EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS XI PADA MATERI USAHA DAN ENERGI

Nadia Hilya Salsabila, NIM.: 20104050049 (2025) EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS XI PADA MATERI USAHA DAN ENERGI. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Critical thinking skills are one of the skills that students must have in the 21st century. These skills can be improved through the application of appropriate learning models, one of which is the problem-based learning model. The problem-based learning model has stages of problem orientation, organizing for learning, guiding independent and group research, developing and presenting research results, and analyzing and evaluating problem solving. This study aims to 1) determine the effectiveness of the problem-based learning model in improving the critical thinking skills of 11th grade students in the subject of work and energy; 2) determine the difference in the improvement of critical thinking skills between students in the experimental class using the problem-based learning model and students in the control class using the direct instruction model in the subject of work and energy. The type of research used was a quasi-experiment with a non-equivalent control group design. The sampling technique used purposive sampling, with class XI-2 as the experimental class and class XI-4 as the control class. The research instrument was an essay test consisting of 13 questions with a maximum score of 4, resulting in a total maximum score of 52. The final score was obtained by converting the students' scores to a scale of 100. The improvement in critical thinking skills can be seen from the difference between the students' pretest and posttest scores. The results of the study show that 1) based on the average N-gain of critical thinking skills in the experimental class of 0.4630 or 46.30%, it can be seen that the effectiveness of the PBL learning model is proven to be more effective; 2) there is a difference in the increase in critical thinking skills between students in the experimental class using the PBL model and the control class using direct instruction, where Asymp. Sig. (2-tailed) is 0.000, which means < 0.05, so it can be concluded that the problem-based learning model is effective in improving students' critical thinking skills. Thus, the problem-based learning model has been proven to be effective and capable of improving students' critical thinking skills in the subject of work and energy.

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