VALIDITAS BAHAN AJAR BERBENTUK E-BOOKLET SUBTOPIK PROSES REPLIKASI VIRUS BERBASIS PROBLEM BASED LEARNING PADA SMA KELAS X

Critical thinking skills are one of the main competencies in 21st-century learning that students, especially in science learning, must possess. However, students' critical thinking skills are still relatively low, so teaching materials are needed that can train and improve these abilities. One solution that can be applied is using interactive science e-books with the Problem-Based Learning (PBL) model. This study aims to analyze the effectiveness of interactive science e-books with the PBL model in improving students' critical thinking skills. This study uses a quantitative method with a one-group pretest-posttest Design. The research sample consisted of 30 grade VII students selected by purposive sampling. The data collection technique used a critical thinking skills test, a pretest, and a posttest with 10 descriptive questions. The data were analyzed using parametric statistics. A paired sample t-test showed a significant difference in students' average critical thinking skills after using interactive science e-books with the PBL model. The results of this study indicate that interactive science e-books with the PBL model effectively improve students' critical thinking skills. These findings indicate that using digital-based teaching materials with a PBL approach can be an innovative learning strategy for improving students' critical thinking skills in the digital era.

The purpose of this experiment was to determine whether or not there were differences in the learning model between Process-Oriented Guided Inquiry Learning (POGIL), Problem Based Learning (PBL), and Teacher-Centered Learning (TCL) with the application of HOTS questions in their learning on students' critical thinking skills. This study used a quasi-experimental research design with the static group pretest-posttest design. The sampling technique used the cluster random sampling technique. The population of this research is the students of class XI MIPA SMA Negeri Gondangrejo in the academic year 2021/2022. The results showed that there were differences in students' critical thinking skills in the POGIL and PBL learning models with conventional learning, all three of which used the application of HOTS questions in their learning. This is based on the significant value of the One-Way ANOVA test, a significance value of <0.05 is obtained, which is 0.000, which means that H0 was rejected. Then, based on the calculation of the N-gain score for each POGIL, PBL, and TCL learning model, the results obtained are 0.71 in the high category; 0.54 in the medium category; and 0.39 in the medium category. However, based on the results of the Post Hoc-Scheefe test between the POGIL and PBL learning models, a significance value of > 0.05 was obtained, which was 0.098, so it could be concluded that there was no significant difference between the POGIL and PBL learning models on critical thinking skills. Therefore, both POGIL and PBL learning models can help improve students' critical thinking skills. The average critical thinking ability in the POGIL experimental class, PBL experimental class, and control class after treatment was 69.44%, 68.54%, and 59.72%.

This study aims to see the effectiveness of applying PBL (Problem Based Learning) models in Indonesian High School students’ mathematical critical thinking skills that are based on the series of similar studies. This study uses a meta-analysis method from a number of national scholarly journal articles indexed by Google Scholar, Semantic Scholar, Garuda Portal, DOAJ, ERIC and direct URL from the national journals published between 2012-2019 based on inclusion criteria. The statistical data processing used Comprehensive Meta-Analysis (CMA) V3 software. The results of the study based on the random effect model shows that the combined effect size is 1.201 with large effect criteria. It means that the application of the PBL model significantly has a greater effect on students' mathematical critical thinking skills than the application of conventional models. In addition, there are four study characteristics that are used in the analysis such as; research class, type of research school, year of research and sample size. There were significant differences in the application of the PBL model to students' mathematical critical thinking skills in terms of years of research based on the study characteristics. Meanwhile, from the research class, type of research school and sample size implicate no difference in the effect of applying the PBL model between the study groups. The findings unveil the effectiveness of using the PBL model in mathematical learning that is based on the study characteristics.

