Pengaruh Model PBL Berbantuan Flip Book terhadap Kemampuan Berfikir Kritis Siswa Sekolah Dasar

Niken Anjarsari, Rissa Prima Kurniawati, Cerianing Putri Pratiwi

Abstract


The purpose of this study was to describe the effect of the PBL model with the help of a flip book on the critical thinking skills of elementary school students. This type of research is quantitative with quasi-experimental (quasi-experimental). The design in this study was a posttest only control design. The population taken in this study was SDN 02 Milangasri 1 and SDN Milangasri 3. The sample of this study was taking class V which was used as the control class and the experimental class. The sampling technique in this study was random sampling. Data collection techniques using a test (posttest), and documentation. The instruments used are validity and reliability tests. Validity test using product moments correlation and test using alpha test reliability. Data analysis using prerequisite test (normality test and homogeneity test) and hypothesis testing with twin sample t-test. The results showed that there was a significant difference in students' critical thinking skills with the PBL model with ttable = 2,086> tcount = 0.63364. Based on the results of the posttest carried out, there is an effect of the PBL model with the help of a flip book on the critical thinking ability of elementary school students

Keywords


PBL, flip book, critical thinking skills

Full Text:

PDF

References


Al-Muwattho, F. P. (2018). Pengaruh Pemberian Apersepsi Terhadap Kesiapan Belajar Siswa Pada Pelajaran Akuntansi Kelas XI SMA Islamiyah Pontianak.

Anggraini, S., Siswanto, J., & Sukamto. (2019). Analisis Dampak Pemberian Reaward And Punishment Bagi Siswa SD Negeri Kaliwiru Semarang. Jurnal Mimbar PGSD Undiksha, 7(3), 221–229.

Ayunita, D., & Dewi. (2018). Pengantar Teori Praktikum. Universitas Diponegoro, 1–14.

Fauziddin, M. (2016). Peningkatan Kemampuan Kerja Sama melalui Kegiatan Kerja Kelompok Pada Anak Kelompok A TK Kartika Salo Kabupaten Kampar. Paud Tambusai Pgpaud Stk, 2 Nomor 1, 29–45.

Hidayanti, R., Alimuddin, & Syahri’, A. A. (2020). Analisis Kemampuan Berpikir Kritis Dalam Memecahkan Masalah Matematika Ditinjau Dari Perbedaan Gender Pada Siswa Kelas VIII.1 Smp Negeri 2 Labakkang. SIGMA (Suara Intelektual Gaya Matematika), 12(1), 71–80.

Kiranadewi, D. F., & Hardini, A. T. A. (2021). Perbandingan Efektivitas Model Pembelajaran Problem Based Learning Dengan Model Problem Solving Terhadap Kemampuan Berpikir Kritis Pada Pembelajaran PPKn. Journal for Lesson and Learning Studies, 4(1), 1. https://doi.org/10.23887/jlls.v4i1.33860

Kurniawan, D. (2018). Problem-Based Learning. January 2016. https://doi.org/10.24246/j.sw.2012.v28.i2.p167-174

Lubis, D. F., Mashudi, & Khosmas. (2005). Efektivitas Model PBL Dalam Meningkatkan Kepercayaan Diri Dan Hasil Belajar Di SMA Negeri 4 Pontianak. 1–8.

Mundir. (2012). Statistik Pendidikan.

Pranayoga, B. N. (2013). Implementasi Metode Diskusi Dan Preasentasi Dalam Upaya Meningkatkan Partisipasi Aktif Siswa Pada Mata Pelajaran Kopling Kelas XI SMK Muhammadiyah 4 Klaten Tengah. 1, 81–109.

Rohmah, A. N. (2017). Belajar Dan Pembelajaran (Pendidikan Dasar). Cendekia Media Komunikasi Penelitian Dan Pengembangan Pendidikan Islam, 09(02), 193–210.

Rosidah, C. T. (2018). Penerapan Model Problem Based Learning Untuk Menumbuhkembangkan Higher Order Thinking Skill Siswa. II(1).

Rosnaeni. (2021). Karakteristik Dan Asesmen Pembelajaran Abad 21. Jurnal Basicedu, 5(5), 4334–4339.

Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R & D.

Supriyadi. (2020). Perancangan Media Pembelajaran Berbasis Flash FlipBook Maker Pada Matakuliah Sistem Multimedia. 11(30), 151–158.

Syamsudin. (2012). Taraf Kesukaran dan Pola Jawaban Tes (Analisis Butir Soal). Jurnal Ilmu Tarbiyah At-Tajd.

Winarno, M. E. (2018). Buku Metodologi Penelitian. January.

Yuniarrahmana, S., Matsuna, & Hakim, S. L. (2021). Pengembangan Media Pembelajaran Flipbook Digital Fisika Untuk Siswa Kelas X Pada Materi Usaha Dan Energi SMA Negeri 1 Matan Hilir Utara. 9(3), 213–220.


Refbacks

  • There are currently no refbacks.