Preliminary study of PBL-based e-module development based on research results to improve students’ critical thinking skills and cognitive learning outcomes

Teachers as learning agents must be able to present the learning process contextually by involving the active participation of students. Some students learn best when they have the opportunity to interact with real objects through inquiry activities that will help students deepen their understanding of a concept. Inquiry learning is one that can be adapted to students' abilities, can build cognitive structures, and can motivate students to think critically. This research is classified as descriptive research. The subjects of the research were students of class X SMA Negeri 4 Barabai as many as 78 students in the 2015/2016 academic year on the mushroom group material. The research data were in the form of observations on students' critical thinking skills which were analyzed descriptively using categorical methods, namely very good (≥ 3), good (2-2.99), not good (1-1.99). While cognitive learning outcomes were obtained through tests and success was determined based on KKM = 67 with classical completeness 85%. The results showed that students' critical thinking skills were at least good, namely formulating hypotheses, designing experiments, conducting experiments, and making conclusions, while formulating problems, and analyzing data still needed improvement. Meanwhile, students' cognitive learning outcomes have not yet achieved minimal completeness. Keywords: critical thinking skills, learning outcomes, inquiry AbstrakGuru sebagai agen pembelajar harus mampu menyajikan proses pembelajaran secara kontekstual dengan melibatkan langsung peran serta siswa secara aktif. Sebagian siswa belajar dengan baik apabila mereka mendapat kesempatan berinteraksi dengan benda-benda nyata melalui aktivitas penyelidikan yang akan membantu siswa memperdalam pemahaman suatu konsep. Pembelajaran inkuiri merupakan salah satu pembelajaran yang dapat diadaptasikan dengan kemampuan siswa, dapat membangun struktur kognitif, dan dapat memotivasi siswa untuk berpikir kritis. Penelitian ini tergolong penelitian deskriptif. Subjek penelitian adalah siswa kelas X SMA Negeri 4 Barabai sebanyak 78 siswa tahun pelajaran 2015/2016 pada materi pokmok jamur. Data hasil penelitian berupa hasil observasi terhadap keterampilan berpikir kritis siswa yang dianalisis secara deskriptif dengan menggunakan kategorikal yakni sangat baik (≥ 3), baik (2-2,99), kurang baik (1-1,99). Sedangkan hasil belajar kognitif diperoleh melalui tes dan keberhasilan ditetapkan berdasarkan KKM = 67 dengan ketuntasan klasikal ≥ 85%. Hasil penelitian diperoleh bahwa keterampilan berpikir kritis siswa sekurang-kurangnya sudah baik, yakni merumuskan hipotesis, merancang percobaan, melakukan percobaan, dan membuat kesimpulan, sedangkan merumuskan masalah, dan menganalisis data masih perlu perbaikan. Sedangkan hasil belajar kognitif siswa belum mencapai ketuntasan minimal. Kata kunci: keterampilan berpikir kritis, hasil belajar, inkuiri

Download Full-text

Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill

Biosfer ◽

10.21009/biosferjpb.v13n1.75-85 ◽

2020 ◽

Vol 13 (1) ◽

pp. 75-85

Author(s):

Muhammad Hamdani ◽

Baskoro Adi Prayitno ◽

Puguh Karyanto

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Methods ◽

Experimental Learning ◽

Cognitive Learning Outcomes

The purpose of this study was to determine differences in students' cognitive learning outcomes (CLO) using demonstration and experimental learning methods. The Clo differences are in students who have high critical thinking skills (HCTS) and low critical thinking skills (LCTS), and whether there is or not the interaction between learning methods and critical thinking towards students CLO. Hopefully, this research could strengthen existing theories and inform other teacher colleagues by using demonstration and experimentation methods in other subjects to improve the quality of a school. The study design used a 2 x 2 factorial design. The study population was students of X science class in one of the state high schools in Central Lombok, Indonesia, which amounted to 18 schools. The study sample amounted to 2 schools. In order to select the research sample, we used purposive random sampling. CLO and critical thinking skills were measured by using essay tests.esting on the validity and reliability of CLO tests and critical thinking skill showed valid and reliable results. Data were analyzed using ANCOVA with pre-test scores as covariates. The results showed that there were significant differences in CLO between students learning to use the demonstration and experimental learning method. There was a significant difference in CLO between students who have HCTS and LCTS, and there was no interaction between learning methods and critical thinking on student’s CLO. Experimental method learning is more optimal to improving student CLO when When it is applied to HCTS students rather than LCTS students on Archaebacteria and Eubacteria.

Download Full-text

Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

Edubiotik Jurnal Pendidikan Biologi dan Terapan ◽

10.33503/ebio.v5i01.666 ◽

2020 ◽

Vol 5 (01) ◽

Author(s):

Meti Herlina ◽

Jayanti Syahfitri ◽

Ilista Ilista

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Visual Media ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Models ◽

Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

Download Full-text

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

İlköğretim Online ◽

10.17051/ilkonline.2021.01.029 ◽

2021 ◽

Vol 20 (1) ◽

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Cognitive Learning Outcomes

Download Full-text

Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i4.13357 ◽

2020 ◽

Vol 5 (4) ◽

pp. 472

Author(s):

Nelda Anasthasia Serena ◽

Endang Suarsini ◽

Betty Lukiati

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Problem Based Learning ◽

Preliminary Test ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Easy Access ◽

