Efektifitas Problem-based Learning dengan Brainwriting berbasis Masalah Diversifikasi Pangan terhadap Kemampuan Berpikir Kritis dan Berkomunikasi Siswa

Iis Aprilia Arsanti,Agung Wijaya Subiantoro

doi:10.24114/jpb.v9i2.17371

Abstract

This research aimed to examine the effectiveness of the implementation of Problem-based Learning with brainwriting method based on food diversification problem toward students’ critical thinking and communication skills. This was a quasi-experimental research using a non-equivalent pretest-posttest control group design, which involved two classes of 10th-grade student that selected by cluster random sampling, in a public high school at Bantul regency, Special Region of Yogyakarta. One class was managed as the experimental group, and another one was as the control group. The data of critical thinking skill were collected using an essay test instrument which analyzed using the Mann-Whitney U test, while communication skill data were collected through an observation protocol and analyzed descriptively. The findings of this research revealed that the Problem-based Learning instruction with brainwriting method was significantly more effective in developing students’ critical thinking and communication skills, as Mann-Whitney U test supported this result (p=0.00) as well as the descriptive analysis of the average scores of the skills. With this significance, Problem-based learning with the brainwriting method can be used as an example of a model and enrich the learning model implemented by teachers. These results are further discussed in this paper.

Highlights

Efektifitas Problem-based Learning dengan Brainwriting berbasis Masalah Diversifikasi Pangan terhadap Kemampuan Berpikir Kritis dan Berkomunikasi Siswa
This research aimed to examine the effectiveness of the implementation of Problem-based Learning with brainwriting method based on food diversification problem toward students’ critical thinking and communication skills
One class was managed as the experimental group, and another one was as the control group

Summary

HASIL DAN PEMBAHASAN

Keterlaksanaan Proses Pembelajaran Proses pembelajaran kelas eksperimen terlaksana 100% atau sesuai dengan RPP. Seluruh sintaks model pembelajaran Problembased Learning berjalan dengan baik dan mendukung pencapaian variabel yang diteliti. Secara keseluruhan sintaks model pembelajaran Guided Inquiry terlaksana dengan baik walaupun tidak seluruh sintaks mendukung pencapaian variabel yang diteliti. Kemampuan berkomunikasi tertulis juga terfasilitasi pada sintaks investigasi, namun kurang berjalan dengan lancar karena tidak terdapat metode khusus yang dapat mengorganisir proses komunikasi secara tertulis. Selisih peningkatan menunjukkan angka 15,15 poin yang berarti terdapat selisih nilai yang berbeda antara kelas eksperimen dan kelas kontrol. Karena salah satu data menunjukkan hasil analsis yang tidak terdistribusi normal maka uji inferensial yang dilakukan yaitu uji non-parametrik dengan uji Mann-Whitney U. Hasil uji MannWhitney U menunjukkan nilai signifikansi hasil posttest sebesar 0,000 (α < 0,05) yang berarti bahwa terdapat perbedaan yang signifikan antara nilai posttest kelas eksperimen dan kelas kontrol. Berikut merupakan presentase perbandingan perolehan skor hasil posttest kelas eksperimen dan kelas kontrol yang membuktikan signifikansi perbedaan skor perolehan

Kon Eks Inference

Keterampilan berpikir kritis muncul selama proses pembelajaran dengan Model

DAFTAR PUSTAKA

Brainwriting Yang Berorientasi Pada Kreativitas

Findings

Kemampuan Pemecahan Masalah Pada Materi