Pengaruh Problem-Based Learning terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Materi Ekosistem Sekolah Menengah Atas
DOI:
https://doi.org/10.37985/jer.v7i4.3859Keywords:
Problem-Based Learning Ekosistem Berpikir Kritis Hasil BelajarAbstract
Pendidikan abad ke-21 menuntut pembelajaran berpusat pada siswa untuk meningkatkan keterampilan berpikir kritis dan hasil belajar. Penelitian ini bertujuan menganalisis pengaruh model Problem-Based Learning (PBL) pada materi ekosistem terhadap keterampilan berpikir kritis dan hasil belajar siswa kelas X SMA Negeri 12 Medan. Penelitian menggunakan desain quasi-experimental dengan Pretest-Posttest Non-Equivalent Control Group Design. Sampel dipilih secara purposive sampling sebanyak dua kelas, masing-masing 35 siswa. Kelas eksperimen menerapkan PBL, sedangkan kelas kontrol menggunakan Direct Instruction. Data dikumpulkan melalui tes esai Higher Order Thinking Skills (HOTS) dan observasi LKPD. Analisis menggunakan Mann-Whitney U Test dan Wilcoxon Signed Rank Test. Hasil menunjukkan peningkatan rata-rata kelas eksperimen dari 27,7 menjadi 84,6, sedangkan kontrol dari 31,2 menjadi 73,3, dengan nilai Asymp. Sig. < 0,001. PBL berpengaruh signifikan terhadap keterampilan berpikir kritis dan hasil belajar siswa.
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