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All Journal Inspiratif Pendidikan Transformasi: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Biologi Indonesia PENA SAINS Phenomenon : Jurnal Pendidikan MIPA Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Pendidikan Biologi WACANA DIDAKTIKA Sumatra Journal of Disaster, Geography and Geography Education Jurnal Bioedukatika BIOEDUKASI JPM (Jurnal Pemberdayaan Masyarakat) Biosfer: Jurnal Pendidikan Biologi Jurnal Biologi Tropis SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Dinamika Sosial Budaya JAST : Jurnal Aplikasi Sains dan Teknologi Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Prosiding Conference on Research and Community Services Jurnal Pengabdian kepada Masyarakat Nusantara GUYUB: Journal of Community Engagement Darmabakti : Junal Pengabdian dan Pemberdayaan Masyarakat Community Empowerment Indonesian Journal of Educational Development (IJED) Al-Irsyad: Journal of Education Science Journal of Authentic Research Indonesian Journal of Biology Education Biodik: Jurnal Ilmiah Pendidikan Biologi Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi
Shefa Dwijayanti Ramadani
Universitas Tidar
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Journal : Journal of Authentic Research

 1 
Efektivitas Problem-Based Learning (PBL) dalam Meningkatkan Hasil Belajar dan Keterampilan Berpikir Kritis: Sebuah Studi Komparatif Halimah, Halimah; Haikal, Moch.; Ramadani, Shefa Dwijayanti
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.1370

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas Problem-Based Learning (PBL) dibandingkan dengan metode pembelajaran konvensional dalam meningkatkan hasil belajar dan keterampilan berpikir kritis siswa. Penelitian ini melibatkan dua kelompok siswa: kelompok Eksperimen yang menerima PBL dan kelompok Kontrol yang mengikuti metode konvensional. Skor pretest dan posttest dianalisis menggunakan uji Mann-Whitney U. Hasil menunjukkan bahwa kelompok Eksperimen memiliki skor posttest rata-rata 46,5 dalam hasil belajar, dibandingkan dengan 44,7 pada kelompok Kontrol, tanpa perbedaan yang signifikan (U=216, p=0,131, rank biserial correlation = 0,250). Namun, dalam keterampilan berpikir kritis, kelompok Eksperimen menunjukkan peningkatan signifikan, dengan skor median meningkat dari 40 menjadi 77, dibandingkan kelompok Kontrol yang meningkat dari 40 menjadi 74 (U=146, p=0,002, rank biserial correlation = 0,492). Temuan ini menunjukkan bahwa meskipun PBL secara signifikan meningkatkan keterampilan berpikir kritis, dampaknya terhadap hasil belajar tidak signifikan secara statistik dalam konteks penelitian ini. Penelitian lebih lanjut direkomendasikan untuk mengeksplorasi faktor-faktor yang mempengaruhi efektivitas PBL dan menilai dampak jangka panjangnya terhadap hasil pendidikan. The Effectiveness of Problem-Based Learning (PBL) in Enhancing Learning Outcomes and Critical Thinking Skills: A Comparative Study Abstract This study aims to evaluate the effectiveness of Problem-Based Learning (PBL) compared to conventional teaching methods in enhancing students' learning outcomes and critical thinking skills. The research involved two groups of students: an Experimental group that received PBL and a Control group that followed conventional methods. Pretest and posttest scores were collected and analyzed using the Mann-Whitney U test. Results showed that the Experimental group had a mean posttest score of 46.5 in learning outcomes, compared to 44.7 in the Control group, with no significant difference (U=216, p=0.131, rank biserial correlation = 0.250). However, in critical thinking skills, the Experimental group exhibited a significant improvement, with the median score increasing from 40 to 77, compared to the Control group, which increased from 40 to 74 (U=146, p=0.002, rank biserial correlation = 0.492). These findings suggest that while PBL significantly enhances critical thinking skills, its impact on learning outcomes is not statistically significant within the context of this study. Further research is recommended to explore factors influencing the effectiveness of PBL and to assess its long-term impact on educational outcomes.
Pengaruh Model Pembelajaran Problem Based Learning dengan Refleksi Metakognitif terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Siswa Arifin, Samsul; Ramadani, Shefa Dwijayanti; Haikal, Moch.
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i2.1512

