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All Journal Wacana Akademika : Majalah Ilmiah Kependidikan Variabel
Ellen Proborini
Sekolah Tinggi Teknik Pati, Pati
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Profil Kemampuan Berpikir Kritis Mahasiswa Teknik Elektro pada Tugas Project-Based Learning Pompa Air Tanah Tanpa Listrik Nuri Nuri; Muhammad Atiq; Ellen Proborini; Alrina Alrina; Doni Stiawan; Sulhadi Sulhadi
Variabel Vol 6, No 2 (2023): OCTOBER 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/var.v6i2.4885

Abstract

Tujuan penelitian ini guna mengetahui profil kemampuan berpikir kritis mahasiswa yang dicerminkan dalam perancangan tugas proyek dan penyusunan laporan secara tertulis dengan desain Pre eksperimental desain (xo). Pendekatan yang digunakan dalam penelitian ini adalah penugasan Project-Based Learning (PjBL) yang mengolaborasikan mahasiswa antar mata kuliah prodi teknik elektro STT Pati. Sebagai objek penelitian adalah mahasiwa teknik elektro semester 1 melalui teknik penugasan kolaborasi mahasiswa dalam bentuk rancang bangun pompa air tanpa listrik yang mengolaborasikan antara mata kuliah fisika dasar yang diajarkan pada mahaiswa semester 1 dan mata kuliah energi terbarukan yang diajarkan pada mahasiswa semester 6 Prodi Teknik Elektro STT Pati. Instrumen pengambilan data menggunakan dokumentasi laporan proyek dan hasil produk sederhana. Hasil penelitian ini didapatkan produk pompa air tanpa listrik yang mampu diterapkan pada program pengabdian masyarakat. Susunan laporan proyek alat pompa dikomunikasikan secara tertulis. Hasil akhir penelitian ini adalah berupa deskripsi profil kemampuan berpikir kritis mahasiswa teknik elektro semester 1.Kata Kunci: Berpikir Kritis; PjBL; Pompa Air Tanpa Listrik; Energi TerbarukanProfile of Critical Thinking Ability of Electrical Engineering Students on Project-Based Learning Task Groundwater Pump Without ElectricityABSTRACTThe purpose of this study was to determine the profile of students' critical thinking skills which was reflected in the design of project assignments and the preparation of written reports with Pre experimental design (xo). The approach used in this research was the assignment of Project-Based Learning (PjBL) which collaborates students between electrical engineering study program courses STT Pati. The object of research was electrical engineering students in semester 1 through student collaboration assignment techniques in the form of designing water pumps without electricity that collaborate between basic physics courses taught to semester 1 students and renewable energy courses taught to semester 6 students of the Electrical Engineering Study Program, STT Pati. Data capture instruments used documentation, project reports, and simple product results. The results of the study were obtained from the water pump products without electricity that can be applied to community service programs. The composition of the pump project report was communicated in writing. The final result of this study was in the form of a description of the profile of critical thinking skills of electrical engineering students in semester 1.
Perbadingan Kemampuan Berpikir Kritis Siswa antara Problem Based Learning dengan Inquiry Learning Ellen Proborini; Fajar Husain Asy’ari
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 1 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i1.18710

Abstract

The research aims to determine the differences in applying the PBL and Inquiry learning models to students' critical thinking skills. The subjects of this study were class XI TBKR and XI TAB SMK Tunas Harapan Pati in the 2023/2024 academic year. The data used in this study were obtained from pretests and posttests. The pre-test is to determine that the sample has the same ability, while the poster determines the difference in ability after being given the given model. The post-test scores are explained using the dependent t-test (paired t-test). Before being analyzed with the dependent t-test, the second score was first tested for normality using the Lilliefors formula and the homogeneity test using the Barlett test. The average posttest results for students who were given PBL was 87.08, while for students who were given inquiry was 79.48. Based on the hypothesis test, the conclusion is that applying the PBL learning model gives students better critical thinking skills than students who are given the inquiry learning model.
Co-Authors Alrina Alrina Doni Stiawan Fajar Husain Asy’ari Muhammad Atiq Nuri Nuri Sulhadi Sulhadi