Penerapan Problem-based Learning terhadap Kemampuan Berpikir Kritis dan Keaktifan Belajar Peserta Didik
DOI:
https://doi.org/10.21831/jpms.v13iSpecial_issue.89598Keywords:
Keaktifan belajar, Kemampuan berpikir kritis, Problem-based learningAbstract
Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis dan keaktifan belajar peserta didik dengan model Problem-based Learning (PBL) dan peserta didik dengan pendekatan Saintifik. Jenis penelitian ini adalah quasi experiment dengan desain pretest-posttest control group. Jumlah sampel dalam penelitian ini yaitu 74 peserta didik yang dipilih menggunakan teknik random sampling. Sampel terdiri dari 37 peserta didik untuk kelompok eksperimen dan 37 peserta didik untuk kelompok kontrol. Data diperoleh melalui tes kemampuan berpikir kritis, observasi keaktifan belajar, penilaian keaktifan belajar oleh teman kelompok. Analisis data menggunakan uji statistika MANOVA dan analisis statistika deskriptif. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan kemampuan berpikir kritis dan keaktifan belajar peserta didik yang mengikuti pembelajaran model PBL dan peserta didik yang mengikuti pembelajaran dengan pendekatan Saintifik pada materi laju reaksi.Persentase sumbangan efektif model PBL terhadap kemampuan berpikir kritis sebesar 28,5% termasuk kategori sedang, dan persentase sumbangan efektif model PBL terhadap keaktifan belajar peserta didik sebesar 23,7% termasuk kategori sedang.
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