The implementation of the Problem-Based Learning (PBL) model for medical students has long been initiated to be integrated into the learning system and curriculum, however, empirical support for the application of the PBL model to medical students is still weak, becoming an obstacle. On the one hand, the need for critical thinking development among medical students is increasingly urgent, this is related to their future assignments in a more complex health care system that requires critical thinking ability. Our current study aims to evaluate the effectiveness of the problem-based learning (PBL) model on improving the critical thinking ability of medical students in terms of cognitive style. This study is an experimental study (one group pretest-posttest design) involving 21 medical students (medical students') in phytochemistry courses at one of the universities providing medical and nursing science programs in Indonesia. The study started by giving a cognitive style test using the GEFT (Group Embedded Figure Test) instrument to classify students into FD and FI cognitive styles, pretest, learning implementation using the PBL model (carried out for five meetings), and posttest. The pretest and posttest used a critical thinking ability test instrument in the form of an essay test. Descriptive and statistical analyzes were performed to evaluate the effectiveness of the PBL model. The results of the study show that the PBL model has been convincingly effective in improving students' critical thinking ability in phytochemistry courses for both FD/FI cognitive style modes. Based on these findings, we recommend the use of the PBL model in extensive and intensive learning to develop the critical thinking ability of medical students

This research aims to describe the application of the Problem Base Learning (PBL) model in improving the critical and creative thinking abilities of class IV phase B students at SD 12 Sungai Risap. As well as describing how the critical thinking skills and creativity of class IV phase B students at SD 12 Sungai Risap increased after implementing PBL. The type of research is Classroom Action Research (PTK), entitled "Improving Students' Critical Thinking Abilities and Student Creativity with the PBL Model in Class IV Phase B Students at SD Negeri 12 Sungai Risap." This research was carried out at SDN 12 Sungai Risap, Binjai Hulu District, Sintang Regency from 13 to 19 September 2024. This research was carried out using the Problem Based Learning model. The research subjects were students of class IV Phase B at SDN 12 Sungai Risap. The research object was the application of the Problem Base Learning (PBL) model in improving the critical and creative thinking abilities of class IV phase B students at SD 12 Sungai Risap. The research was carried out in two classroom actions. The activity stages include planning, implementation, observation, analysis and reflection which are carried out face to face. Data collection was carried out by making direct observations and distributing questionnaires to students. Data analysis techniques are carried out through data collection, data condensation, presentation and drawing conclusions. The research results show that the application of the Problem-Based Learning (PBL) model can improve the critical thinking skills of class IV Phase B students at SD 12 Sungai Risap. Overall, PBL forces students to be active in their learning process, thereby improving critical thinking skills by teaching them to analyze, evaluate, and make better decisions. The application of the Problem-Based Learning (PBL) model can increase the creativity of class IV Phase B students at SD 12 Sungai Risap. Use of Innovative Ideas, Diverse Learning Outcome Products, Alternative Approaches to Problem Solving, Deeper Exploration. Overall, PBL facilitates increased critical thinking and creativity in students by placing them in learning situations that require complex and innovative problem solving.

This research was conducted at SD Negeri Pakuncen and SD Negeri I Wonosari Kec. Pegandon Kendal in grade IV students and focuses on mathematics. The research focused on mathematics subjects because based on the results of preliminary research conducted by researchers through classroom observations and interviews with teachers it was found KKM achievement mathematics subject scores was still very low. This type of research is research development or Research and Development (R&D). R&D research is a research method used to produce certain products, and test the effectiveness of these products. Researchers developed teaching materials in the form of student pocket books with a Problem Based Learning model with ethnomathematics nuances to improve students'' critical thinking in grade IV. the pocket book model Problem Based Learning with ethnomathematics nuances is considered very valid fulfilling the suitability criteria of critical thinking teaching materials with a score of 4.25 very good, the content of teaching materials a good 4.17, presentation of teaching materials a score of 4.68 very good, the structure of presentation of teaching materials a score 3.95 is fine. The results of the development of teaching materials using the Problem Based Learning model with ethnomathematics nuances of Sunan Abinawa's grave have fulfilled the elements of practicality and effectiveness as evidenced by a score of 75.15% on observing student activities in the "good" category and a score of 81.5% on observing the implementation of learning in the "very good" category. Keywords: Teaching Materials, problem-based learning, Ethnomathematics

