PENGARUH MODEL PEMBELAJARAN PROJECT-BASED LEARNING TERINTEGRASI TPACK TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATERI SEJARAH
Abstract
Abstract: This research aims to determine the effect of applying the Project-Based Learning (PBL) learning model integrated with the TPACK (Technological Pedagogical Content Knowledge) framework in history learning. The research design used in this research is quasi experimental with Non-equivalent Control Group Design. The selection of subjects using cluster random sampling so that two classes (control and experimental) were obtained with a total of 72 subjects. The experimental class was taught using the TPACK integrated PBL learning model while the control class used PBL learning. Comparison of student understanding is measured based on pretest and posttest results. Data collection used a critical thinking ability test instrument totaling 20 multiple choice questions. The results showed that the experimental class had better critical thinking skills than the control class.
Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Project-Based Learning (PBL) terintegrasi dengan kerangka TPACK (Technological Pedagogical Content Knowledge) dalam pembelajaran sejarah. Rancangan penelitian yang digunakan dalam penelitian ini adalah quasi experimental dengan desain Non-equivalen Control Group Desain. Pemilihan subjek menggunakan cluster random sampling sehingga diperoleh dua kelas (kontrol dan eksperimen) dengan total subjek sebanyak 72 orang. Pada kelas eksperimen dibelajarkan dengan menggunakan model pembelajaran PBL terintegrasi TPACK sedangkan kelas kontrol digunakan pembelajaran PBL. Perbandingan pemahaman siswa diukur berdasarkan hasil pretest dan posttest. Pengumpulan data menggunakan instrumen tes kemampuan berpikir kritis berjumlah 20 soal pilihan ganda. Hasil penelitian menunjukkan bahwa kelas ekperimen memiliki kemampuan berpikir kritis lebih baik dibanding kelas kontrol.
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DOI: http://dx.doi.org/10.17977/um0330v7i2p289-300
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