The influence of PBL, PjBL, and critical thinking ability on learning outcomes

Khairanda Amarullah; Reh Bungana Beru Perangin-angin; Anita Yus

doi:10.17509/jik.v22i2.72368

Abstract

Students' disinterest in learning civic education is primarily attributed to the limited application of innovative learning models and the weak critical thinking skills of students, as evident in their approach to problem-solving. Few students demonstrate the courage to argue in class. The purpose of this study was to investigate the impact of problem-based learning models, project-based learning, and students' critical thinking skills on student learning outcomes. The data collection technique employed was a questionnaire with multiple-choice questions. Hypothesis testing was conducted using two-way analysis of variance (ANOVA) with Tukey test. The results showed that there were differences in the learning outcomes of students who were treated with problem-based learning models and project-based learning models, there were interactions between learning models and students' critical thinking skills, there were learning outcomes of students who had high critical thinking skills taught with PJBL models better than PBL models, and there were learning outcomes of students who had low critical thinking skills taught with PBL models better than PJBL models. It can be concluded that the PBL and PJBL models affect the critical thinking ability and learning outcomes of grade V students at MIS Nurus Salam Deli Tua.

Abstrak

Ketidaktertarikan peserta didik dalam pembelajaran pendidikan kewarganegaraan disebabkan oleh kurangnya penerapan model pembelajaran yang inovatif dan lemahnya kemampuan berpikir kritis peserta didik dilihat dari cara peserta didik ketika menghadapi permasalahan. Terdapat sedikit peserta didik yang menunjukan keberanian dalam berargumen di kelas. Tujuan penelitian untuk mengetahui pengaruh model pembelajaran problem based learning, project based learning, dan kemampuan berpikir kritis peserta didik terhadap hasil belajar peserta didik. Metode penelitian ini adalah eksperimen dengan desain faktorial 2 x 2. Teknik pengumpulan data yang digunakan yaitu kuesioner dengan soal pilihan berganda. Pengujian hipotesis dilakukan menggunakan analysis of variance (ANAVA) dua jalur dengan uji Tukey. Hasil penelitian menunjukkan terdapat perbedaan hasil belajar peserta didik yang diberi perlakuan model problem based learning dan model project based learning pada peserta didik, terdapat interaksi antara model pembelajaran dan kemampuan berpikir kritis peserta didik, terhadap hasil belajar peserta didik yang memiliki kemampuan berpikir kritis tinggi yang diajarkan dengan model PJBL lebih baik dari model PBL, serta terdapat hasil belajar peserta didik yang memiliki kemampuan berpikir kritis rendah yang diajarkan dengan model PBL lebih baik dari model PJBL. Dapat disimpulkan bahwa Terdapat pengaruh model PBL dan PJBL terhadap kemampuan berpikir kritis dan hasil belajar peserta didik kelas V MIS Nurus Salam Deli Tua.

Kata Kunci: berpikir kritis; hasil belajar; model pembelajaran

Keywords:

critical thinking learning models learning outcomes

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