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All Journal JURNAL IQRA´ Jurnal Pendidikan Indonesia (Japendi)
Yeyen Suryani
Universitas Kuningan, Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Developing E-Module Accounting Cycle based on Problem-Based Learning (PBL): Can it Improve Students' Critical Thinking Abilities? Yeyen Suryani; Iskandar; Fifit Nabhan Nurfitriani; Rani Tania Pratiwi; Muhammad Hasan; Nur Arisah; Nur Aeni; Akhtem A. Dzhelilov
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 1 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v9i1.4535

Abstract

The limitations of teaching materials in the new curriculum, namely the independent curriculum and technological advances. It has a good impact on education to support the achievement of 21st century skills. E-modules could be used as an alternative learning resource that was practical and contextual, because they could be used anywhere and the material presented was relevant to real life. The article aimed to produce e-module based on PBL valid, practical, and accounting cycles to determine the effectiveness of the e-module on students' critical thinking skills. The researchers used development research, adapting the ADDIE model (analyze, design, develop, implement, and evaluate). In testing the effectiveness of this e-module, there was a significant increase because the value of the learning effectiveness of students after being given treatment was higher than without being given treatment. The implication of this research showed that educators must implement PBL assisted by e-modules, especially in accounting subjects, to improve students' critical thinking. Students were able to formulate learning problems, analyze problems, students used clear language, and draw learning conclusions. It gave an implication provision for students to develop their critical thinking skills. An important implication for the future that could be made was by paying attention to designs that were more appropriate to student needs, integrating content that was relevant to real life, and providing adequate training to teachers, it can increase the effectiveness of the module in improving students' critical thinking abilities.
Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Melalui Lesson Study Yeyen Suryani; Entin Jumantini; Dede Jusup Ramadan; Iskandar Iskandar; Rani Tania Pratiwi
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.6641

Abstract

Latar belakang dilakukannya penelitian ini disebabkan oleh rendahnya kemampuan berpikir kritis mahasiswa. Kurangnya penggunaan model pembelajaran yang bervaratif dalam proses pembelajaran di kelas, yang mengakibatkan mahasiswa bosan dan berdampak pada hasil pembelajaran yang tidak maksimal. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan dan perbedaan peningkatan kemampuan berpikir kritis mahasiswa kelas eksperimen yang mendapatkan model Project Based Learning (PjBL) berbasis Lesson Study dengan mahasiswa kelas kontrol yang mendapatkan model Problem Based Learning (PBL). Metode yang digunakan dalam penelitian ini adalah metode Quasi Eksperimen dengan desain penelitian Pretest-Posttest, Non Equivalent Control Group Design. Subjek dalam penelitian ini adalah mahasiswa semester 3 A sebagai kelas kontrol dan semester 3 B sebagai kelas eksperimen dengan jumlah mahasiswa 72 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah tes berupa Pilihan Ganda Kompleks (PGK) berjumlah 30 soal. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan dan perbedaan peningkatan kemampuan berpikir kritis mahasiswa kelas eskperimen yang mendapatkan model Project Based Learning (PjBL) berbasis Lesson Study dengan mahasiswa kelas kontrol yang mendapatkan model Problem Based Learning (PBL). Hasil penelitian bahwa terdapat perbedaan kemampuan berpikir kritis mahasiswa serta terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa antara mahasiswa kelas eksperimen yang mendapatkan model Project Based Learning (PjBL) berbasis Lesson Study dengan mahasiswa kelas kontrol yang mendapatkan model Problem Based Learning (PBL).
Developing E-Module Accounting Cycle based on Problem-Based Learning (PBL): Can it Improve Students' Critical Thinking Abilities? Yeyen Suryani; Iskandar; Fifit Nabhan Nurfitriani; Rani Tania Pratiwi; Muhammad Hasan; Nur Arisah; Nur Aeni; Akhtem A. Dzhelilov
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 1 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v9i1.4535

Abstract

The limitations of teaching materials in the new curriculum, namely the independent curriculum and technological advances. It has a good impact on education to support the achievement of 21st century skills. E-modules could be used as an alternative learning resource that was practical and contextual, because they could be used anywhere and the material presented was relevant to real life. The article aimed to produce e-module based on PBL valid, practical, and accounting cycles to determine the effectiveness of the e-module on students' critical thinking skills. The researchers used development research, adapting the ADDIE model (analyze, design, develop, implement, and evaluate). In testing the effectiveness of this e-module, there was a significant increase because the value of the learning effectiveness of students after being given treatment was higher than without being given treatment. The implication of this research showed that educators must implement PBL assisted by e-modules, especially in accounting subjects, to improve students' critical thinking. Students were able to formulate learning problems, analyze problems, students used clear language, and draw learning conclusions. It gave an implication provision for students to develop their critical thinking skills. An important implication for the future that could be made was by paying attention to designs that were more appropriate to student needs, integrating content that was relevant to real life, and providing adequate training to teachers, it can increase the effectiveness of the module in improving students' critical thinking abilities.
Co-Authors Akhtem A. Dzhelilov Dede Jusup Ramadan Entin Jumantini Fifit Nabhan Nurfitriani Iskandar Iskandar Iskandar Muhammad Hasan Nur Arisah Pratiwi, Rani Tania