The purpose of this research was to determine the comparative results of problem based learning (PBL) and problem solving (PS) learning models in terms of critical thinking skills in science subject content of fifth grade elementary school students. This type of research is a meta-analysis. The analysis data were obtained through online journals on Google Scholar or Scholar and after a selection of several articles was finally determined a sample of 20 relevant articles for analysis. The variable of critical thinking ability is measured through 4 indicators, namely understanding, planning, completing and checking again. Ancova test was performed to determine the difference in the effect between the PBL and PS models. The results of the Effect Size test with two learning models were Sig. of 0.003 with a partial eta squared value of 0.386. These results indicate that the PBL and PS learning models are classified as having an influence on the critical thinking skills of Science. The results of the Ancova test for the PBL learning model have an average value of 75,1154 and an average value of the PS learning model of 84.6724. So it can be concluded that the PS learning model is higher than the PBL learning model in terms of science critical thinking skills.

This study aims to identify and describe the relationship between the Problem-Based Learning learning model and students' critical thinking skills at SMA Negeri 4 Palangka Raya. The formulation of the research problem is whether there is a relationship between the problem-based learning model and critical thinking skills about gender equality in class X students at SMAN 4 Palangka Raya; how big is the relationship between problem-based learning models and critical thinking skills about gender equality in students of SMAN 4 Palangka Raya; and what is the perception of students of SMAN 4 Palangka Raya on the effectiveness of the problem-based learning model in improving critical thinking skills about gender equality.
 The research approach uses a quantitative approach to this type of correlational research. Respondents to this study were 18 class X class Catholic students at SMAN 4 Palangka Raya, conducted from 9 to 23 June 2023. Data was collected through a questionnaire divided into two parts in form, namely problem-based learning and critical thinking skills about gender equality, with very good (4), good (3), pretty good (2), and not good (1) alternative answers. Data analysis techniques use Product Moment correlation in data collection to determine the relationship between two interval symptoms, such as values.
 The results of calculations on the research hypothesis that rxy (0.605) > table (0.497) from a significant level of 5% conclude that there is a relationship between the Problem-Based Learning model and critical thinking skills about gender equality in class X students at SMA Negeri 4 Palangka Raya. This result shows that the Problem-Based Learning learning model is one factor that influences and plays a role in improving students' critical thinking skills about gender equality. So, it can be expected that this research will be useful for school principals and Catholic Religious Education teachers so that they continue to support and be able to use learning models that can create a comfortable and creative classroom atmosphere.

Teaching materials that are less relevant to the needs of students can affect the effectiveness of learning, so it is necessary to develop teaching materials according to the needs of students to achieve learning objectives. This study aims to describe the feasibility of teaching materials for job application letter writing guidebooks with a content and language integrated learning (CLIL) approach and a problem based learning (PBL) model, analyze the effectiveness, and practicality of student responses to teaching materials for guidebooks. This type of research is research and development (Research & Development) with the 4D model from Thiagarajan which includes define, design, develop, and disseminate. Product validity instruments were obtained from material experts, language experts, and design experts. The study showed (1) the feasibility of developing a "very valid" guidebook based on the average assessment results from the validator of 84.29%, namely material validity of 93.75%, language validity of 82.14%, and design validity of 77%. (2) The effectiveness of the teaching materials of the guidebook shows an average learning response of the experimental class of 86.90% (3) The teaching materials of the guidebook are considered practical because they are able to make it easier for students and support the learning process based on the results of the study, the student response was 85.39% with the criteria of "very practical". Based on the results of the percentage of teaching materials of the guidebook for writing job application letters with the content and language integrated learning (CLIL) approach and the effective problem based learning (PBL) model, it was stated as "very suitable" as a learning resource for students.

