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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Indonesian Journal of Education and Mathematical Science QISTINA: Jurnal Multidisiplin Indonesia Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia ARMADA : Jurnal Penelitian Multidisiplin Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Journal of Law, Education and Business Jurnal Pengabdian Masyarakat International Journal of Educational Development Indonesian Journal of Educational Technology
Devilla, Rego
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PENERAPAN PENDEKATAN SAINTIFIK MELALUI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DI SMP NEGERI 18 LAU Aswad, Sitti Hajar; Musdalifah, Musdalifah; Salma, Salma; Hijerah, Hijerah; Devilla, Rego; Syarif, Muqtakdir Nurfalaq
ARMADA : Jurnal Penelitian Multidisiplin Vol. 1 No. 12 (2023): ARMADA : Jurnal Penelitian Multidisplin, Desember 2023
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v1i12.1051

Abstract

Kebijakan Merdeka Belajar mendorong peningkatan Sumber daya manusia (SDM) yang unggul agar bisa diserap oleh kebutuhan dunia kerja. Soft skill berupa keterampilan berpikir kritis sangat dibutuhkan dalam mengatasi masalah, membuat keputusan dan menarik kesimpulan terutama dalam menghadapi isu-isu global mengenai ancaman permasalahan pengurasan (deplation) dan penurunan (degradation) Sumber Daya Alam. Untuk itu guru dituntut menciptakan pembelajaran yang bermakna, seperti pendekatan saintifik dengan model Problem Based Learning. Rendahnya keterampilan berpikir kritis siswa\i di kelas 8A di SMP Negeri 18 LAU, mendorong peneliti melakukan penelitian untuk mendeskripsikan penerapan pendekatan saintifik melalui model Problem Based Learning. Jenis penelitian yang dilakukan adalah kualitatif, dalam bentuk penelitian tindakan kelas (PTK). Teknik pengumpulan data dalam penelitian ini menggunakan Tes, Observasi, Dokumentasi, dan Wawancara. Hasil penelitian menunukkan bahwa dengan penerapan pendekatan saintifik melalui model Problem Basic Learning dapat meningkatkan keterampilan berpikir kritis pada siklus II dengan capaian menjadi 75% berarti Kritis. Hasil temuan dalam penelitian ini bahwa dibutuhkan kreativitas guru dalam membantu meningkatkan keterampilan berpikir kritis siswa\i. Keberhasilan penerapan project-based learning akan lebih tampak jika ditunjukkan dengan hasil karya yang bernilai ekonomi.
Effect of Flipped Classroom on Improving Independence and Learning Achievement in Social Studies in Junior High School Madiana Madiana; Elpisah Elpisah; Devilla, Rego; Suarlin Suarlin
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.462

Abstract

This study investigates (1) the impact of the Flipped Classroom model on students’ learning independence in Social Studies, (2) its effect on Social Studies achievement, and (3) its simultaneous influence on both variables among Grade VIII students at SMPN 10 Satap Liukang Tangaya. A quantitative approach was applied using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample comprised 33 students, with 17 assigned to the experimental class and 16 to the control class. Data collection instruments included a learning independence questionnaire, Social Studies achievement tests, observation sheets, and documentation. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired samples t-tests, independent samples t-tests, and MANOVA using SPSS. The findings reveal that the Flipped Classroom model significantly enhances students’ learning independence, as evidenced by independent samples t-test results (Sig. < 0.05). It also significantly improves Social Studies learning outcomes, indicated by higher posttest scores in the experimental class compared to the control class (Sig. < 0.05). Furthermore, MANOVA results confirm a significant simultaneous effect on both learning independence and achievement (Sig. < 0.05). These results demonstrate that the Flipped Classroom model effectively improves the overall quality of Social Studies instruction for Grade VIII students.
Co-Authors Abda Abda AS, Husain As, Husain. Aswad, Sitti Hajar Baehaqi Basruddin, Basruddin Burhanuddin, Rahmawati Elpisah Ernawati Ernawati Hendra Hendra Herawati Herawati Hijerah, Hijerah Husain Husain Husain Iffah, Iffah Kembong Daeng Kurniawaty , Rochma Latif, Sri Debi LastI Madiana Madiana Maksar, Adie Mardewi, Andi Mohi, Eroni Muh. Yahya Muhammad Fahreza W Muqtakdir Nurfalaq Syarif Musdalifah Musdalifah Nurfadillah Nurfadillah Nurlina Nurlina Oktarina, Harti Page, Wahida Putera, Wahyudi Rahmawati, Rahmawati Salma Salma Sapriadi, Sapriadi Saripuddin, Saripuddin Suarlin, Suarlin Sumarni Sumarni Suwardi Annas Syarifuddin Syarifuddin Tahir, Muh. Ilyas Tamrin W, Muhammad Fahreza Yahya, Muh Yahya, Muh. Zainuddin, Zainuddin