Teaching Materials ◽

Cognitive Learning Outcomes

Abstract: This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.Abstrak: Penelitian bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan, 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul Problem Based Learning berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

Download Full-text

Critical Thinking Skills of Physics Education Students Through CTL-Based Fundamental Biology

Science, Engineering, Education, and Development Studies (SEEDS): Conference Series ◽

10.20961/seeds.v2i1.24646 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Yatin Mulyono

Keyword(s):

Critical Thinking ◽

Experimental Method ◽

Learning Outcomes ◽

Physics Education ◽

Cognitive Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Education Students ◽

Fundamental Biology ◽

Cognitive Learning Outcomes

The aim of this research is to improve critical thinking skills and cognitive learning outcomes of Physics Education students after learning fundamental biology based on CTL Experimental method. Essay and scoring rubric of critical thinking skills were used to find out what happened to students in term of critical thinking skill of doing essay. The data of students' critical thinking skills were calculated to obtain the data of critical thinking skills of the whole class. There was an improvement of students' critical thinking skills from the initial condition to the First Meeting by 6.8% and from the First Meeting to the Second Meeting by 8.12%. Students cognitive learning outcomes of Meeting II obtained an average value of 76.82. Improvement of students’ cognitive learning outcomes from the initial conditions to the First Meeting was 10.54 and from Meeting I to Meeting II was 3.2. The objectives or target of classical learning is achieved. The results shows that CTL experimental method can improve critical thinking skills and cognitive learning outcomes of Physics Education students.

Download Full-text

Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i5.13555 ◽

2020 ◽

Vol 5 (5) ◽

pp. 700

Author(s):

Nelda Anasthasia Serena ◽

Endang Suarsini ◽

Betty Lukiati

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Problem Based Learning ◽

Preliminary Test ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Easy Access ◽

Teaching Materials ◽

Cognitive Learning Outcomes

Abstract: This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.Abstrak: Penelitian ini bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul Problem Based Learning berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

Download Full-text

A PBL-Based Circulatory System E-Module Based on Research Results to Improve Students’ Critical Thinking Skills and Cognitive Learning Outcome

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v9i4.25647 ◽

2020 ◽

Vol 9 (4) ◽

pp. 565

Author(s):

Helsa Rahmatika ◽

Sri Rahayu Lestari ◽

Murni Sapta Sari

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Cognitive Learning ◽

Circulatory System ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Analysis Of Covariance ◽

P Value ◽

Cognitive Learning Outcomes

The low of students’ critical thinking skills and cognitive learning outcomes can be caused by learning difficulties. One of the causes is the lack of availability of learning resources that are relevant and easily applied. The aim of this research is to produce a Problem Based Learning-based e-module based on the results of research that is valid, practical, and effective. The development model used is ADDIE with stages are analyze, design, develop, implement, and evaluate. The resulting e-module is very valid and very practical with the validation value by content expert=100%, learning expert=98,65%, field practitioners=92,85%, and then the value of practicality=86,99%. The result of quade’s rank analysis of covariance test with p-value is 0,000<α (α=0.05) and the result of ANCOVA test with p-value is 0,000<α. The conclusion is Problem Based Learning-based e-module based on the results of research can improve critical thinking skills and cognitive learning outcomes of students.

Download Full-text

Penerapan Model Pembelajaran Berbasis Masalah Berbantuan Pictorial Riddle untuk Meningkatkan Hasil Belajar Kognitif dan Keterampilan Berpikir Kritis Peserta Didik pada Materi Pokok Elastisitas dan Hukum Hooke Kelas XI IPA2 SMA Negeri 1 Loghia

Jurnal Penelitian Pendidikan Fisika ◽

10.36709/jipfi.v5i2.13335 ◽

2020 ◽

Vol 5 (2) ◽

pp. 164

Author(s):

Wa Ode Hasriani ◽

Muhammad Anas ◽

La Sahara

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Mastery Learning ◽

Cognitive Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

The Subject ◽

Cognitive Learning Outcomes

This study aims to: 1) describe the improvement of student learning outcomes in learning physics class XI IPA2 SMA Negeri 1 Loghia which is taught by using a problem-based learning model assisted by pictorial riddle on the subject matter of elasticity and hooke law. 2) describe the improvement of students' critical thinking skills in physics learning class XI IPA2 SMA Negeri 1 Loghia on the subject matter of elasticity and hooke law taught by using problem-based learning models assisted by pictorial riddle 3) describe the completeness of students learning in physics learning class XI IPA2 Loghia State High School 1, which is taught by using a pictorial riddle-based problem-based learning model on the subject of elasticity and hooke law. The data analysis was performed by descriptive statistics. From the analysis of the data obtained the average of cognitive learning outcomes of students in the first cycle is 74.71. The average critical thinking skills in the first cycle are indicators giving 38.79 simple explanations, building basic skills 28.45, concluding 38.79, making further explanation 31.90 and indicators of strategy and tactics 50.86. As for the percentage of mastery learning classically in the first cycle of 65.52%. In the second cycle obtained the average of cognitive learning outcomes of 79.83. The average critical thinking skills in the second cycle of the indicators provide a simple explanation of 57.76, building basic skills 84.48, concluding 93.10, making further explanation 74.13 and indicators of strategy and tactics 88.79. While the percentage of mastery learning classical students in the first cycle amounted to 79.31%. Based on the results of the research and discussion it can be concluded that the application of problem based learning model assisted by pictorial riddle can improve cognitive learning outcomes and critical thinking skills.

Download Full-text