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All Journal Jurnal Pendidikan Sosiologi dan Humaniora International Journal of Educational Research Excellence (IJERE)
Dhaksietsatsura, Virzha Aulianna
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Problem-Based Learning (PBL) in Action: Fostering Critical Thinking Among Middle School Students Sappaile, Baso Intang; Dhaksietsatsura, Virzha Aulianna; Dewi, Eka Olivia; Pinanta, Raden Roro Maya Candra; Yuliyanti, Yuliyanti
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i2.1253

Abstract

This qualitative research study investigates the implementation and effectiveness of Problem-Based Learning (PBL) in fostering critical thinking skills among middle school students. Grounded in constructivist learning theory and Vygotsky's Zone of Proximal Development, this study employed a comprehensive qualitative methodology to examine how PBL influences students' analytical reasoning, problem-solving capabilities, and collaborative learning. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and analysis of student work samples over a 12-week period. Thematic analysis revealed four key themes: enhanced analytical reasoning, collaborative problem-solving, metacognitive awareness, and transfer of learning skills. Findings demonstrate that PBL significantly enhances middle school students' critical thinking abilities through authentic problem-solving experiences that engage them in higher-order thinking processes. The study contributes to the growing body of evidence supporting active learning pedagogies and provides practical insights for educators seeking to implement effective critical thinking instruction in middle school environments.
The Implementation of Literacy and Numeracy in the Kampus Mengajar Program Dhaksietsatsura, Virzha Aulianna; Arini, Ira; Fajarwati, Ayu
Jurnal Pendidikan Sosiologi dan Humaniora Vol 16, No 2 (2025): October 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/j-psh.v16i2.97973

Abstract

Kampus Mengajar is a government program that provides opportunities for university students to engage in off-campus learning for one semester by becoming partners of teachers in innovating creative and innovative learning strategies and models in targeted schools. These schools are generally identified as having low scores on the Minimum Competency Assessment (Asesmen Kompetensi Minimum/AKM). This study aims to describe the implementation of literacy and numeracy programs within Kampus Mengajar. A qualitative descriptive approach was employed, with data analysis conducted using the Miles and Huberman model. The research subjects were fifth-grade students from two elementary schools in Lebak Regency, Banten. Data were collected through observation, interviews, documentation, and field notes. The findings indicate that the Kampus Mengajar program benefits students, teachers, lecturers, and schools, particularly in improving students"™ literacy and numeracy AKM scores compared to the previous year. Furthermore, the program highlights the need for continued mentoring, especially for students with special needs and those who still face difficulties in reading and arithmetic.
Co-Authors Arini, Ira Baso Intang Sappaile, Baso Intang Eka Olivia Dewi Fajarwati, Ayu Pinanta, Raden Roro Maya Candra Yuliyanti yuliyanti