Improving Critical Thinking Skills of Elementary School Students: Project Based Learning vs Gamification-Based Group Investigation
DOI:
https://doi.org/10.23887/jlls.v6i2.60680Keywords:
Project Based Learning, Group Investigation, Gamification, Critical Thinking SkillsAbstract
Indonesia's educational achievements in the international arena are still classified as less than optimal. Learning in schools in general, which has not abandoned conventional learning, is one of the causes. It is very important to present innovation in Indonesian education, especially in the learning process in schools, with various creative approaches, such as implementing integration between learning models and approaches. The purpose of this study was to compare the critical thinking skills of students who received learning using the gamification-based PjBL model with those of students who received learning using the gamification-based GI model. This type of research is experimental research, namely a quasi-experimental research design with a non-equivalent control group design. The subjects in this study consisted of fifth grade students at two different public elementary schools with a total of 25 and 26 students respectively. Data collection was carried out through pretest and posttest activities using a questionnaire of 20 questions. The collected data were analyzed using the Independent Sample T-Test and the N-Gain test. The results of data analysis show that the percentage of effectiveness of the gamification-based PjBL model is greater than the percentage of effectiveness of the gamification-based GI model (56.2890 > 53.4372). These results indicate that the gamification-based PjBL model is more effective at improving students' critical thinking skills compared to the gamification-based GI model. It's just that the difference does not appear to be significant.
References
Abdullah, R. (2017). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Pada Mata Pelajaran Kimia Di Madrasah Aliyah. Lantanida Journal, 5(1), 13. https://doi.org/10.22373/lj. v5i1.2056.
Ainiyah, N., Ghufron, A., Marzuki, M., Posangi, S. S., Yahiji, K., Rohman, A., Tolchah, M., & Das, S. W. H. (2022). Group investigation model to improve interpersonal skills. International Journal of Evaluation and Research in Education (IJERE), 11(1), 467. https://doi.org/10.11591 /ijere.v11i1.21914.
Alifah, S. (2021). Peningkatan Kualitas Pendidikan Di Indonesia Untuk Mengejar Ketertinggalan Dari Negara Lain. Cermin: Jurnal Penelitian, 5(1), 113. https://doi.org/10.36841/cermin_unars.v5i1.968.
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills : Literature Review. The Turkish Online Journal of Educational Technology, 19(1), 21–39. https://eric.ed.gov/?id=EJ1239945.
Ambarita, R. A., Yunastiti, Y., & Indriayu, M. (2019). The Application of Group Investigation Based on Hands on Activities to Improve Learning Outcomes Based on Higher Order Thinking Skills of Students at SMA Negeri 2 Pematangsiantar. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(2), 351–359. https://doi.org/10.33258/birle.v2i2.310.
Arinda, Y., Wilujeng, I., & Kuswanto, H. (2019). The Application Group Investigation (GI) Learning Model assisted Phet to Facilitate Student Scientific Work Skills. International Journal of Educational Research Review, 254–261. https://doi.org/10.24331/ijere.518069.
Asalaei, A. K., Amini, M. A., Isa Nabeiei, P., Ba Zr A Fk An, L. LA, I Mousavinezhad, H. R., & Amini, M. (2020). Kasalaei A et al. Barriers of critical thinking in medical students’ curriculum Barriers of critical thinking in medical students’ curriculum from the viewpoint of medical education experts: A qualitative study. Original Article Journal of Advances in Medical Education & Professionalism J Adv Med Educ Prof, 8(2), 72–82. https://doi.org/10.30476/jamp.2020.83053.1080.Received.
Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 314–321. https://doi.org/10.1080/08832323.2018.1490687.
Fitri, H., Dasna, I. W., & Suharjo, S. (2018). Pengaruh Model Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Tingkat Tinggi Ditinjau dari Motivasi Berprestasi Siswa Kelas IV Sekolah Dasar. Briliant: Jurnal Riset Dan Konseptual, 3(2), 201. https://doi.org/10.28926/briliant.v3i2.187.
Folgieri, R., Vanutelli, M., Galbiati, P., & Lucchiari, C. (2019). Gamification and Coding to Engage Primary School Students in Learning Mathematics: A Case Study. Proceedings of the 11th International Conference on Computer Supported Education, 1(1), 506–513. https://doi.org/10.5220/ 0007800105060513.
Haeruman, L. D., Rahayu, W., & Ambarwati, L. (2017). Pengaruh Model Discovery Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Dan Self-Confidence Ditinjau Dari Kemampuan Awal Matematis Siswa Sma Di Bogor Timur. Jurnal Penelitian Dan Pembelajaran Matematika, 10(2), 157–168. https://doi.org/10.30870/jppm.v10i2.2040.
