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BUILDING PROSPECTIVE SCHOOL MATHEMATICS UNDERSTANDING OF PROSPECTIVE TEACHERS THROUGH ALGEBRA ABSTRACT COURSE Melda Jaya Saragih; Tanti Listiani
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 11, No 1 (2023): March
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v11i1.41788

Prospective math teacher students are prepared to become math teachers where they will teach school mathematics, but students need to be equipped with pure mathematics such as abstract algebra which is the foundation of mathematics itself and not only given school mathematics knowledge, so students can learn to form a solid understanding of mathematics . The structure of mathematics, including abstract algebra, is generally consistent, logical, systematic, making everyone who studies it requires complex abilities, so it often makes people who study it experience difficulties and feel unrelated to their preparation for teaching school mathematics. The purpose of this research is to find out how students as prospective teachers develop their understanding of the relationship between Abstract Algebra courses and mathematics taught in schools through each essential question and project in the form of abstract algebra applications in everyday life, school mathematics and other fields after attending Algebra lectures. abstract. The method used in this study is a quantitative method with a pretest-posttest group design using the Wilcoxon non-parametric test. Data collection through questionnaires, and student interviews. The results of the study show that through a series of abstract algebra lectures students realize that abstract algebra courses are the foundation for teaching school mathematics because the use of abstract algebra material is closely related to everyday life, school mathematics and other fields.

ANALISIS KESALAHAN MAHASISWA PGSD DALAM MENYELESAIKAN SOAL STATISTIKA PENELITIAN PENDIDIKAN DITINJAU DARI PROSEDUR NEWMAN [AN ANALYSIS OF PRIMARY TEACHER EDUCATION STUDENTS SOLVING PROBLEMS IN STATISTICS FOR EDUCATIONAL RESEARCH USING THE NEWMAN PROCEDURE] Dirgantoro, Kurnia Putri Sepdikasari; Saragih, Melda Jaya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol 2, No 2 (2019): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1203

Statistics is a course that correlates very closely in everyday life. An elementary school teacher needs to master statistics in relation to the implementation of the duties of a teacher, both as a collector and conveyer of information about students, as well as a researcher. But in reality, quite a lot of PGSD (Primary Teacher Education) students have difficulties in this course. One of them can be seen from how students answer questions given. There are still quite a lot of students who make mistakes in answering statistical research educational questions. This research is a descriptive study that describes and analyzes the mistakes of PGSD students in solving the problems of Statistics for Research in Education using the Newman procedure. The results of the study show that mistakes made by students include errors in understanding problems, transformation errors, errors in process skills, and answers to writing errors. One effort that can be done is by increasingBAHASA INDONESIA ABSTRACT: Statistika merupakan mata kuliah yang korelasinya sangat erat dalam kehidupan sehari-hari. Seorang guru sekolah dasar perlu menguasai statistika dalam kaitan dengan pelaksanaan tugas seorang guru, baik sebagai pengumpul dan penyampai informasi tentang siswa, maupun sebagai seorang peneliti. Namun kenyataannya, cukup banyak mahasiswa PGSD yang kesulitan dalam mata kuliah ini. Salah satunya dapat dilihat dari bagaimana cara mahasiswa menjawab soal yang diberikan. Masih ditemukan cukup banyak mahasiswa yang melakukan kesalahan dalam menjawab soal statistika penelitian pendidikan. Penelitian ini merupakan penelitian deskriptif yang memaparkan dan menganalisis kesalahan mahasiswa PGSD dalam menyelesaikan soal Statistika Penelitian Pendidikan ditinjau dari prosedur Newman. Hasil penelitian memperlihatkan bahwa kesalahan yang dilakukan mahasiswa mencakup kesalahan memahami masalah, kesalahan transformasi, kesalahan dalam keterampilan proses, dan kesalahan penulisan jawaban. Salah satu upaya yang dapat dilakukan adalah dengan cara meningkatkan kemampuan metakognitif mahasiswa.