Currently, science learning often uses conventional teaching materials that are less relevant to students' cultural context, thus affecting their involvement in the learning process. In addition, although the PBL model is known to be effective in training critical thinking skills, its implementation in science learning is still limited, especially those that integrate local wisdom as part of the learning content.This research aims to analyze the effect of using electronic LKPD based on the local potential of dome houses with the Problem Based Learning (PBL) model to improve students' critical thinking skills in science learning. This research uses a pre-experimental method with a one group pretest-posttest design. The research sample consisted of 48 class VIII students who were determined through random sampling. Data was collected through tests, with analysis using the Wilcoxon Signed Rank Test. The research found that the use of electronic LKPD based on the local potential of dome houses with the PBL model in science learning was significantly able to improve critical thinking skills, with significance values ​​reaching the high category. All indicators of critical thinking skills experienced an increase in value in this study. Based on these results, learning using electronic LKPD based on local potential with a PBL model can be one of the recommended strategies in science learning. The implications of this research are This research provides guidance in design and use E-Worksheet based on local wisdom with models Problem-Based Learning (PBL) to improve students' critical thinking skills.

Critical thinking is a crucial 21st-century skill that students need to develop. However, initial studies indicate that students' critical thinking skills are still relatively low. This study aimed to develop digital teaching materials integrated with the Problem-Based Learning (PBL) model that are both valid and practical to improve students' critical thinking abilities. The research followed a Research and Development (R&D) design using the Hannafin and Peck development model. The development process reached the limited trial stage, conducted with Grade X students. Data were collected through expert validation sheets and student practicality questionnaires. Descriptive statistical analysis was used to describe the validity and practicality results in the form of tables and graphs. The findings showed that the digital teaching materials were valid and practical. Expert evaluations resulted in an average score of 83.6, indicating excellent validity in content, visual design, instructional design, software functionality, and PBL integration. Students gave an average score of 82.2, reflecting very high practicality in terms of usefulness, ease of use, clarity, appeal, and affordability. Based on these results, the alternative energy-themed digital teaching materials integrated with the PBL model are considered effective for supporting classroom learning and enhancing students' critical thinking skills.

This article discusses the analysis of the results of the validation of physics teaching materials based on a problem-based learning model using the CTL approach to improve students' critical thinking skills. The validation was carried out by three experts at Padang State University. The experts are one language lecturer and two physics lecturers. The validation of teaching materials was carried out to know the validity and feasibility of teaching materials used to improve students' critical thinking skills in schools. This research is development research that aims to develop products in the form of physics teaching materials. The instrument used in this study was the validation sheet for teaching materials. The aspects assessed on the Physics teaching material validation sheet instrument are the components of teaching materials, the feasibility of the content of teaching materials, construction of teaching materials, the language of teaching materials, and the graphic of teaching materials. This research uses descriptive statistical methods. The stages in this research are prepared in the form of designing and developing validation instruments, implementing in the form of collecting validation data, and completing the form of data analysis reports. The data analysis in this study used Aiken's V. formula. This formula consists of two categories, namely valid and invalid. The results of the analysis in this study indicate that the teaching materials are in the Valid category and can be used in the field.

This research is a research development of teaching materials based on Problem-based Learning (PBL) to improve mathematical critical thinking skills (MCTS) and self-efficacy of 8th-grade students. The teaching materials were designed so that they meet the valid, practical, and effective criteria. This research was conducted at junior high school (JHS) (SMPN 1) located in the small town of Besitang, Indonesia. The subject of the research is 34 students. The first step of this study is to analyze the level of validity, practicality, and effectiveness of problem-based teaching materials in improving students' mathematical critical thinking skills and self-efficacy. The findings of this study are: (1) PBL-based teaching materials have fulfilled valid, practical, and effective criteria in improving students' mathematical critical thinking skills and self-efficacy, (2) Improving mathematical critical thinking skills obtaining an N-gain score of 0.45, meaning that the increase is included in the category of medium, (3) Improvement of students' self-efficacy is also included in the category of 'medium'. Thus, this research has produced problem-based teaching materials that are useful for schools in small towns, where its teachers still need to be convinced to implement teaching material innovations that can improve the capabilities of their students in solving mathematical problems and increasing self-efficacy. Keywords : problem-based learning model, mathematical critical thinking skills, self-efficacy, mathematics teaching materials DOI: 10.7176/JEP/11-21-07 Publication date: July 31 st 2020

Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this. Keywords: basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers, and PBL model.

This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes. This research employed a simple random sampling technique. The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High, Medium, Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects