Pengaruh Problem Based Learning Berbantuan E-Modul Interaktif terhadap Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Fisika
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Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa dalam pembelajaran fisika SMA antara kelas yang diajar menggunakan model Problem Based Learning (PBL) yang didukung oleh modul elektronik interaktif dan kelas yang diajar menggunakan model Pengajaran Direct Instruction (DI) . Penelitian ini menggunakan metode kuasi eksperimental dengan desain One way pretest-posttest nonequivalent control grup desain. Penelitian ini melibatkan 65 siswa kelas sebelas MIPA dari SMA Negeri 3 Singaraja, yang dibagi menjadi dua kelas. Hasil uji ANAKOVA diperoleh sebagai berikut. Pertama, kemampuan berpikir kritis siswa sebelum perlakuan memberikan pengaruh yang signifikan secara statistik terhadap kemampuan berpikir kritis siswa setelah perlakuan. Hal ini dibuktikan dengan nilai sebesar 45, 404 dan tingkat signifikansi . Kedua, terdapat perbedaan yang signifikan dalam kemampuan berpikir kritis siswa antara kelompok yang menggunakan model PBL berbantuan E-modul dengan kelompok yang menggunakan model DI. Hasil pengujian hipotesis dengan ANAKOVA menunjukkan nilai dengan . Kelompok PBL berbantuan E-modul lebih unggul daripada kelompok DI. Rata-rata skor keterampilan berpikir kritis siswa pada kelompok PBL berbantuan E-Modul sebesar 33,58 (SD = 1,733), sedangkan kelompok DI sebesar 25,53 (SD = 1,481). Rata-rata skor kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol.
The Effect of Problem Based Learning Assisted by Interactive E-Modules on Students' Critical Thinking Skills in Physics Learning
Abstract
This study aimed to determine the differences in senior high school students’ critical thinking skills in physics learning between a class taught using the Problem-Based Learning (PBL) model assisted by an interactive e-module and a class taught using the Direct Instruction (DI) model. This study employed a quasi-experimental method with a one-way pretest–posttest nonequivalent control group design. The participants consisted of 65 eleventh-grade science students (Grade XI MIPA) from SMA Negeri 3 Singaraja, who were divided into two classes. The results of the Analysis of Covariance (ANCOVA) revealed that students’ critical thinking skills before the treatment had a statistically significant effect on their critical thinking skills after the treatment, as indicated by an F-value of 45.404 and a significance level of p = 0.001 < 0.05. Furthermore, there was a significant difference in students’ critical thinking skills between the group taught using the PBL model assisted by an interactive e-module and the group taught using the DI model. The ANCOVA results showed an F-value of 678.929 with p = 0.001 < 0.05, indicating that the PBL group assisted by the interactive e-module outperformed the DI group. The mean critical thinking skill score of students in the PBL group was 33.58 (SD = 1.733), whereas the mean score of students in the DI group was 25.53 (SD = 1.481). These findings indicate that students taught using the PBL model assisted by an interactive e-module achieved higher critical thinking skills than those taught using the DI model in physics learning.
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