Perbedaan Model Problem Based Learning dan Konvensional terhadap Keterampilan Berpikir Kritis Siswa - Devi Tri Lukitasari; Sudarmiatin Sudarmiatin; Muhammad Zainuddin (Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2019)
Abstract: This study aims to determine the differences in the ability to think critic of elementary school students by applying the model of Problem Based Learning (PBL) and Conventional. This type of research that is a quasi-experimental design Nonequivalent Control Group Design. Number of respondents 72 students, 36 students in grade control (conventional) and the experimental class of 36 students (PBL). Instruments used the descriptions written tests. Based on research results using the Independent Sample T-Test results obtained 0.000 <0.05. This means that there are difference significant between critical thinking skills in the classroom with the conventional model and PBL. These results are supported by the acquisition of the average yield of critical thinking skills acquisition experimental class with a mean = 14.2, while the control class to get mean = 12.4. So it could be concluded that there were significant differences of critical thinking skills class with PBL and conventional models.Abstrak: Penelitian ini bertujuan guna mengetahui perbedaan kemampuan berpikir ktitis siswa SD dengan menerapakan model Problem Baased Learning (PBL) dan Konvensional. Jenis penelitian ini yakni kuasi eksperimen berdesain Nonequivalent Control Group Design. Jumlah responden 72 siswa, 36 siswa kelas kontrol (dengan konvensional) dan 36 siswa kelas eksperimen (dengan PBL). Instrumen yang dipakai yakni tes tulis uraian. Berdasarkan hasil penelitian menggunakan Independent Sample T-Test diperoleh hasil 0,000 < 0,05. Hal tersebut berarti ada perbedaan yang significan antara kemampuan berpikir kritis pada kelas dengan model konvensional dan PBL. Hasil tersebut didukung dengan perolehan hasil rata-rata keterampilan berpikir kritis kelas eksperimen dengan perolehan rerata = 14,2 sedangkan kelas kontrol mendapatkan rerata = 12,4. Sehingga bisa disimpulkan ada perbedaan signifikan keterampilan berpikir kritis kelas dengan model PBL dan konvensional.