IMPLIKASI PENDIDIKAN YANG BERPUSAT PADA KRISTUS DALAM KELAS MATEMATIKA [THE IMPLICATIONS OF CHRIST-CENTER EDUCATION FOR MATHEMATICS CLASSES] Saragih, Melda Jaya; Hidayat, Dylmoon; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol 2, No 2 (2019): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1695

The purpose of education is to develop the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. But in practice, much education separates science and faith in God. Christian education allows students to get to know God more and develops the potential of each student according to God's truth and purpose. Mathematics learning should be a tool to bring students to see and admire God as the great Creator. Investigation and discovery in learning mathematics should acknowledge some of God's attributes and allow students to admire the beauty of mathematics and to praise God.BAHASA INDONESIA ABSTRACT: Tujuan pendidikan adalah untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Namun pada pelaksanaannya, banyak pendidikan memisahkan ilmu pengetahuan dan iman kepada Tuhan. Pendidikan Kristen membawa siswa untuk semakin mengenal Tuhan, mengembangkan potensi setiap peserta didik sesuai dengan kebenaran dan maksud Tuhan. Pembelajaran matematika seharusnya menjadi alat untuk membawa siswa semakin melihat dan mengagumi Allah sebagai Pencipta yang agung. Melalui investigasi dan penemuan dalam belajar matematika seharusnya menjadi pengakuan dari beberapa atribut Allah yang membawa siswa untuk mengagumi keindahan matematika dan membawa siswa untuk memuji Tuhan.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN MATEMATIKA [IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS IN MATHEMATICS LEARNING] Sihaloho, Sondang M; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol 8, No 1 (2024): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v8i1.8270

Critical thinking skills are important for students to face various changes and challenges in the current era. Based on class observations, the author found that students' critical thinking skills were at a low level, with a score of 33. The solution implemented by the author was the Problem-Based Learning (PBL) model. The purpose of this research was to describe the implementation of PBL in helping students improve their critical thinking skills. The research method used was descriptive qualitative. The results showed that the implementation of PBL increased students' critical thinking skills to an average score of 64. Providing problems at the beginning of learning can stimulate students to interpret information, organize their learning, and encourage analytical thinking. Individual and group investigations help students evaluate information in problem-solving contexts. Developing and presenting work trains students to communicate and compare solutions. Analyzing and evaluating the process trains students to correct and critically reflect. By thinking critically, students can discern the truth and make decisions according to God's will and for His glory. Suggestions for future research include discussing the effect of PBL implementation on students' collaborative skills and developing more robust research instruments to measure students' critical thinking skills.BAHASA INDONESIA ABSTRACT: Kemampuan berpikir kritis penting bagi siswa untuk menghadapi berbagai perubahan dan tantangan perkembangan zaman di era saat ini. Berdasarkan observasi yang dilakukan selama pembelajaran, penulis mendapati bahwa kemampuan berpikir kritis siswa termasuk dalam kriteria rendah dengan skor 33. Solusi yang dilakukan penulis adalah penerapan model Problem Based Learning. Adapun tujuan penulisan, yaitu untuk mendeskripsikan penerapan Problem Based Learning dalam membantu meningkatkan kemampuan berpikir kritis siswa. Metode yang digunakan adalah kualitatif deskriptif. Hasil penulisan menunjukkan bahwa penerapan PBL berpengaruh meningkatkan berpikir kritis siswa hingga diperoleh rata-rata sebesar 64. Pemberian masalah di awal pembelajaran dapat menstimulasi siswa untuk menginterpretasi, mengorganisir siswa belajar, mendorong siswa melakukan analisis. Melakukan penyelidikan individual maupun kelompok membantu siswa dalam mengevaluasi informasi untuk menyelesaikan masalah. Mengembangkan dan menyajikan hasil karya memberikan siswa kesempatan untuk mengomunikasikan dan membandingkan solusi yang disusun. Menganalisis dan mengevaluasi proses pemecahan masalah menolong siswa untuk mengoreksi dan melakukan refleksi kritis terhadap proses yang dilalui dan hasil yang diperoleh. Dengan berpikir kritis, siswa dapat mempertimbangkan kebenaran dan mengambil keputusan sesuai dengan kehendak Tuhan dan untuk kemuliaan-Nya. Saran terhadap penelitian selanjutnya yaitu dapat membahas pengaruh penerapan PBL terhadap keterampilan kolaboratif siswa dan menyusun instrumen penelitian yang lebih matang untuk mengukur kemampuan berpikir kritis siswa.

