Dampak Pembelajaran Berbasis Masalah Berbasis Aktivitas terhadap Keterampilan Berpikir Kritis dan Hasil Belajar bagi Pengembangan Konsep-Konsep Dasar IPA

Ni Nyoman Rediani

doi:10.23887/mi.v27i3.55431

Authors

Ni Nyoman Rediani Universitas Musamus, Merauke, Indonesia

DOI:

https://doi.org/10.23887/mi.v27i3.55431

Keywords:

Aktivitas pembelajaran, Berpikir kritis, Hasil belajar, problem-based learning

Abstract

Kemampuan berpikir kritis dan hasil belajar dua hal yang penting menentukan keberhasilan peserta didik, namun saat ini baik kedua variabel itu beluam bisa dikatakan dimiliki secara optimal oleh peserta didik. Hal ini menjadi alasan mengapa penelitian yang bertujuan menganalisis dampak model problem-based learning berbasis aktivitas pembelajaran terhadap kemampuan berpikir kritis dan hasil belajar mahasiswa PGSD dilakukan. Rancangan penelitian ini adalah quasi-eksperimental design berupa nonequivalent post-test only control group design. Sampel penelitian ini berjumlah 58 orang terdiri dari 23 peserta didik kelas eksperimen dan 25 peserta didik kelas kontrol. Pengumpulan data penelitian menggunakan metode tes. Instrument yang digunakan adalah instrument tes berupa soal uraian sebanyak 10 butir soal untuk menguji kemampuan berpikir kritis dan hasil belajar. Teknik analisis data yang digunakan dalam penelitian ini yaitu manova. Hasil penelitian menunjukkan bahwa Model PBL berbasis aktivitas berdampak terhadap kemampuan berpikir kritis dan hasil belajar baik secara simultan maupuan secara parsial. Hasil menunjukkan adanya perbedaan yang cukup signifikan. Hasil analisis nampak juga variabel yang dipengaruhi lebih besar adalah hasil belajar dibandingkan dengan kemampuan berpikir kritis. sehingga dapat direkomendasikan bahwa model PBL berbasis aktivitas ini bisa direkomendasikan sebagai salah satu model pembelajaran inovatif untuk meningkatakan kemampuan berpikir kritis dan hasil belajar.

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