Rinjani Wana Kelana, - (2024) PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN PROBLEM BASED LEARNING-PREDICT,OBSERVE,EXPLAIN (PBLPOE) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN SIKAP ILMIAH SISWA PADA MATERI VIRUS. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk membandingkan efektivitas model pembelajaran Problem Based Learning (PBL) dan Problem Based Learning-Predict Observe Explain (PBLPOE) dalam meningkatkan keterampilan berpikir kritis dan sikap ilmiah siswa pada materi Virus. Metode penelitian yang digunakan adalah eksperimen dengan desain pretest-posttest kelompok, melibatkan dua kelompok siswa yang masing-masing diterapkan dengan model PBL dan PBLPOE. Data dikumpulkan melalui tes keterampilan berpikir kritis dan pengukuran sikap ilmiah sebelum dan setelah penerapan model pembelajaran. Hasil analisis menunjukkan bahwa sikap ilmiah siswa mengalami peningkatan yang lebih signifikan pada kelompok yang diterapkan dengan model PBLPOE. Uji T menunjukkan adanya perubahan signifikan dalam sikap ilmiah siswa setelah penerapan kedua model. Skor N-Gain untuk keterampilan berpikir kritis pada kelompok PBL adalah 0,59 dan pada kelompok PBLPOE adalah 0,58, yang keduanya menunjukkan peningkatan dalam kategori sedang. Penelitian ini menyimpulkan bahwa meskipun kedua model pembelajaran efektif, model PBL memiliki sedikit keunggulan dalam meningkatkan keterampilan berpikir kritis, sedangkan model PBLPOE lebih efektif dalam meningkatkan sikap ilmiah siswa. This study aims to compare the effectiveness of the Problem Based Learning (PBL) model and the Problem Based Learning-Predict Observe Explain (PBLPOE) model in enhancing students' critical thinking skills and scientific attitudes on the topic of viruses. The research employs an experimental design with a pretest-posttest control group, involving two groups of students, each receiving one of the instructional models: PBL and PBLPOE. Data were collected through critical thinking skills tests and measurements of scientific attitudes before and after the implementation of the teaching models. The analysis reveals that students' scientific attitudes showed a more significant improvement in the group exposed to the PBLPOE model. The T-test indicates significant changes in students' scientific attitudes following the application of both models. N-Gain scores for critical thinking skills were 0.59 for the PBL group and 0.58 for the PBLPOE group, with both scores indicating a moderate level of improvement. The study concludes that while both teaching models are effective, the PBL model has a slight advantage in enhancing critical thinking skills, whereas the PBLPOE model is more effective in improving students' scientific attitudes.
| Item Type: | Thesis (S1) |
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| Additional Information: | https://scholar.google.com/citations?user=k1nhgrAAAAAJ&hl=en ID SINTA Dosen Pembimbing: Saefudin: 6721267 Any Fitriani: 6004273 |
| Uncontrolled Keywords: | Problem Based Learning, Problem Based Learning-Predict Observe Explain, keterampilan berpikir kritis, sikap ilmiah, materi Virus. Problem Based Learning, Problem Based Learning-Predict Observe Explain, critical thinking skills, scientific attitudes, virus education. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Rinjani Wana Kelana |
| Date Deposited: | 18 Sep 2024 07:18 |
| Last Modified: | 18 Sep 2024 07:18 |
| URI: | http://repository.upi.edu/id/eprint/124167 |
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