Hartini, A. (2017). Pengembangan Perangkat Pembelajaran Model Project Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 1(2), 6–16. https://journal.umsurabaya.ac.id/index.php/pgsd/ article/view/1038.
Hasanah, Z., & Himami, A. S. (2021). Model Pembelajaran Kooperatif dalam Menumbuhkan Keaktifan Belajar Siswa. Jurnal Studi Kemahasiswaan, 1(1), 1–13. https://doi.org/10.54437/irsyaduna. v1i1.236.
He, P., Chen, I., Touitou, I., Bartz, K., Schneider, B., & Krajcik, J. (2023). Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system. Journal of Research in Science Teaching, 60(4), 724–760. https://doi.org/10.1002/tea.21815.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z.
Issa, H. B., & Khataibeh, A. (2021). The Effect of Using Project Based Learning on Improving the Critical Thinking among Upper Basic Students from Teachers’ Perspectives. Pegem Egitim ve Ogretim Dergisi, 11(2), 52–57. https://doi.org/10.14527/pegegog.2021.00.
Kartikawati, S., & Pratama, H. (2017). Pengaruh Penggunaan WhatsApp Messenger Sebagai Mobile Learning Terintegrasi Metode Group Investigation Terhadap Kemampuan Berpikir Kritis. Jupiter (Jurnal Pendidikan Teknik Elektro), 2(2), 33. https://doi.org/10.25273/jupiter.v2i2.1797.
Latifah, N., Fauzia, U., & Kelana, J. B. (2020). Natural Science Problem Solving in Elementary School Students Using the Project Based Learning (PjBL) Model. Jurnal Ilmiah Sekolah Dasar, 4(4), 596–603. https://doi.org/10.23887/jisd.v4i4.28377.
Listiqowati, I., Budijanto, Sumarmi, & Ruja, I. N. (2022). The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills. International Journal of Instruction, 15(3), 853–868. https://doi.org/10.29333/iji.2022.15346a.
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x
Martí-Parreño, J., Galbis-Córdova, A., & Currás-Pérez, R. (2021). Teachers’ beliefs about gamification and competencies development: A concept mapping approach. Innovations in Education and Teaching International, 58(1), 84–94. https://doi.org/10.1080/14703297.2019.1683464.
Muhammadiyeva, H., Mahkamova, D., Valiyeva, S., & Tojiboyev, I. (2020). The role of critical thinking in developing speaking skills. International Journal on Integrated Education, 3(1), 62–64. https://doi.org/10.31149/ijie.v3i1.273.
Nababan, & Aminah, S. (2017). Pengembangan Perangkat Pembelajaran Berbasis Pendekatan Rme Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Bina Gogik, 4(2), 3–4. https://garuda.kemdikbud.go.id/documents/detail/1277630.
Noelia, S. C. (2020). Families, Experiments, and Nature: Learning Science through Project-Based Learning. School Science and Mathematics, 120(8), 467–476. https://doi.org/10.1111/ssm.12438.
Nurbaiti, Meriyati, & Putra, F. G. (2021). Pengaruh Model Pembelajaran Teams Games Tournament Berbantuan Konsep Gamifikasi. Nabla Dewantara: Jurnal Pendidikan Matematika, 6(1), 1–13. http://www.ejournal.unitaspalembang.ac.id/index.php/nabla/article/view/238.
Nurdin, S. (2021). Penerapan Pembelajaran Kooperatif Tipe Group Investigation Untuk Meningkatkan Keterampilan Proses Sains Siswa Kelas VI SD. Pionir: Jurnal Pendidikan, 10(2). https://jurnal.ar-raniry.ac.id/index.php/Pionir/article/view/10621/5900.
Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021). A Review of Gamification Impact on Student Behavioral and Learning Outcomes. International Journal of Interactive Mobile Technologies, 15(21), 22–36. https://doi.org/10.3991/ijim.v15i21.24381.
Pahrurrozi, P. (2019). Penerapan Model Pembelajaran Kooperatif Group Investigasi untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kritis. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 2(2), 142. https://doi.org/10.36312/e-saintika.v2i2.115.
Paľová, D., & Vejačka, M. (2022). Implementation of Gamification Principles into Higher Education. European Journal of Educational Research, 11(2), 763–779. https://doi.org/10.12973/eu-jer.11.2.763.
Pratami, A. Z., Suhartono, S., & Salimi, M. (2019). Penerapan model pembelajaran group investigation untuk meningkatkan hasil belajar Ilmu Pengetahuan Sosial. Harmoni Sosial: Jurnal Pendidikan IPS, 6(2), 164–174. https://doi.org/10.21831/hsjpi.v6i2.23535.