Perbandingan Penerapan Pembelajaran Kooperatif Tipe Jigsaw Dengan TAI Terhadap Hasil Belajar Ranah Kognitif Kelas Viii [A Comparison of the Implementation of Cooperative Learning Methods Jigsaw and TAI on Cognitive Learning Outcomes of Grade 8 Students] Susilawati, Yuni Eka; Silalahi, Desri Kristina; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol 1, No 1 (2017): December
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.717

One of the factors affecting student learning outcomes is the learning process in the classroom. A teacher-centered learning process provides little learning experience for students. Student-centered learning needs to be developed so that students may experience meaningful learning and achieve good outcomes. The purpose of this study was to see the different cognitive learning outcomes caused by the implementation of two cooperative learning methods: jigsaw and TAI. The research method used is a quantitative quasi experiment with Nonequivalent Control Group Design. Student learning outcomes were measured by a post test. The difference in the learning outcomes were tested using a t-test. The research concludes that there is a significant difference of cognitive learning outcomes between students who are given cooperative learning jigsaw type (mean 43.14) and TAI (mean 47.85).ABSTRAK BAHASA INDONESIA: Salah satu faktor yang memengaruhi hasil belajar siswa adalah proses pembelajaran di kelas. Pembelajaran yang berpusat kepada guru cenderung memberikan sedikit pengalaman belajar kepada siswa. Pembelajaran yang berpusat kepada siswa perlu dikembangkan agar siswa dapat mengalami pembelajaran yang bermakna dan mendapatkan hasil belajar yang baik. Tujuan penelitian ini untuk melihat perbedaan hasil belajar kognitif karena penerapan dua jenis pembelajaran kooperatif yaitu jigsaw dan TAI pada dua kelas yang berbeda. Metode penelitian yang digunakan adalah kuantitatif quasi eksperimen dengan desain penelitian Nonequivalent Control Group Design. Hasil belajar siswa diukur menggunakan nilai post-test. Perbedaan hasil belajar dianalisis menggunakan uji t. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan (hasil belajar ranah kognitif antara siswa yang diberikan pembelajaran kooperatif tipe jigsaw (mean 43.14) dengan tipe TAI (mean 47.85).

USING THE REACT LEARNING MODEL TO REDUCE STUDENT ANXIETY IN LEARNING MATHEMATICS Sitorus, Martina Srimega; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol 7, No 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6216

Mathematical anxiety is an emotional response to the entire mathematical activity that affects students' mathematical to psychological abilities. This anxiety is influenced by various factors, such as negative perspectives on mathematics, experiences of failing in learning mathematics, and others. Research data at one Christian High School in Tangerang shows that class X social studies students experience mathematical anxiety where students have difficulty concentrating, are restless, unconfident, and have headaches when learning mathematics. Anxiety affects students' self-confidence and makes the learning process not optimal, so it needs to be reduced. The selection of the REACT model as a solution to this problem leads to varied, contextual, and collaborative learning. The purpose of this writing is to find out the application of the REACT model in reducing the mathematical anxiety of X social studies students. The method used in the research is descriptive qualitative, where data is collected through questionnaires. The results show that the REACT model stages, namely relating, experiencing, applying, cooperating, and transferring, succeeded in reducing the anxiety of class X social studies students towards learning mathematics. During the application of the model, students are seen concentrating while studying, having confidence, daring to ask questions, and others. Applying the REACT model can be a solution for teachers to manage mathematical anxiety while leading students to realize their identity as imago dei who have been reconciled to God in Jesus Christ. Students are endowed with a Divine capacity to do God's work. Reflecting on the implementation of the REACT model, the author suggests recognizing the characteristics of each student the characteristics and collaborating the REACT model with other learning resources.

PEMANFAATAN MEDIA QUIZIZZ PADA LATIHAN SOAL UNTUK MENDORONG KEAKTIFAN BELAJAR SISWA DALAM PEMBELAJARAN DARING [THE UTILIZATION OF QUIZIZZ MEDIA IN PROBLEMS TO IMPROVE STUDENTS’ LEARNING ACTIVENESS IN ONLINE LEARNING] Loupatty, Fredrik David; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol 5, No 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.2841

