THE EFFECT OF PROBLEM-ORIENTED-PROJECT-BASED-LEARNING (POPBL) MODEL ON CRITICAL THINKING SKILLS AT SENIOR HIGH SCHOOL 1 CIBITUNG

Imroatul Murodatusy Syajaroh, Ibrohim Ibrohim, Herawati Susilo

Abstract


Abstrak. Keterampilan berpikir kritis adalah keterampilan penting abad ke-21 yang perlu ditingkatkan melalui pembelajaran inovatif. Beberapa literatur menunjukkan bahwa keterampilan berpikir kritis siswa di beberapa wilayah di Indonesia masih dikategorikan rendah. POPBL adalah model pembelajaran inovatif yang berpotensi untuk meningkatkan keterampilan berpikir kritis. Penelitian ini bertujuan untuk menganalisis pengaruh model POPBL terhadap keterampilan berpikir kritis siswa SMA pada pembelajaran biologi. Jenis penelitian yang digunakan adalah eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas XI MIPA di SMAN 1 Cibitung. Kelas yang digunakan untuk sampel penelitian adalah kelas XI MIPA 7 diajar dengan model POPBL sebagai kelompok eksperimen, kelas XI MIPA 6 diajar dengan model PBL sebagai kelompok kontrol. Teknik pengambilan sampel menggunakan teknik random sampling. Instrumen yang digunakan adalah tes esai keterampilan berpikir kritis terintegrasi dengan rubrik penilaian 1-4. Analisis data menggunakan uji ANCOVA. Hasil uji ANCOVA menunjukkan bahwa penerapan model Problem-Oriented Project-Based Learning (POPBL) berpengaruh terhadap keterampilan berpikir kritis siswa kelas XI. Siswa yang belajar dengan POPBL memiliki nilai rerata berpikir kritis lebih tinggi yaitu sebesar 70,20 dibandingkan dengan siswa dibelajarkan PBL sebesar 53,18.

Abstract. Critical thinking skills are essential 21st-century skills that need to be enhanced through innovative learning. Several studies indicate that students' critical thinking skills in various regions of Indonesia are still categorized as low. POPBL is an innovative learning model that has the potential to improve critical thinking skills. This study aims to analyze the effect of the POPBL model on high school students' critical thinking skills in biology learning. The research design used is a quasi-experimental design. The population of this study consists of all 11th grade MIPA students at high school 1 Cibitung. The classes used as research samples are class XI MIPA 7, taught with the POPBL model as the experimental group, and class XI MIPA 6, taught with the PBL model as the control group. The sampling technique used is random sampling. The instrument used is an essay test on critical thinking skills, integrated with a 1-4 assessment rubric. Data analysis was conducted using ANCOVA. The results of the ANCOVA test show that the implementation of the Problem-Oriented Project-Based Learning (POPBL) model has an effect on students' critical thinking skills in grade XI. Students who learned with POPBL had a higher average critical thinking score of 70.20, compared to students taught with PBL, who scored 53.18.

Keywords


Problem-Oriented-Project-Based Learning; Critical thinking skills; High school

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DOI: http://dx.doi.org/10.17977/um052v15i2p153-161

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