Optimalisasi Keterampilan Berpikir Kritis melalui Model Problem Based Learning-Flipped Classroom
DOI:
https://doi.org/10.30605/proximal.v6i2.2617Keywords:
Problem Based Learning, Flipped Classroom, Berpikir KritisAbstract
Model pembelajaran merupakan unsur utama dalam praktek mengajar. Perlunya memodifikasi model PBL dengan mengintegrasikan FC didalamnya, karena diharapkan pemodifikasian ini mampu menjadi ideal yang berpengaruh terhadap keterampilan berpikir kritis mahasiswa. Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis mahasiswa matematika melalui tahapan pengembangan konseptual modifikasi model PBL dengan mengintegrasikan FC dengan menggunakan prosedur sintesis Lee and Jang dengan pendekatan Theory-Driven Conceptual Instruction Design Model tipe F1-O1-S1-A1 dan dilanjutkan dengan tahapan eksperimen menggunakan uji-t. Tahapan pengembangan konseptual modifikasi model PBL diawali dengan analisis studi literature dan informasi terbaru yang berkaitan dengan pola matematikawan bekerja serta melakukan proses validasi dengan teknik Delphi tiga putaran. Sedangkan pada tahap eksperimen meliputi uji pengaruh modifikasi model PBL dengan mengintegrasikan FC dalam meningkatkan keterampilan berpikir kritis mahasiswa matematika. Pengembangan konseptual modifikasi model PBL-FC menghasilkan 5 tahapan yaitu: 1). Mereview dan menyajikan masalah; 2). Memahami dan mendorong penyelesaian masalah; 3). Menfasilitasi dan memproses rencana penyelesaian; 4). Membahas hasil penyelesaian dan memberikan penguatan dan 5). Mengevaluasi dan menyimpulkan pembelajaran. Sedangkan pada tahapan eksperimen menggunakan uji-t diperoleh nilai signifikansi 0,001 artinya mahasiswa yang menggunakan model PBL-FC memiliki keterampilan berpikir kritis lebih baik dibandingkan mahasiswa tidak mengimplementasikan Model PBL-FC. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa tahapan modifikasi memberikan pengaruh untuk meningkatkan keterampilan berpikir kritis mahasiswa matematika.Downloads
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