Prihatmanto, S., Setiawan, A., & Hamid, F. (2020). Desain dan Uji Coba Penggunaan OpticalGamification (OG) Model Serial untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa. Jurnal Pedagogi Dan Pembelajaran, 3(3), 483–498. https://doi.org/10.23887/jp2.v3i3.29120.
Rahardjanto, A., Husamah, & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a.
Revelle, K. Z., Wise, C. N., Duke, N. K., & Halvorsen, A. L. (2020). Realizing the Promise of Project-Based Learning. Reading Teacher, 73(6), 697–710. https://doi.org/10.1002/trtr.1874.
Rusdiana, E., & Sucipto, S. (2018). Peningkatan Kemampuan Berpikir Kritis Matematis melalui Penerapan Model Cooperative Learning Tipe Group Investigation (Studi pada Siswa SMK Dr. Soetomo Surabaya). Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, 6(1), 25–36. https://doi.org/10.25139/sm.v6i1.925.
Sari, D. S., & Sugiyarto, K. H. (2015). Pengembangan Multimedia Berbasis Masalah Untuk Meningkatkan Motivasi Belajar Dan Kemampuan Berpikir Kritis Siswa. Jurnal Inovasi Pendidikan IPA, 1(2), 153. https://doi.org/10.21831/jipi.v1i2.7501.
Sianturi, A., Sipayung, T. N., & Simorangkir, F. M. A. (2018). Pengaruh Model Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Matematis Siswa SMPN 5 Sumbul. UNION: Jurnal Ilmiah Pendidikan Matematika, 6(1). https://doi.org/10.30738/.v6i1.2082.
Sojayapan, C., & Khlaisang, J. (2020). The effect of a flipped classroom with online group investigation on students’ team learning ability. Kasetsart Journal of Social Sciences, 41(1), 28–33. https://doi.org/10.1016/j.kjss.2018.02.003.
Suci, K., Ariessanti, H. D., & Aini, Q. (2017). Penerapan iDu iLearning Plus berbasis Gamification Sebagai Media Pembelajaran Jarak Jauh pada Perguruan Tinggi. Technomedia Journal, 1(2), 37–49. https://doi.org/10.33050/tmj.v1i2.60.
Sularmi, Utomo, D. H., & Ruja, I. N. (2018). Pengaruh Project-Based Learning Terhadap Kemampuan Berpikir Kritis. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(4), 475–479. http://journal.um.ac.id/index.php/jptpp/article/view/10748.
Sumardiana, S., Hidayat, A., & Parno, P. (2019). Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(7), 874. https://doi.org/10.17977/jptpp.v4i7.12618.
Sutarsa, D. A., & Puspitasari, N. (2021). Perbandingan Kemampuan Berpikir Kritis Matematis Siswa antara Model Pembelajaran GI dan PBL. Plusminus: Jurnal Pendidikan Matematika, 1(1), 169–182. https://doi.org/10.31980/plusminus.v1i1.1035.
Tamara, T. (2018). Pengaruh Penerapan Metode Think-Pair-Share dan Group Investigation Terhadap Kemampuan Berpikir Kritis Siswa. Indonesian Journal Of Economics Education, 1(1), 1–8. https://doi.org/10.17509/jurnal.
Tanjung, & Nababan, S. A. (2018). Pengembangan Perangkat Pembelajaran Matematika Berorientasi Model Pembelajaran Berbasis Masalah (PBM) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sma Se-Kuala Nagan Raya Aceh. Genta Mulia, 9(2), 56–70. https://garuda.kemdikbud.go.id /documents/detail/1277630.
Walsh, B., & Dalton, B. (2022). Build a Better Book: Enriched Literacy‐Project‐Based Learning for Multilingual Students. Journal of Adolescent & Adult Literacy, 65(4), 361–365. https://doi.org/10.1002/jaal.1215.
Wicaksono, B., Sagita, L., & Nugroho, W. (2017). Model Pembelajaran Group Investigation (Gi) Dan Think Pair Share (Tps) Terhadap Kemampuan Berpikir Kritis. Aksioma, 8(2), 1. https://doi.org/10.26877/aks.v8i2.1876.
Zorlu, F., & Sezek, F. (2019). Students’ Opinions About the Effect of the Application of Learning Together and Group Investigation Methods At Different Intervals on the Features of Cooperative Learning Model. Malaysian Online Journal of Educational Sciences, 7(2), 10–24. http://mojes.um.edu.my/.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Gaudensius Jati Lamauran Koten, Munzil , Candra Utama
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal for Lesson and Learning Studies agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
