META ANALISIS MODEL PROBLEM BASED E-LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS
Main Article Content
Abstract
Hasil-hasil penelitian efektivitas model problem based learning berbantuan e-learning yang telah dilakukan tidak dilanjuti dan belum dimanfaatkan sehingga perlu dianalisis. Penelitian ini bertujuan mendeskripsikan karakteristik model problem based e-learning serta mendeskripsikan pengaruh problem based e-learning terhadap kemampuan berpikir kritis. Populasi penelitian ini terdiri dari artikel dalam jurnal yang diterbitkan antara 2019 dan 2021 secara nasional dan internasional terkait dengan problem based e-learning terhadap kemampuan berpikir kritis sebanyak 45 artikel. Sampel penelitian ini menggunakan 22 artikel yang memenuhi kriteria inklusi. Penelitian ini dirancang dengan desain studi review menggunakan metode meta-analisis (systematic quantitative reviews). Data penelitian ini dikumpulkan dengan menggunakan lembar pencatatan dokumen. Data dianalisis dengan teknik effect size. Hasil penelitian menunjukkan bahwa: (1) problem based e-learning dapat dikatakan penggunaan metode blended learning dan model pembelajaran berbasis masalah berbantuan e-learning, baik itu media online seperti Edmodo, LMS Goggle Classroom, dan sebagainya, untuk mencapai tujuan belajar. (2) berdasarkan kriteria inklusi yang telah ditetapkan, pengaruh problem based e-learning terhadap kemampuan berpikir kritis memiliki effect size berkategori besar secara keseluruhan sebesar 49% dalam artikel yang dipelajari di berbagai jenjang pendidikan di bidang studi. Hal ini menunjukkan bahwa problem based e-learning memberikan ruang bagi siswa untuk belajar secara mandiri. Siswa berperan penting dalam kegiatan pemecahan masalah kooperatif dan kolaboratif dengan mengajukan pertanyaan atau masalah nyata, mengembangkan pengetahuan dan keterampilan berpikir tingkat tinggi, seperti sebagai keterampilan berpikir kritis melalui web (termasuk teks, simulasi, video, dan presentasi) dan sumber daya seperti ruang obrolan, papan pesan dan lingkungan khusus.
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References
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Phasa, K. C. (2020). Meta Analisis Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 711–723. https://doi.org/10.31004/cendekia.v4i2.296
Prastyo, H. (2020). Kemampuan Matematika Siswa Indonesia Berdasarkan TIMSS. Jurnal Padegogik, 3(2), 111–117. https://doi.org/10.35974/jpd.v3i2.2367
Ramadhani, R., Bina, N. S., Sihotang, S. F., Narpila, S. D., & Mazaly, M. R. (2020). Students’ critical mathematical thinking abilities through flip-problem based learning model based on LMS-google classroom. Journal of Physics: Conference Series, 1657(1), 012025. https://doi.org/10.1088/1742-6596/1657/1/012025
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Salsabella, S., & Juanengsih, N. (2021). Analysis of cognitive level biology exercise questions in science text books based on TIMSS frame work. Journal of Physics: Conference Series, 1836(1). https://doi.org/10.1088/1742-6596/1836/1/012063
Savin-Baden, M. (2007). A Practical Guide to Problem-Based Learning Online. In Interdisciplinary Journal of Problem-Based Learning (1st ed.). Routledge. https://doi.org/10.4324/9780203938140
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Sukmawati, A. (2020). Meta Analisis Model Problem Based Learning Dalam Meningkatkan Kemampuan Berpikir Kritis Pada Pembelajaran Matematika. Thinking Skills and Creativity Journal, 3(2), 63–68.
Summaries, C. E. (2010). What Students Know and Can Do. In PISA 2009 at a Glance: Vol. I. OECD. https://doi.org/10.1787/g222d18af-en
Undang-undang RI No.23 Tahun 2003 tentang Sistem Pendidikan Nasional, (2003).
Utama, K. H., & Kristin, F. (2020). Meta-Analisis Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis IPA Di Sekolah Dasar. Jurnal Basicedu, 4(43), 889–898.