This paper investigates student learning activeness as an important part of the formation and development of student potential. The aim of this paper is to describe the use of quizzes in lesson plans (practice questions) to encourage student activeness in online learning. Doing a field practicum program online presents its own challenges for teachers. One of them is related to the responses of students who are less active in learning. The solution applied is to use technology media for learning, namely using Quizizz to do practice exercises online. Divided into 10 implementation steps, the initial 8 steps are general steps such as making an online quiz on Quizizz while the last 2 steps are an adaptation done by the teacher himself. The implementation of this media in doing exercises shows that students are encouraged to be actively involved in learning. It can be seen in the attitude of those who are actively discussing (question & answer). This emphasizes the real practice of a Christian teacher in living his salvation through holistic learning design, for example by utilizing technology in the classroom to encourage active student involvement. This research has many weaknesses such as data validity, problem deepening, and technical problems in using Quizziz. This can be an evaluation and input for writers and readers.BAHASA INDONESIA ABSTRACT: Paper ini dibuat untuk melihat hubungan keaktifan belajar siswa dalam pembelajaran sebagai bagian penting dalam pembentukan dan pengembangan potensi siswa. Tujuan paper ini adalah untuk memaparkan pemanfaatan Quizizz dalam pembelajaran untuk mendorong keaktifan siswa dalam pembelajaran online. PPL yang dilaksanakan secara online memberikan tantangan tersendiri bagi pengajar, di antaranya: berkaitan dengan respons siswa yang kurang aktif dalam pembelajaran. Solusi yang diterapkan adalah memanfaatkan media teknologi untuk pembelajaran yaitu menggunakan Quizizz untuk melakukan latihan soal secara online. Dibagi menjadi 10 langkah penerapan, 8 langkah awal merupakan langkah umum seperti membuat kuis online pada Quizizz sedangkan 2 langkah terakhir merupakan adaptasi yang dilakukan oleh pengajar sendiri. Pengimplementasian media ini dalam melakukan latihan soal menunjukan adanya dorongan untuk siswa dapat terlibat aktif di dalam pembelajaran. Terlihat dari sikap mereka yang aktif berdiskusi (tanya & jawab). Hal ini menekankan praktik nyata seorang pengajar Kristen dalam menghidupi keselamatannya melalui perancangan pembelajaran yang holistik misalnya dengan memanfaatkan teknologi di kelas untuk mendorong keterlibatan aktif siswa. Penelitian ini memiliki banyak kelemahan seperti kevalidan data, pendalaman masalah, serta gangguan teknis dalam penggunaan Quizizz. Hal ini dapat menjadi evaluasi dan masukan bagi penulis maupun pembaca.

LEARNING TRAJECTORY OF QUADRATIC INEQUALITY Tamba, Kimura Patar; Saragih, Melda Jaya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol 2, No 1 (2018): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i1.1202

A learning trajectory offers a description of key aspects in planning mathematics learning. It also helps teachers follow and interpret students’ mathematical thinking, so that learning can be developed in accordance with the characteristics of students, and even become a tool for teachers to develop curriculum. There are three main components of learning trajectory: learning goals, learning activities, and hypothetical learning processes. In this article, we constructed a learning trajectory of the quadratic inequality. This qualitative study used didactical design research with 105 grade 10 students as the participants. In the prospective analysis step, didactic design, learning obstacle, and quadratic inequality system were analyzed. Based on the results of this analysis, we constructed hypothetical learning trajectories in the form of didactical design. Then, hyphothetical learning trajectories were implemented in the learning process. Student’s responses were analyzed qualitatively. Results of this analysis were used to revise the learning trajectory in order to obtain alternative trajectory learning outcomes of theoretical and empirical analysis. Finally, this article offers an alternative learning trajectory of quadratic inequalities that are different from the existing learning trajectories presented in the current textbook. The learning trajectory that is offered is the learning quadratic inequality which starts from the function approach. BAHASA INDONESIA ABSTRACT: Learning trajectory (LT) menawarkan sebuah deskripsi akan aspek kunci dalam perencanaan pembelajaran matematika. LT juga membantu guru belajar dalam mengikuti dan menginterpretasi cara berpikir matematisnya siswa, sehingga pembelajaran dapat dikembangkan sesuai dengan karateristik siswa, bahkan menjadi alat bagi guru untuk mengembangkan kurikulum. Ada tiga komponen utama dari learning trajectory, yaitu: tujuan pembelajaran (learning goals), kegiatan pembelajaran (learning activities) dan hipotesis proses belajar siswa (hypothetical learning process). Dalam artikel ini akan dikonstruksi sebuah LT pertidaksamaan kuadrat. Penelitian ini menggunakan pendekatan kualitatif dengan didactical design research. Adapun partisipan sebanyak 105 siswa kelas X. Pada awal penelitian ini, dilakukan analisis propektif yaitu analisis atas materi pertidaksamaan kuadrat, hambatan belajar dan tingkat berpikir siswa. Kemudian dari hasil analisis ini disusunlah Hipotetical Learning Trajectories yang berupa desain didaktis. Desain didaktis berdasarkan Hypotetical Learning Trajectories ini diimplementasikan dalam pembelajaran. Respon siswa dianalisis secara kualitatif. Hasil analisis ini digunakan untuk merevisi Learning Trajectory, sehingga diperoleh Learning Trajectory alternatif hasil analisis teoritik dan empirik. Akhirnya, artikel ini menawarkan sebuah alternatif learning trajectory pertidaksamaan kuadrat yang berbeda dengan learning trajectories yang ada pada buku pelajaran sekarang. Learning trajectory yang ditawarkan adalah pembelajaran pertidaksamaan yang dimulai dengan pendekatan fungsi.

