Pengaruh Model Pembelajaran Berbasis Masalah dan Motivasi Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI SMA Negeri 9 Bone.
Article Sidebar
Main Article Content
Abstract
This research is experimental research using a 2x2 factorial design. The purpose of this study was to analyze the scores of students' motivation to learn physics and critical thinking skills of students who were taught using problem-based learning or those who were taught using direct learning. In addition, this study was also conducted to determine the effect of problem-based learning models and direct learning on students' motivation to learn physics. The sample in this study amounted to 54 students consisting of two classes, namely class XI MIPA 1 as a class taught using a problem-based learning model and class XI MIPA 2 as a class taught using a direct learning model. Hypothesis testing was carried out using two-way ANOVA, showing the average score of critical thinking skills taught using the direct learning model was 7.37 and those taught using the direct learning model of 5.15. The difference in the average score of critical thinking skills of students who are taught using problem-based learning models and direct learning models for students who have high motivation to learn physics is 8.13 and 5.25. While the average score of critical thinking skills of students who are taught using problem-based learning models and those taught using direct learning models for students who have low motivation to learn physics are 6.3 and 3.63. Based on the description of hypothesis testing, it can be concluded that students who are taught using problem-based learning models have a higher average score than students who are taught using direct learning models and there is an effect of problem-based learning models and direct learning models on students' critical thinking skills.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Arends, R. I. (2012). Learning to teach (9th ed.). New York: McGraw-Hill.
Facione, P. A. (2020). Critical thinking: What it is and why it counts. Insight Assessment.
Fauzan, M. (2017). Penerapan model problem based learning pada pembelajaran materi sistem tata surya untuk meningkatkan hasil belajar siswa. Jurnal Pendidikan Sains Indonesia, 5(1), 27–35.
Halpern, D. F. (2021). Thought and knowledge: An introduction to critical thinking (6th ed.). New York: Psychology Press.
Hmelo-Silver, C. E. (2020). Problem-based learning: What and how do students learn? Educational Psychology Review.
Huda, M. (2013). Model-model pengajaran dan pembelajaran. Yogyakarta: Pustaka Pelajar.
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Boston: Pearson.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2021). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist approaches. Educational Psychologist.
Putri, N., & Widodo, A. (2023). The role of learning motivation in improving students’ critical thinking skills in science learning. Journal of Science Education.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Contemporary Educational Psychology.
Sari, M., et al. (2021). The effect of problem-based learning on students’ critical thinking skills and motivation. Journal of Physics: Conference Series.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology.
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Yustina, Y., et al. (2022). The effectiveness of problem-based learning to improve students’ critical thinking skills in science learning. Jurnal Pendidikan IPA Indonesia.