Wahyuni, S., Sanjaya, I. G. M., Erman, E., & Jatmiko, B. (2019). Edmodo-Based Blended Learning Model as an Alternative of Science Learning to Motivate and Improve Junior High School Students’ Scientific Critical Thinking Skills. International Journal of Emerging Technologies in Learning (IJET), 14(07), 98. https://doi.org/10.3991/ijet.v14i07.9980
Yusuf, I., Widyaningsih, S. W., & Sebayang, S. R. B. (2018). Implementation of E-learning based-STEM on quantum physics subject to student HOTS ability. Journal of Turkish Science Education, 15(Special Issue), 67–75. https://doi.org/10.12973/tused.10258a
Anwar, R. (2005). Meta Analisis. FKUP. http://pustaka.unpad.ac.id/wp-content/uploads/2010/05/meta_analisis.pdf
Arends, R. I. (2015). Learning to Teach (Tenth Edition). In McGraw-Hill Education: Vol. Tenth Edit (10th ed.).
Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2010). Critical Thinking: A Student’s Introduction (4th ed.). McGraw-Hill.
Borenstein, M., V. Hedges, L., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis (1st ed.). Wiley.
Fadilla, N., Nurlaela, L., Rijanto, T., Ariyanto, S. R., Rahmah, L., & Huda, S. (2021). Effect of problem-based learning on critical thinking skills. Journal of Physics: Conference Series, 1810(1), 012060. https://doi.org/10.1088/1742-6596/1810/1/012060
Halpern, D. F. (2013). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.). Psychology Press.
Handayani, S. L., Budiarti, I. G., Kusmajid, K., & Khairil, K. (2021). Problem Based Instruction Berbantuan E-Learning : Pengaruhnya terhadap Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar. Jurnal Basicedu, 5(2), 697–705. https://doi.org/10.31004/basicedu.v5i2.795
Hasanah, H., & Malik, M. N. (2020). Blended learning in improving students’ critical thinking and communication skills at University. Cypriot Journal of Educational Sciences, 15(5), 1295–1306. https://doi.org/10.18844/cjes.v15i5.5168
Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran Pada Masa Pandemi Covid-19. JTP - Jurnal Teknologi Pendidikan, 22(1), 65–70. https://doi.org/10.21009/jtp.v22i1.15286
Horton, W. (2006). E-Learning by Design (1st ed.). Pfeiffer.
Hughes, W., & Lavery, J. (2008). Critical Thinking: An Introduction to the Basic Skills (5th ed.). Broadview Press.
Isnaeni, W., Rudyatmi, E., Ridlo, S., Ingesti, S., & Adiani, L. R. (2021). Improving students’ communication skills and critical thinking ability with ICT-oriented problem-based learning and the assessment instruments with HOTS criteria on the immune system material. Journal of Physics: Conference Series, 1918(5), 052048. https://doi.org/10.1088/1742-6596/1918/5/052048
Johnson, R. D., & Brown, K. G. (2017). E-Learning. In The Wiley Blackwell Handbook of the Psychology of the Internet at Work (Issue 2013, pp. 369–400). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119256151.ch17
Kay, K., & Greenhill, V. (2011). Bringing Schools into the 21st Century. In G. Wan & D. M. Gut (Eds.), Bringing Schools into the 21st Century. Springer Netherlands. https://doi.org/10.1007/978-94-007-0268-4
Keleman, M. (2021). Assessment of Higher Order Thinking Skills Through Stem Integration Project-Based Learning for Elementary Level. International Journal of Social Science and Human Research, 04(04), 835–846. https://doi.org/10.47191/ijsshr/v4-i4-40
Lewis, A., & Smith, D. (1993). Defining Higher Order Thinking. Theory Into Practice, 32(3), 131–137. https://doi.org/10.1080/00405849309543588
Mahmudah, U. (2020). Meta Analisis Pengaruh Model Discovery Learning dan Problem Based Learning Terhadap Kemampuan Berpikir Kritis Matematis Peserta Didik Kelas V SD. Thinking Skills and Creativity Journal, 3(2), 69–78. https://ejournal.undiksha.ac.id/index.php/TSCJ/article/view/29721
Mark W. Lipsey, D. W. (2001). Practical Meta Analysis Overview. Applied Social Research Methods Series.
Marnita, M., Taufiq, M., Iskandar, I., & Rahmi, R. (2020). The Effect of Blended Learning Problem-Based Instruction Model on Students’ Critical Thinking Ability in Thermodynamic Course. Jurnal Pendidikan IPA Indonesia, 9(3), 430–438. https://doi.org/10.15294/jpii.v9i3.23144
Nurdyansyah, & Fahyuni, E. F. (2016). Inovasi Model. In Nizmania Learning Center (1st ed.). Nizamia Learning Center.
