Increasing Learning Outcomes and Ability Critical Thinking of Students Through Application Problem Based Learning Strategies

Rahmat Rifai Lubis, Irwanto Irwanto, Muhammad Yunan Harahap

Abstract


Classroom action research aims to determine the improvement of critical thinking skills and student learning outcomes in the Faraidh material fiqh lessons. The research location is MTS. Medan PAI in class IX. This research was conducted in 3 cycles. Each cycle consists of Planning, Implementation, Observation, and Reflection. The results showed an increase in student learning from Cycle I, II, III. Research results show that in Cycle I: Scores of 90-100 (30%), 80-89 (50%), 70-79 (10%), 60-69 (10%), <59 (0%), At Cycle II, Score Range 90-100 (40%), 80-89 (40%), 70-79 (15%), 60-69 (5%), <59 (0%), In Cycle III. Scores of 90-100 (60%), 80-89 (40%), 70-79 (0%), 60-69 (0%), <59 (0%). The results of the study also showed that there was an increase in students' thinking skills which was characterized by several indicators namely Find and formulate problems, Analyzing problems, Expressing criticism and ideas, Presentation of solutions.


Keywords


Problem Based Learning; Learning Outcomes; Critical Thinking;

Full Text:

PDF

References


Schmidt, H. G. (1983). Problem‐Based Learning: Rationale And Description. Medical Education Journal, 17 (1), 11-16. Doi: https://doi.org/10.1111/j.1365-2923.1983.tb01086.x

Norman, Geoffrey R & Henk G Schmidt. (2000). Effectiveness of Problem‐Based Learning Curricula: Theory, Practice and Paper Darts, Medical Education Journal, 34 (9), 721-728. Doi: https://doi.org/10.1046/j.1365-2923.2000.00749.x

Brownell, Judi, Daphne A. Jameson, (2004), Problem-Based Learning in Graduate Management Education: An Integrative Model and Interdisciplinary Application, Journal of Managment Education, 28 (5), Doi: https://doi.org/10.1177/1052562904266073

Rohlin, Madeleine , et al. (1998).The Malmö Model: A Problem Based Learning Curriculum in Undergraduate Dental Education, European Journal of Dental Education, 2 (3), 103-114. https://doi.org/10.1111/j.1600-0579.1998.tb00045.x

Prince, Michael. (2004). Does Active Learning Work? A Review of the Research, The Research Journal for Engineering Education, 93 (3). Doi: https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Auster, Ellen R. & Krista K. Wylie. (2006). Creating Active Learning in the Classroom: A Systematic Approach, Journal of Managment Education, 30 (2). Doi: https://doi.org/10.1177/1052562905283346

Schweisfurth, Michele. (2011). Learner-Centred Education In Developing Country Contexts: From Solution to Problem?, International Journal Of educational Development, 31 (5), Doi: https://doi.org/10.1016/j.ijedudev.2011.03.005

Ojose, Bobby. (2008). Applying Piaget's Theory of Cognitive Development to Mathematics Instruction, The mathematics Educator Journal, 18 (1): 26.

Weissinger, Peggy A., (2004). “Critical Thinking, Metacognition, and Problem-Based Learning”, In: Oon-Seng Tan (ed.), Enhancing Thinking Through Problem-Based Learning Approaches: International Perspectives, Cengage Learning, Singapore, pp. 43.

Amir, M. Taufiq, (2010). Inovasi Pendidikan Melalui Problem Based Learning; Bagaimana Pendidik Memberdayakan Pemelaar di Era Pengetahuan, Kencana Media Group, Jakarta, pp.4-10.

Chambers, Dianne, (2007). How To Succeed With Problem-Based Learning, Curriculum Corporation, Sydney, p.5.

Tran Thi Thu Hien. (2009). Why is action research suitable for education?, VNU Journal of Science, Foreign Languages, 25 (2): 97-106.

McKernan, Jim. (2009). Action Research and Curriculum Development, Peabody journal of education, 64 (2): 6-10. Doi: https://doi.org/10.1080/01619568709538548

Rusman, Model-Model Pembelajaran; Mengembangkan Profesionalisme Guru, RajaGrafindo persada, Jakarta, p. 233.

Sumarni, W., S. Wardani, S. Sudarmin, D. N. Gupitasari. (2016). Project Based Learning (PBL) to Improve Psychomotoric Skills: A Classroom Action Research, Indonesian Journal Of Science Education, 5 (2): 157-163. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/4402/5446

Suherman, Erman. (2008). Model Belajar dan Pembelajaran Berorientasi Kompetensi Siswa, Educare; Jurnal Pendidikan dan Budaya, 5 (2): 1-31. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/62/62

O’Sullivan, Margo. (2004). The Reconceptualisation of Learner-Centred Approaches: a Namibian Case Study, International Journal of Educational Development, 24 (6): 585-602. Doi: https://doi.org/10.1016/S0738-0593(03)00018-X

Lubis, Rahmat Rifai, (2018). identifikasi Perilaku Dan Karakteristik Awal Peserta Didik (Konsep dan Pola Penerapan Dalam Desain Instruksional), Jurnal Hikmah, 15 (1): 28-34.

http://jurnalhikmah.staisumatera-medan.ac.id/index.php/hikmah/article/view/21

Hasan, Saragih, A. (2008). Kompetensi Minimal Seorang Guru Dalam Mengajar, Jurnal Tabularasa, 5 (1). 23-34.

Latief, H.M. Adnan. (2003). Penelitian Tindakan Kelas Pembelajaran Bahasa Inggris, Jurnal Ilmu Pendidikan Universitas Negeri Malang, 10 (2), 1-10. DOI: http://dx.doi.org/10.17977/jip.v10i2.230

Sanjaya, Wina, (2011). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, : Kencana Media Group, Jakarta, PP. 214.




DOI: https://doi.org/10.29103/ijevs.v1i6.1679

Article Metrics

 Abstract Views : 740 times
 PDF Downloaded : 263 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Rahmat Rifai Lubis, Irwanto Irwanto, Muhammad Yunan Harahap

International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950