Improving Students' Critical Thinking Ability: Problem Based Learning (PBL) with Technological Pedagogical Content Knowledge (TPACK) Approach assisted by Video for Pancasila Education Subjects

Ayu Nova Qusnul Khatimah, Dewi Gunawati, Winarno Winarno

Abstract


This study aims to determine the effectiveness of the Problem-Based Learning (PBL) method with the Technological Pedagogical Content Knowledge (TPACK) approach with the help of Pancasila Education subject videos in improving students' critical thinking skills at the secondary education level. The research method used a quantitative approach with a nonequivalent control group design. The study population was all students at SMA Negeri 3 Ponorogo class XI totaling 50 students. Sampling was conducted using a simple random sampling technique. The data collection technique used in this study was data collection by test. The data analysis technique used inferential analysis techniques, namely the independent sample t-test. The results showed that the PBL learning model with a TPACK approach assisted by videos can improve critical thinking skills, namely 80.00 compared to the conventional learning model, namely 66.80.

Keywords


Pancasila Education; Problem Based Learning; TPACK, Critical Thinking Skills; Video Media

Full Text:

PDF

References


Ayunda, D., Kustiawan, A., & Erlin, E. (2022). Pengaruh Model Problem Based Learning Berbasis Tpack Terhadap Peningkatan Kemampuan Berpikir Tingkat Tinggi Siswa. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 3(3), 584. https://doi.org/10.25157/j-kip.v3i3.8628.

Boncukçu, G., & Gök, G. (2023). A problem-based learning activity to learn about sustainable development. Science Activities, 60(4), 185–200. https://doi.org/10.1080/00368121.2023.2258353.

Houghton, J. (2023). Learning modules: problem-based learning, blended learning and flipping the classroom. Law Teacher, 57(3), 271–294. https://doi.org/10.1080/03069400.2023.2208017.

Koehler, matthew j., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (TPACK )? Journal of Education, 193(3), 13–19.

Mardiani, N., & Hermawan, B. (2020). Perbandingan Model Pembelajaran Berbasis Portofolio Dengan Model Pembelajaran Konvensional. Jurnal Kesehatan, 7(1), 798–807. https://doi.org/10.38165/jk.v7i1.122.

Nasution, M. F., & Radiansyah. (2023). Meningkatkan Aktivitas dan Keterampilan Berpikir Kritis Siswa Melalui Kombinasi Model PBL, TGT dan Pendekatan TPACK. Jurnal Pendidikan Sosial Dan Konseling, 1(3), 216–223.

Nurgiansah, T. H. (2021). Pendidikan Pancasila. Penerbit Mitra Cendekia Media.

Prayogo, S. (2022). Peningkatan Kedisiplinan dan Hasil Belajar Siswa Mata Pelajaran PKn Kelas II Sekolah Dasar melalui Model Pembelajaran Problem Based Learning. Jurnal Basicedu, 6(5), 7934–7940. https://doi.org/10.31004/basicedu.v6i5.3675.

Sungur, S., Tekkaya, C., & Geban, Ö. (2006). Improving achievement through problem-based learning. Journal of Biological Education, 40(4), 155–160. https://doi.org/10.1080/00219266.2006.9656037.

Ulfa, R. A., Prasetyo, D., & Marzuki, M. (2018). PENGARUH MODEL PBM DALAM PEMBELAJARAN PPKn TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN SIKAP DEMOKRATIS. Citizenship Jurnal Pancasila Dan Kewarganegaraan, 6(2), 125. https://doi.org/10.25273/citizenship.v6i2.3307.

Wells, S. H., Warelow, P. J., & Jackson, K. L. (2009). Problem based learning (PBL): A conundrum. Contemporary Nurse, 33(2), 191–201. https://doi.org/10.5172/conu.2009.33.2.191.




DOI: http://dx.doi.org/10.18415/ijmmu.v11i4.5633

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
editor@ijmmu.com
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.