Jeronimo, Agapito da Costa and Sutarto, Joko and Sukestiyarno, YL and ., Rusdarti (2020) ENHANCEMENT STUDENT CRITICAL THINKING SKILLS AND LEARNING OUTCOMES USING PROBLEM-BASED LEARNING. International Journal of Innovative Research in Advanced Engineering, 7 (8). pp. 326-330. ISSN 23492163

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Abstract

The purpose of this study was to analyze creative thinking skills and learning outcomes through the application of the Problem-Based Learning (PBL) model. The research design was quantitative quasi-experimental with a control class using a pretest-posttest to measure the effectiveness of the application of the PBL model. The study population was junior high school student's grade IX, the sample was taken specifically for students who studied Civic, Citizenship, and Human Rights Education subjects. Research variables are creative thinking skills and learning outcomes. Data taken by observation and tests. The results showed that the PBL method was better at developing critical thinking skills than the conventional method. The PBL method is able to develop critical thinking skills with an average score of 76.82, in the good category; whereas the conventional method was only able to achieve an average score of 59.86, in the sufficient category. Learning scenarios have also improved student learning outcomes in the experimental class more effectively than students in the control class; the average N-Gain in the experimental class reached 60.07 in the quite effective category, while the average N-Gain in the control class was only 40.81, in the less effective category. Furthermore, the independent test of the test sample found the sig value (2 tailed) of 0.000 <0.05, so there is a significant difference between the two classes. Judging from the influence of the critical thinking skills variable (x) on post-test learning achievement (y), the regression equation is y = 9.481 + 0.545x, and the contribution is 60. It is concluded that the PBL model with stages: problem presentation, understanding problems, problem analysis, study and implementation, collection, and summary can improve critical thinking skills and student learning outcomes.

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