The Effect of Problem-Based Learning on Students' Critical Thinking and Learning Motivation in Mathematics at the Fifth Grade of Elementary School
DOI:
https://doi.org/10.31949/jee.v8i3.15238Abstract
This study focuses on the inadequate critical thinking abilities and the lack of student willingness to engage in the learning process. This transpires due to the predominance of lecture and question-and-answer approaches in teaching, leading to suboptimal student performance. This study aims to examine the impact of the Problem Based Learning (PBL) model on students' critical thinking abilities and motivation to learn in mathematics at SDN 20 Indarung. The research methodology employed is quasi-experimental, utilizing a Nonequivalent Control Group Design. The sampling methodology employs the saturated sampling method, categorizing the class into two groups: VC, the experimental group utilizing the Problem-Based Learning model, and VA, the control group employing Direct Instruction or passive learning. The instruments employed for data collection comprise an angket, which assesses critical thinking skills and learning motivation that diminishes student motivation levels. Data analysis is conducted using MANOVA UJI to concurrently assess the impacts on two dependent variables. The analysis results demonstrate a substantial effect of the Problem-Based Learning approach on enhancing critical thinking skills and student motivation in fifth-grade students at SDN 20 Indarung. The MANOVA test results indicate a significance level of 0.000, which is below the significance threshold (α = 0.05). This indicates the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (H₁).
Keywords: problem based learning, critical thinking abilities, learning motivation, mathematics education, and primary school
Keywords:
problem-based learning, critical thinking abilities, learning motivation, mathematics education, primary schoolDownloads
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