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PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MIRO UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SMA NEGERI 1 PURWAKARTA
Penelitian ini bertujuan untuk menganalisis penerapan model Problem-Based Learning berbantuan Miro dalam meningkatkan kemampuan berpikir kritis siswa kelas X di SMAN 1 Purwakarta. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest-posttest. Sampel penelitian terdiri dari 33 siswa kelas X yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa tes berpikir kritis yang disusun berdasarkan lima indikator menurut Ennis (2002): Elementary Clarification, Basic Support, Inference, Advanced Clarification, dan Strategy and Tactics. Langkah-langkah penerapan model PBL berbantuan Miro mencakup lima tahapan: orientasi masalah, pengorganisasian siswa, penyelidikan, pengembangan dan presentasi hasil, serta evaluasi proses pemecahan masalah. Miro digunakan untuk mendukung kolaborasi dan visualisasi ide. Hasil menunjukkan rata-rata nilai pretest siswa 7,27, dan posttest 8,09. Uji Paired Sample t-Test menghasilkan p-value 0,04, yang menunjukkan perbedaan signifikan. Nilai N-Gain sebesar 0,06 menunjukkan efektivitas pembelajaran dalam kategori rendah. Model PBL berbantuan Miro berkontribusi positif dalam meningkatkan kemampuan berpikir kritis siswa. ----- This study aims to analyze the implementation of the Problem-Based Learning (PBL) model assisted by Miro in enhancing the critical thinking skills of 10th-grade students at SMAN 1 Purwakarta. The research used a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consisted of 33 students from the 10th grade, selected using purposive sampling. The research instrument was a critical thinking test based on five indicators according to Ennis (2002): Elementary Clarification, Basic Support, Inference, Advanced Clarification, and Strategy and Tactics. The implementation steps of the PBL model assisted by Miro included five phases: problem orientation, student organization, investigation, development and presentation of results, and evaluation of the problem-solving process. Miro was used to support collaboration and visualization of ideas. The results showed an average pretest score of 7.27 and a posttest score of 8.09. The Paired Sample t-Test produced a p-value of 0.04, indicating a significant difference. The N-Gain value of 0.06 indicates the learning effectiveness in the low category. The PBL model assisted by Miro positively contributes to improving students' critical thinking skills.
KODEPRODI59201#Pendidikan Sistem dan Teknologi Informasi Kampus Purwakarta_S1, Universitas Pendidikan Indonesia
PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MIRO UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SMA NEGERI 1 PURWAKARTA (Text)
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