Do Eligible Teacher and Student Activities in Problem-Based Mathematics Learning Impact Critical Thinking?
DOI:
https://doi.org/10.31980/mosharafa.v13i3.2256Keywords:
aktivitas belajar, berpikir kritis, implementasi, problem-based learning, learning activities, critical thinking, implementationAbstract
Penelitian studi kasus ini dilakukan dengan cross sectional desain. Partisipan sebanyak 32 siswa kelas V dan seorang guru. Penentuan partisipan siswa dan guru menggunakan teknik sampling jenuh (non-probabilitas). Teknik pengumpulan data melalui observasi, wawancara, dan tes. Tujuan penelitian menyelidiki apakah aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Analisis data meliputi analisis resiko dan analisis dampak dari PBL. Temuan penelitian menunjukkan bahwa model problem based learning (PBL) mampu mengaktifkan potensi siswa dan guru melalui penciptaan aktivitas belajar yang tinggi. Aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Dengan kata lain, kegiatan pembelajaran dalam PBL mempunyai pengaruh yang signifikan terhadap keterampilan berpikir kritis siswa. Dampak positif terhadap siswa ini tidak lepas dari peran guru sebagai fasilitator yang efektif dalam implementasi PBL.
This case study research was conducted with a cross-sectional design. The participants were 32 fifth-grade students and a teacher. Determining student and teacher participants used saturated (non-probability) sampling techniques. Data collection techniques through observation, interviews, and tests. The research objective is to investigate whether the learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. Data analysis includes risk analysis and impact analysis of PBL. Research findings show that the problem-based learning (PBL) model can activate the potential of students and teachers through the creation of high-learning activities. The learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. In other words, learning activities in PBL have a significant influence on students' critical thinking skills. This positive impact on students cannot be separated from the teacher's role as an effective facilitator in implementing PBL.
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