OECD. (2011). PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). In Oecd: Vol. VI. OECD. https://doi.org/10.1787/9789264112995-en
OECD. (2019). Programme for international student assessment (PISA) results from PISA 2018. In Oecd. https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-iii_bd69f805-en%0Ahttps://www.oecd-ilibrary.org//sites/bd69f805-en/index.html?itemId=/content/component/bd69f805-en#fig86
Parwata, I. M. Y. (2021). Pengaruh Metode Problem Based Learning Terhadap Peningkatan Hasil Belajar Pendidikan Jasmani Olahraga Dan Kesehatan : Meta-Analisis. Indonesian Journal of Education Development, 2(1), 1–9. https://doi.org/10.5281/zenodo.4781835
Phasa, K. C. (2020). Meta Analisis Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 711–723. https://doi.org/10.31004/cendekia.v4i2.296
Prastyo, H. (2020). Kemampuan Matematika Siswa Indonesia Berdasarkan TIMSS. Jurnal Padegogik, 3(2), 111–117. https://doi.org/10.35974/jpd.v3i2.2367
Ramadhani, R., Bina, N. S., Sihotang, S. F., Narpila, S. D., & Mazaly, M. R. (2020). Students’ critical mathematical thinking abilities through flip-problem based learning model based on LMS-google classroom. Journal of Physics: Conference Series, 1657(1), 012025. https://doi.org/10.1088/1742-6596/1657/1/012025
Retnawati, H., Apino, E., Kartianom, Djidu, H., & Anazifa, R. D. (2018). Pengantar Meta Analisis.pdf. Pengantar Analisis Meta, 208.
Risdianto, E. (2019). Analisis Pendidikan Indonesia di Era Revolusi Industri 4.0. Research Gate, April, 0–16.
Rosenberg, M. J. (2001). E-learning : Strategies for Delivering Knowledge in the Digital Age. McGraw-Hill Professional.
Salsabella, S., & Juanengsih, N. (2021). Analysis of cognitive level biology exercise questions in science text books based on TIMSS frame work. Journal of Physics: Conference Series, 1836(1). https://doi.org/10.1088/1742-6596/1836/1/012063
Savin-Baden, M. (2007). A Practical Guide to Problem-Based Learning Online. In Interdisciplinary Journal of Problem-Based Learning (1st ed.). Routledge. https://doi.org/10.4324/9780203938140
Schawab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.
SIBURIAN, odion, COREBIMA, A. D., . I., & SAPTASARI, M. (2019). The Correlation Between Critical and Creative Thinking Skills on Cognitive Learning Results. Eurasian Journal of Educational Research, 19(81), 1–16. https://doi.org/10.14689/ejer.2019.81.6
Sugiyono, P. D. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan (19th ed.). Alfabeta.
Sukmawati, A. (2020). Meta Analisis Model Problem Based Learning Dalam Meningkatkan Kemampuan Berpikir Kritis Pada Pembelajaran Matematika. Thinking Skills and Creativity Journal, 3(2), 63–68.
Summaries, C. E. (2010). What Students Know and Can Do. In PISA 2009 at a Glance: Vol. I. OECD. https://doi.org/10.1787/g222d18af-en
Undang-undang RI No.23 Tahun 2003 tentang Sistem Pendidikan Nasional, (2003).
Utama, K. H., & Kristin, F. (2020). Meta-Analisis Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis IPA Di Sekolah Dasar. Jurnal Basicedu, 4(43), 889–898.
Wahyuni, S., Sanjaya, I. G. M., Erman, E., & Jatmiko, B. (2019). Edmodo-Based Blended Learning Model as an Alternative of Science Learning to Motivate and Improve Junior High School Students’ Scientific Critical Thinking Skills. International Journal of Emerging Technologies in Learning (IJET), 14(07), 98. https://doi.org/10.3991/ijet.v14i07.9980
Yusuf, I., Widyaningsih, S. W., & Sebayang, S. R. B. (2018). Implementation of E-learning based-STEM on quantum physics subject to student HOTS ability. Journal of Turkish Science Education, 15(Special Issue), 67–75. https://doi.org/10.12973/tused.10258a