KEGIATAN BIMBINGAN BELAJAR SIGMA DALAM MENGATASI MINAT BELAJAR SISWA Listiani, Tanti; Saragih, Melda Jaya; Appulembang, Oce Datu Appulembang; Indriani, Siane; Widiastuti, Widiastuti
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 6 (2023): INOVASI PERGURUAN TINGGI & PERAN DUNIA INDUSTRI DALAM PENGUATAN EKOSISTEM DIGITAL & EK
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37695/pkmcsr.v6i0.1913

Many students experience obstacles during online learning. One is a lack of interest in learning materials. Students feel bored because they have to stare at a computer screen. The problem of low interest in learning is certainly serious because it can result in low student learning outcomes and learning goals not being achieved optimally. For this reason, students need to be given extra assistance so that their interest in learning can improves again. Therefore, tutoring is needed that can help students with learning difficulties. Sigma tutoring is tutoring that has existed for approximately two years. Now, Sigma Tutoring will continue its vision to guide students in facing learning difficulties. Sigma Tutoring provides free tutoring services for residents, especially children from primary to high school level. This tutoring was held in Perumnas Tangerang with around 20 students and nine tutors. To see the impact of this tutoring, it will be described qualitatively through a distributed questionnaire. As a result, through Sigma's tutoring, students who took lessons had a high interest in learning with an average of 76.23%. Hopefully, Sigma Tutoring can continue to be a blessing for students and tutors can practice their teaching skills.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN MATEMATIKA [IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS IN MATHEMATICS LEARNING] Sihaloho, Sondang M; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 8 No. 1 (2024): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v8i1.8270

Critical thinking skills are important for students to face various changes and challenges in the current era. Based on class observations, the author found that students' critical thinking skills were at a low level, with a score of 33. The solution implemented by the author was the Problem-Based Learning (PBL) model. The purpose of this research was to describe the implementation of PBL in helping students improve their critical thinking skills. The research method used was descriptive qualitative. The results showed that the implementation of PBL increased students' critical thinking skills to an average score of 64. Providing problems at the beginning of learning can stimulate students to interpret information, organize their learning, and encourage analytical thinking. Individual and group investigations help students evaluate information in problem-solving contexts. Developing and presenting work trains students to communicate and compare solutions. Analyzing and evaluating the process trains students to correct and critically reflect. By thinking critically, students can discern the truth and make decisions according to God's will and for His glory. Suggestions for future research include discussing the effect of PBL implementation on students' collaborative skills and developing more robust research instruments to measure students' critical thinking skills.BAHASA INDONESIA ABSTRACT: Kemampuan berpikir kritis penting bagi siswa untuk menghadapi berbagai perubahan dan tantangan perkembangan zaman di era saat ini. Berdasarkan observasi yang dilakukan selama pembelajaran, penulis mendapati bahwa kemampuan berpikir kritis siswa termasuk dalam kriteria rendah dengan skor 33. Solusi yang dilakukan penulis adalah penerapan model Problem Based Learning. Adapun tujuan penulisan, yaitu untuk mendeskripsikan penerapan Problem Based Learning dalam membantu meningkatkan kemampuan berpikir kritis siswa. Metode yang digunakan adalah kualitatif deskriptif. Hasil penulisan menunjukkan bahwa penerapan PBL berpengaruh meningkatkan berpikir kritis siswa hingga diperoleh rata-rata sebesar 64. Pemberian masalah di awal pembelajaran dapat menstimulasi siswa untuk menginterpretasi, mengorganisir siswa belajar, mendorong siswa melakukan analisis. Melakukan penyelidikan individual maupun kelompok membantu siswa dalam mengevaluasi informasi untuk menyelesaikan masalah. Mengembangkan dan menyajikan hasil karya memberikan siswa kesempatan untuk mengomunikasikan dan membandingkan solusi yang disusun. Menganalisis dan mengevaluasi proses pemecahan masalah menolong siswa untuk mengoreksi dan melakukan refleksi kritis terhadap proses yang dilalui dan hasil yang diperoleh. Dengan berpikir kritis, siswa dapat mempertimbangkan kebenaran dan mengambil keputusan sesuai dengan kehendak Tuhan dan untuk kemuliaan-Nya. Saran terhadap penelitian selanjutnya yaitu dapat membahas pengaruh penerapan PBL terhadap keterampilan kolaboratif siswa dan menyusun instrumen penelitian yang lebih matang untuk mengukur kemampuan berpikir kritis siswa.

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