Pengaruh Model Pembelajaran Problem Based Learning dengan Refleksi Metakognitif terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Siswa
DOI:
https://doi.org/10.36312/jar.v3i2.1512Keywords:
Problem-Based Learning, Metacognitive Reflection, Critical Thinking, Learning Outcomes, Refleksi Metakognitif, Berpikir Kritis, Hasil BelajarAbstract
Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Problem Based Learning (PBL) dengan refleksi metakognitif terhadap keterampilan berpikir kritis dan hasil belajar siswa di MA Sirojut Tholibin Taman Sari Pamekasan. Jenis penelitian yang digunakan adalah quasi-experimental dengan desain Posttest Only Control Design. Sampel penelitian terdiri dari kelas X IPA A sebagai kelas kontrol yang menggunakan metode pembelajaran Direct Instruction dan kelas X IPA B sebagai kelas eksperimen yang menggunakan model pembelajaran PBL dengan refleksi metakognitif. Instrumen yang digunakan meliputi tes esai untuk mengukur hasil belajar dan rubrik penskoran keterampilan berpikir kritis. Analisis data dilakukan menggunakan Multivariate Analysis of Variance (MANOVA) dengan taraf signifikansi 5%, dibantu perangkat lunak JASP versi 0.17.1. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan dalam keterampilan berpikir kritis dan hasil belajar antara kelas kontrol dan kelas eksperimen. Rerata skor keterampilan berpikir kritis pada kelas eksperimen lebih tinggi (M=75,07, SD=6,09) dibandingkan kelas kontrol (M=65,01, SD=6,56). Begitu pula dengan hasil belajar, rerata skor pada kelas eksperimen (M=85,02, SD=8,26) lebih tinggi dibandingkan dengan kelas kontrol (M=73,57, SD=7,78). Hasil uji MANOVA menunjukkan bahwa model pembelajaran PBL dengan refleksi metakognitif berpengaruh signifikan terhadap peningkatan keterampilan berpikir kritis dan hasil belajar siswa (F(2,41)=15,739, Trace Pillai=0,434, p<?.001). Penelitian ini menyimpulkan bahwa penerapan model PBL dengan refleksi metakognitif efektif dalam meningkatkan keterampilan berpikir kritis dan hasil belajar siswa.
The Influence of Problem Based Learning Model with Metacognitive Reflection on Students' Critical Thinking Skills and Learning Outcomes
Abstract
This study aims to describe the impact of the Problem-Based Learning (PBL) model with metacognitive reflection on critical thinking skills and learning outcomes of students at MA Sirojut Tholibin Taman Sari Pamekasan. The type of research used is quasi-experimental with a Posttest Only Control Design. The research sample consists of class X IPA A as the control class using the Direct Instruction learning method and class X IPA B as the experimental class using the PBL model with metacognitive reflection. The instruments used include essay tests to measure learning outcomes and scoring rubrics for critical thinking skills. Data analysis was performed using Multivariate Analysis of Variance (MANOVA) with a significance level of 5%, aided by JASP software version 0.17.1. The results showed a significant difference in critical thinking skills and learning outcomes between the control and experimental classes. The mean critical thinking skills score in the experimental class was higher (M=75.07, SD=6.09) compared to the control class (M=65.01, SD=6.56). Similarly, the mean learning outcomes score in the experimental class (M=85.02, SD=8.26) was higher than that in the control class (M=73.57, SD=7.78). The MANOVA test results indicated that the PBL model with metacognitive reflection had a significant effect on improving students' critical thinking skills and learning outcomes (F(2,41)=15.739, Pillai's Trace=0.434, p<?.001). This study concludes that the implementation of the PBL model with metacognitive reflection is effective in enhancing students' critical thinking skills and learning outcomes.
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