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Problem Based Learning (PBL) dengan refleksi metakognitif terhadap keterampilan berpikir kritis dan hasil belajar siswa di MA Sirojut Tholibin Taman Sari Pamekasan. Jenis penelitian yang digunakan adalah quasi-experimental dengan desain Posttest Only Control Design. Sampel penelitian terdiri dari kelas X IPA A sebagai kelas kontrol yang menggunakan metode pembelajaran Direct Instruction dan kelas X IPA B sebagai kelas eksperimen yang menggunakan model pembelajaran PBL dengan refleksi metakognitif. Instrumen yang digunakan meliputi tes esai untuk mengukur hasil belajar dan rubrik penskoran keterampilan berpikir kritis. Analisis data dilakukan menggunakan Multivariate Analysis of Variance (MANOVA) dengan taraf signifikansi 5%, dibantu perangkat lunak JASP versi 0.17.1. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan dalam keterampilan berpikir kritis dan hasil belajar antara kelas kontrol dan kelas eksperimen. Rerata skor keterampilan berpikir kritis pada kelas eksperimen lebih tinggi (M=75,07, SD=6,09) dibandingkan kelas kontrol (M=65,01, SD=6,56). Begitu pula dengan hasil belajar, rerata skor pada kelas eksperimen (M=85,02, SD=8,26) lebih tinggi dibandingkan dengan kelas kontrol (M=73,57, SD=7,78). Hasil uji MANOVA menunjukkan bahwa model pembelajaran PBL dengan refleksi metakognitif berpengaruh signifikan terhadap peningkatan keterampilan berpikir kritis dan hasil belajar siswa (F(2,41)=15,739, Trace Pillai=0,434, p<?.001). Penelitian ini menyimpulkan bahwa penerapan model PBL dengan refleksi metakognitif efektif dalam meningkatkan keterampilan berpikir kritis dan hasil belajar siswa. The Influence of Problem Based Learning Model with Metacognitive Reflection on Students' Critical Thinking Skills and Learning Outcomes Abstract This study aims to describe the impact of the Problem-Based Learning (PBL) model with metacognitive reflection on critical thinking skills and learning outcomes of students at MA Sirojut Tholibin Taman Sari Pamekasan. The type of research used is quasi-experimental with a Posttest Only Control Design. The research sample consists of class X IPA A as the control class using the Direct Instruction learning method and class X IPA B as the experimental class using the PBL model with metacognitive reflection. The instruments used include essay tests to measure learning outcomes and scoring rubrics for critical thinking skills. Data analysis was performed using Multivariate Analysis of Variance (MANOVA) with a significance level of 5%, aided by JASP software version 0.17.1. The results showed a significant difference in critical thinking skills and learning outcomes between the control and experimental classes. The mean critical thinking skills score in the experimental class was higher (M=75.07, SD=6.09) compared to the control class (M=65.01, SD=6.56). Similarly, the mean learning outcomes score in the experimental class (M=85.02, SD=8.26) was higher than that in the control class (M=73.57, SD=7.78). The MANOVA test results indicated that the PBL model with metacognitive reflection had a significant effect on improving students' critical thinking skills and learning outcomes (F(2,41)=15.739, Pillai's Trace=0.434, p<?.001). This study concludes that the implementation of the PBL model with metacognitive reflection is effective in enhancing students' critical thinking skills and learning outcomes.
Co-Authors Admawati, Harsi Afi Normawati Agus Budiyono Ahmad Fauzi Alamsyah, Muhammad Radian Nur Aloysius Duran Corebima Anis Fitriyah Ari Mukti Astuti, Iga Metri Atika Atika Aulia Vidya Almadana Ayu Lestari AYU LESTARI Budi, Angga Hermana Choirin Nashiroh Christiyani Kusumaningrum, Serafica Btari Ericka Darmawan Fauzan Muhammad Rizqullah Fiki Wafara Amali Hadi Suwono Haikal, Moch. Halimah Halimah Hosnol Hotimah Hosnol Hotimah I Gusti Bagus Wiksuana Ifada, Fiki Ika Sukmawati Ika Sukmawati, Ika Ingka Liantri Iswahyudi Iswahyudi Joko Tri Nugraha Karunia Galih Permadani, Karunia Galih Kinanti, Galuh Nurani Esa Krisma, Dita Aldila Kusumaningrum, Serafica Btari Christiyani Kusumasri, Clara Ancilia Pramita Laksono Trisnantoro Lathifa, Vianti Amalia Lukluk Ibama Lukluk Ibana Mas’udhatul Qibtiyah Masdukil Makruf, Masdukil Mas’udhatul Qibtiyah Maulina, Rika Mukti, Ari Muqtada, Moh. Rikza Nabila, Rizka Husnia Putri Nashih, Masngadun Nina Agustyaningrum Ningtyas, Cindy Rahayu Nuzula, Laela Pakarti Almay, Fathan Abiyyu Rahmawati, Qorlina Nur Restu Rakhmawati Riyadi, Azahra Nabila Intan Rizki Maulana, Rizki Rizki, Dias Romauli Sihite, Amelia Caroline Samsul Arifin Serafica Btari Christiyani Kusumaningrum Setiyo Prajoko Siti Zubaidah Siwi, Suci Rery Raka Susanto, Sabilla Hana Suwandoko Triastanti, Resti Kurnia Weni Anggraini