Pengaruh Model Pembelajaran Problem Based Instruction (PBI) Terhadap Keterampilan Berpikir Kritis Siswa Kelas VIII SMP Negeri 11 Mataram
DOI:
https://doi.org/10.36312/jar.v2i2.2137Keywords:
Problem Based Instruction, Keterampilan Berpikir Kritis, Getaran dan GelombangAbstract
Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran Problem Based Instruction (PBI) terhadap keterampilan berpikir kritis siswa kelas VIII SMP Negeri 11 Mataram pada materi "Getaran dan Gelombang." Penelitian menggunakan desain eksperimen semu dengan kelompok eksperimen yang diajar menggunakan PBI dan kelompok kontrol yang diajar menggunakan metode ceramah tradisional. Data dikumpulkan melalui tes post-test keterampilan berpikir kritis yang terdiri dari lima soal uraian. Hasil penelitian menunjukkan bahwa nilai rata-rata keterampilan berpikir kritis siswa di kelas eksperimen adalah 82,27 yang termasuk dalam kategori "Sangat Kritis," sedangkan nilai rata-rata di kelas kontrol adalah 61,724 yang termasuk dalam kategori "Kurang Kritis." Uji statistik menggunakan uji-t menunjukkan bahwa t-hitung sebesar 4,951 lebih besar dari t-tabel sebesar 2,021 pada taraf signifikansi 5%, yang menunjukkan perbedaan signifikan antara kedua kelompok. Hasil ini menunjukkan bahwa PBI efektif dalam meningkatkan keterampilan berpikir kritis siswa.
The Effect of Problem Based Instruction (PBI) Model on Critical Thinking Skills of Grade VIII Students at SMP Negeri 11 Mataram
Abstract
This study aims to examine the effect of the Problem Based Instruction (PBI) model on the critical thinking skills of Grade VIII students at SMP Negeri 11 Mataram in the "Vibrations and Waves" material. The study used a quasi-experimental design with an experimental group taught using PBI and a control group taught using traditional lecture methods. Data were collected through a post-test critical thinking skills test consisting of five essay questions. The results showed that the average critical thinking skills score of students in the experimental class was 82.27, classified as "Highly Critical," while the average score in the control class was 61.724, classified as "Less Critical." Statistical analysis using a t-test showed that the t-value of 4.951 was greater than the t-table value of 2.021 at a 5% significance level, indicating a significant difference between the two groups. These results indicate that PBI is effective in enhancing students' critical thinking skills.
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