kajian PBL Terhadap Keterampilan Berfikir Kritis Sebagai Upaya Pencegahan Hoaks Era VUCA

The Tri Kaya Parisudha-Based SFAE Learning Model Has A Positive Impact on Fifth-Grade Students' Science Knowledge Competencies

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