Pengaruh Model Pembelajaran Berbasis Masalah terhadap Pemahaman Konsep IPA dan Keterampilan Berpikir Kritis Siswa SMP Negeri 4 Bebandem.
Abstract
Penelitian ini bertujuan mendeskripsikan perbedaan pemahaman konsep (PK) IPA dan keterampilan berpikir kritis (KBK) siswa antara yang belajar dengan model pembelajaran berbasis masalah (MPBM) dengan yang belajar dengan model pembelajaran konvensional (MPK). Penelitian eksperimen semu ini melibatkan 5 kelas siswa kelas VII SMP Negeri 4 Bebandem Karangasem Tahun Pelajaran 2015/2016 sebagai populasi. Dua sampel ditentukan dengan teknik acak kelas, yaitu kelas VIIA menggunakan model PBM dan Kelas VIID dengan Model PK. Data PK IPA dan KBK dikumpulkan dengan tes. Data dianalisis secara deskriptif dan MANCOVA satu jalan dengan PK dan KBK awal berperan sebagai kovariabel. Setelah perlakuan dikontrol dengan PK dan KBK awal, hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan PK IPA dan KBK siswa antara yang belajar dengan MPBMdanMPK.Baik PK IPA maupun KBK siswa yang belajar dengan MPBM lebih baik dibandingkan dengan yang belajar dengan MPK.
Kata Kunci : pembelajaran berbasis masalah (problem based learning/PBL), pemahaman konsep IPA, keterampilan berpikir kritis.
This study aims to describe the differences of conceptual understanding (CU) in science and students’ critical thinking skills (CTS) between them learned in problem-based learning model (PBLM) and conventional learning model (CLM). Thisquasi-experimental in volved 5 classes student of the 7 grade of students in SMP Negeri 4 Bebandem Karangasem in the year 2015/2016 asa population. Two classes as samples were determined by group random sampling technique, namely class VIIa used PBL and Class VIID utilized conventional learning models (CL). The data of CU inscience and CTS of students were collected by tests. Data were analyzed descriptive and one way of MANCOVA with prior of CU as well as CTS a cts as covariates. After the treatment was controlled by prior of CU and CBC, there were significant differences in CU and CTS of students between them learned in the PBLM and CLM. Neither CU in scine and students’ CTS who learned in the PBLM were better than CLM.
keyword : problem-based learning ( PBL), undertanding of science concepts, critical thinking skill.
Kata Kunci : pembelajaran berbasis masalah (problem based learning/PBL), pemahaman konsep IPA, keterampilan berpikir kritis.
This study aims to describe the differences of conceptual understanding (CU) in science and students’ critical thinking skills (CTS) between them learned in problem-based learning model (PBLM) and conventional learning model (CLM). Thisquasi-experimental in volved 5 classes student of the 7 grade of students in SMP Negeri 4 Bebandem Karangasem in the year 2015/2016 asa population. Two classes as samples were determined by group random sampling technique, namely class VIIa used PBL and Class VIID utilized conventional learning models (CL). The data of CU inscience and CTS of students were collected by tests. Data were analyzed descriptive and one way of MANCOVA with prior of CU as well as CTS a cts as covariates. After the treatment was controlled by prior of CU and CBC, there were significant differences in CU and CTS of students between them learned in the PBLM and CLM. Neither CU in scine and students’ CTS who learned in the PBLM were better than CLM.
keyword : problem-based learning ( PBL), undertanding of science concepts, critical thinking skill.
Full Text:
PDFDOI: https://doi.org/10.23887/jtpi.v9i1.2276
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Jurnal ini diterbitkan oleh :
Universitas Pendidikan Ganesha
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