PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PENILAIAN PROYEK TERHADAP KEMAMPUAN BERPIKIR KRITIS IPA SISWA

Ni Made Sri Ayu Lestari ., Dr. Desak Putu Parmiti,MS ., I Wayan Widiana, S.Pd., M.Pd .

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh model PBL dan penilaian proyek terhadap kemampuan berpikir kritis IPA. Penelitian ini merupakan quasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SD di gugus II Kecamatan Abang tahun pelajaran 2015/2016 dan sampel penelitian sebanyak 82 siswa yang ditentukan dengan teknik random sampling. Data dikumpulkan dengan instrumen tes. Teknik analisis data menggunakan anava dua jalur dan uji-t. Berdasakan hasil analisis data, diperoleh: (1) terdapat perbedaan kemampuan berpikir kritis IPA antara siswa yang dibelajarkan dengan model PBL dan yang dibelajarkan dengan model pembelajaran konvensional dengan sig.0,041<0,05; (2) terdapat pengaruh interaksi antara model (PBL dan konvensional) dan penilaian proyek terhadap kemampuan berpikir kritis IPA dengan sig.0,026<0,05; (3) pada kelompok siswa yang menggunakan penilaian proyek, terdapat perbedaan kemampuan berpikir kritis IPA antara kelompok siswa yang dibelajarkan dengan model PBL dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional dengan sig.0,006<0,05; dan (4) pada kelompok siswa yang menggunakan penilaian konvensional, terdapat perbedaan kemampuan berpikir kritis IPA antara kelompok siswa yang dibelajarkan dengan model PBL dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional dengan sig.0,023<0,05. Dapat disimpulkan bahwa terdapat pengaruh model PBL dan penilaian proyek terhadap kemampuan berpikir kritis IPA.
Kata Kunci : model pembelajaran Problem Based Learning (PBL), penilaian proyek, kemampuan berpikir kritis IPA.



This study aims to determine the influence of PBL models and assessment of the project on critical thinking skills IPA. This study is quasi-experimental. The population in this study were all fourth grade students in group II Abang District school year 2015/2016 and samples are 82 students were determined by random sampling technique. Data collected by the test instrument. Data were analyzed using ANOVA two lines and t-test. Based on the analysis of data, obtained: (1) there is a difference between the critical thinking skills of students that learned IPA with PBL models and that learned with conventional learning models with sig.0,041 <0.05; (2) there is an interaction effect between the model (PBL and conventional) and the assessment of the project on critical thinking skills IPA with sig.0,026 <0.05; (3) on a group of students who use the project appraisal, there are differences in the ability to think critically IPA between groups of students that learned with the model PBL and student groups that learned with conventional learning with sig.0,006 <0.05; and (4) in the group of students who use the conventional assessment, there are differences in the ability to think critically IPA between groups of students that learned with the models PBL and student groups that learned with conventional learning with sig.0,023 <0.05. It can be concluded that there are significant PBL models and assessment of the project on critical thinking skills IPA.
keyword : learning model Problem Based Learning (PBL), project assessment, critical thinking skills IPA.

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DOI: http://dx.doi.org/10.23887/jjpgsd.v4i2.7677

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