ANALYSIS DESIGN STUDENT CRITICAL ABILITY WITH PROBLEMBASE LEARNING AND PROJECT-BASED LEARNING MODELS (CASE STUDY IN JOMBANG INDONESIA)

Abstract

The critical thinking ability of students in the 2017 Entrepreneurship class of Economics Education Study Program STKIP PGRI Jombang is still low as indicated by the many students who master one aspect of learning, which is memorization. This study aims to explain the differences in students 'critical thinking skills in the final measurement (post-test) and explain the difference in the increase (gain) of students' critical thinking skills between the PBL model class and the PjBL model. This research method uses a quantitative approach with a quasi-experiment method. The experimental research design uses non-Equivalent group pretest-posttest design. The research variables include independent variables namely the PBL model and the PjBL model and the dependent variable is critical thinking ability. The data analysis technique uses different tests through an independent sample T-test. The results showed there were differences in students 'critical thinking abilities using the PBL and PjBL models by 0.026 and there were differences in the increase (gain) in students' critical thinking skills between those using the PBL models and the PjBL models by 0.010. There is a difference in the increase (gain) of students' critical thinking skills between the PBL model class and the PjBL model class. It is recommended that the application of the PBL and PjBL models need to pay attention to the suitability of teaching materials, the availability of facilities and infrastructure, as well as the time allocation