The effect of Problem Based Learning (PBL) model on elementary school students’ science higher order thinking skill and learning autonomy

Abstract

This research aimed to improve the effect of the implementation of PBL model on higher order thinking skill and learning autonomy of the grade five students at SD Gugus VI Abiansemal district, Badung, Bali. The research used a single factor independent groups design. The population of this study was all of the fifth grade students at elementary schools in Gugus VI in the academic year 2017/2018 with the total of 176 students. The sample was obtained by using random sampling technique from 69 students. Based on the statistical test, the higher order thinking skill of science obtained through essay test and data of learning autonomy that were obtained through questionnaire were valid and reliable. Then, the obtained data were analyzed by using MANOVA test at the 5% level of significance. The result of hypothesis testing showed that, first, the higher order thinking skill of the students who learned through the problem based learning model was better than that of the students who learned through the conventional learning model (F = 4.643; ρ<0.05); secondly, the learning autonomy of the students who learned through the problem based learning model was better than that of those who learned through the conventional learning model (F = 13.211; ρ<0.05); thirdly, the higher order thinking skill and learning autonomy of the students who learned through the problem based learning model was better than that of those who learned through the conventional teaching model (F = 7.445; p < 0.05).