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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan dan Pembelajaran Seminar Nasional Teknologi dan Multidisiplin Ilmu
M. Japar
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Problem Posing, CUPs and Critical Thinking on HOTS-Based Learning Achievement Ika Dewi Lestari; M. Japar; Amalia Sapriati
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.021 KB) | DOI: 10.35445/alishlah.v14i3.737

Abstract

This study aimed to determine the effect of the learning model, which consists of problem posing and conceptual understanding procedures (CUPs) and critical thinking on learning outcomes-oriented (HOTS) on the content of mathematics lessons. The research was conducted at a state elementary school in Jakarta, with a sample of 68 students. The independent variables are learning models and critical thinking, while the dependent variable is HOTS-oriented learning outcomes on the content of mathematics lessons. The method is an experimental method with a 2 x 2 research design. Data were analyzed using normality, homogeneity and Anova tests; Tukey's test was also used as a follow-up test. The results showed: 1) there were differences in the learning outcomes of HOTS-oriented mathematics between students who used the problem-posing learning model and students who used the CUPs learning model; 2) there are differences in HOTS-oriented mathematics learning outcomes between students who have high critical thinking skills and those who have low critical thinking skills; 3) there is an interaction effect between learning models and critical thinking on HOTS-oriented mathematics learning outcomes; 4) there are differences in HOTS-oriented mathematics learning outcomes for students who have high critical thinking skills between those using the problem-posing learning model and the CUPs model; 5) there is no difference in the learning outcomes of HOTS-oriented mathematics students who have low critical thinking skills between those using the problem-posing learning model and the CUPS model. The conclusion of the research is the problem posing learning model and critical thinking skills affect the HOTS-oriented learning outcomes of mathematics lessons. This implies that problem posing and CUPs are effective learning models in improving learning outcomes, so they can be taken into consideration and as new alternatives for teachers.
Strategi Post to Post untuk Meningkatkan Kemampuan Memecahkan Masalah Peserta Didik dalam Pembelajaran Pendidikan Pancasila Gugum Gumilar; Anisa Ardiana; Meidha Zulva; M. Japar; Yuys Kardiman
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.4647

Abstract

The learning model is one of the determinants of the achievement of learning objectives, post to post is a learning innovation that can be used by teachers to improve students' problem-solving abilities. Students' problem-solving abilities need to be developed today, considering the challenges of increasingly widespread developments, both science and technology. This study was conducted in class XI who were cognitively superior, but were still unable to respond to problems and provide solutions to solve problems. The purpose of this study was to find out students who had not been able to respond to problems and had not been able to find solutions, to find out the reasons why students had difficulty in developing strategies for solving problems. This study uses a descriptive qualitative approach study. The techniques used in this study were to collect data through observation, interviews, and documentation. The results of the study obtained showed that students using the post to post learning model can help in responding to problems, in addition, through post to post, students are given the opportunity to express their ideas, so that they become solutions that can be done when facing problems.
Project Based Learning dalam Pendidikan Tinggi: Kajian Literatur Sistematis tentang Implementasi, Efektivitas, dan Praktik Kontemporer Tsamaniariaty Hidayah; M. Japar; Suyitno Muslim
Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol. 5 No. 1 (2025): SEMNASTEKMU
Publisher : Universitas Sains dan Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/q9hb9v11

Abstract

Penelitian ini menyajikan kajian literatur sistematis tentang implementasi Project-Based Learning (PBL) dalam pendidikan tinggi. Menggunakan metode PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), penelitian ini menganalisis 20 artikel yang dipublikasikan antara tahun 2023-2024 dari database Scopus. Tujuan penelitian adalah untuk mengidentifikasi praktik-praktik PBL kontemporer, menganalisis efektivitas PBL terhadap hasil pembelajaran mahasiswa, dan mengeksplorasi tantangan serta strategi implementasi. Hasil analisis mengungkapkan lima tema utama: (1) PBL dalam pendidikan STEM (75%), (2) PBL untuk pengembangan keterampilan (10%), (3) PBL dalam konteks beragam (10%), (4) PBL berbasis teknologi (5%). Temuan menunjukkan bahwa PBL secara signifikan meningkatkan keterampilan berpikir kritis (peningkatan 30-40%), kolaborasi, kemampuan pemecahan masalah, dan motivasi belajar mahasiswa (peningkatan 47%). Implementasi PBL yang efektif memerlukan desain proyek autentik yang relevan dengan praktik dunia nyata, scaffolding terstruktur yang menyeimbangkan bimbingan dengan otonomi mahasiswa, dukungan teknologi yang memadai, dan assessment komprehensif yang menangkap dimensi proses dan produk. Penelitian ini memberikan kontribusi pada pemahaman praktik PBL kontemporer dan menyediakan rekomendasi berbasis bukti untuk implementasi PBL yang efektif dalam pendidikan tinggi Indonesia.
Co-Authors Amalia Sapriati Anisa Ardiana Gugum Gumilar Ika Dewi Lestari Meidha Zulva Suyitno Muslim Tsamaniariaty Hidayah Yuys Kardiman