EFEKTIVITAS METODE PROBLEM BASED LEARNING DAN METODE PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KRITIS (Studi Kuasi Eksperimen pada Mata Pelajaran Ekonomi Kompetensi Dasar Menganalisis Konsep dan Kebijakan Perdagangan Internasional di Kelas XI SMA Negeri 9 Kota Cirebon)

• Main Author: Aditiya Nugraha, - (Author)
• Format: Book
• Published: 2021-01-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/61436/1/T_PEKO_1605104_Title.pdf; http://repository.upi.edu/61436/2/T_PEKO_1605104_Chapter%201.pdf; http://repository.upi.edu/61436/3/T_PEKO_1605104_Chapter%202.pdf; http://repository.upi.edu/61436/4/T_PEKO_1605104_Chapter%203.pdf; http://repository.upi.edu/61436/5/T_PEKO_1605104_Chapter%204.pdf; http://repository.upi.edu/61436/6/T_PEKO_1605104_Chapter%205.pdf; http://repository.upi.edu/61436/7/T_PEKO_1605104_Appendix.pdf
• Keywords: HC Economic History and Conditions; L Education (General)

Penelitian ini berawal dari fenomena rendahnya kemampuan berpikir kritis siswa kelas XI IPS SMAN 9 Harjamukti Kota Cirebon. Banyak faktor mempengaruhi, salah satunya adalah metode pembelajaran. Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan berpikir kritis siswa sebelum dan sesudah menggunakan metode pembelajaran Problem Based Learning (PBL) dan metode pembelajaran Problem Solving (PS). Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa yang menggunakan metode pembelajaran Problem Based Learning (PBL) dan metode pembelajaran Problem Solving (PS), dimana kedua metode ini lebih tinggi kemampuan berfikir kritis siswanya dibandingkan dengan yang menggunakan metode yang konvensional. Hal ini dapat dilihat dari nilai mean Problem Based Learning (PBL) yaitu sebesar 0,5371 dan mean Konvensional yaitu sebesar 0,4267. Dengan demikian Mean Difference(l-Jn)nya sebesar 0,11048 dan memiliki nilai signifikan yang lebih kecil dari 0,05 yaitu sebesar 0,000. Dan nilai mean Problem Solving (PS) yaitu sebesar 0,5421 dan mean Konvensional yaitu sebesar 0,4267. Dengan demikian Mean Difference(l-Jn)nya sebesar 0,11545 dan memiliki nilai signifikan yang lebih kecil dari 0,05 yaitu sebesar 0,000. Selain itu terdapat pula perbedaan kemampuan berfikir kritis siswa antara kelas yang menggunakan metode pembelajaran Problem Based Learning (PBL) dengan kelas yang menggunakan menggunakan metode pembelajaran Problem Solving (PS). Hal ini dapat diilihat dari nilai mean Problem Based Learning (PBL) sebesar 0,5371 dan nilai mean Problem Solving (PS) sebesar 0,5421 serta nilai signifikan sebesar 0,955. Nilai ini lebih besar dari α = 0,05. Pembelajaran menggunakan metode pembelajaran Problem Solving (PS) lebih efektif digunakan untuk menumbuhkan kemampuan berpikir kritis siswa dibandingkan dengan pembelajaran menggunakan metode pembelajaran Problem Based Learning (PBL) dan metode konvensional. Kata kunci : Metode pembelajaran Problem Based Learning (PBL) , Metode pembelajaran Problem Solving (PS) dan kemampuan Berpikir Kritis Siswa. ABSTRACT THE EFFECTIVENESS OF PROBLEM BASED LEARNING AND PROBLEM SOLVING METHOD ON STUDENTS' CRITICAL THINKING SKILL (Quasi Experimental Study on Economic Subject with Basic Competency "Analyzing International Trade Concept and Policy" in Grade XI SMA Negeri 9 Cirebon) Aditiya Nugraha Dosen Pembimbing: Prof. Dr. H. Eeng Ahman, MS dan Dr. Ikaputera Waspada, MM This research originated from the phenomenon of the low critical thinking skills of class XI students of Social Science SMAN 9 Harjamukti Cirebon City Many factors influence, one of which is a learning method. The purpose of this study is to find out the differences students' critical thinking skills before and after using the method Problem Based Learning (PBL) and Problem learning methods Solving (PS). Based on the research results, it can be concluded that there are differences Students' critical thinking skills using the Problem learning method Based Learning (PBL) and Problem Solving (PS) learning methods, where the second method has a higher critical thinking ability than students using conventional methods. This can be seen from the mean value of the problem Based Learning (PBL) which is equal to 0.5371 and the mean of conventional is equal to 0.4267. Thus the Mean Difference (l-Jn) is 0.11048 and has a value significant which is smaller than 0.05, which is equal to 0.000. And the mean value of Problem Solving (PS) is 0.5421 and the conventional mean is 0.4267. With Thus the Mean Deference (l-Jn) is 0.11545 and has a significant value smaller than 0.05, which is equal to 0.000. In addition, there are differences in ability students' critical thinking between classes using the Problem Based learning method Learning (PBL) with classes using the learning method Problem Solvmg (PS). This can be seen from the mean value of Problem Based Learning (PBL) is 0.5371 and the Problem Solving (PS) woan value is 0.5421 and a value significant amounting to 0.955. This value is greater than a = 0.05. Learning using The Problem Solving (PS) learning method is more effectively used to grow students' critical thinking skills compared to using learning learning methods Problem Based Learning (PBL) and conventional methods. Keywords: Learning methods Problem Based Learning (PBL) Method Learning Problem Solving (PS) and Students' Critical Thinking skills