Developing Critical Thinking of Middle School Students using Problem Based Learning 4 Core Areas (PBL4C) Model

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Haridza, R.^1 ; Irving, K.E.^2

SMP Negeri 3 Pontianak, Jl. Kalimantan No. 123, Pontianak

78121, Indonesia^1

College of Education and Human Ecology, Ohio State University 333, Arps Hall, 1945 North High Street, Columbus

OH

43210, United States^2

关键词: Classroom actions;    Continuous actions;    Critical thinking;    Critical thinking skills;    Higher order thinking skills;    Learning resource;    Middle school students;    Problem based learning;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012081/pdf
DOI  :  10.1088/1742-6596/812/1/012081

来源: IOP

【 摘 要 】

Traditional methods such as rote learning and memorization in teaching science create passive students in science classrooms. The impact of this continuous action for many decades is inactive learners who cannot develop higher order thinking skills. Based on the performance test, students' critical thinking skill in Public Middle School 3 Pontianak was in low level although their achievement score were higher than school standards. The purpose of this study is to develop critical thinking skills of middle school students using Problem Based Learning 4 Core Areas (PBL4C). The design of this research is classroom action research with two cycles. Data has been collected using observation checklist, rating scale, self and peer assessment. Research findings reveal that students experience development from 11.11% to 88.45% in identifying the problem correctly, 37.03% to 76.92% for sub skills distinguish knowledge and opinion, 18.51% to 65.38% for sub skills providing possible solution, 22.22% to 69.23% for sub skills making decision, and 11.11% to 69.23% for sub skills identifying the impact of the implementation of their solution. In conclusion, the findings indicate that development of students' critical thinking skills occurs when PBL4C model applied in science classroom. These findings suggest that teachers should act as facilitator in a classroom as well as should provide meaningful learning resources that can benefit students' critical thinking skills. On the other hand, students should practice constantly to offer a sharp, accurate and appropriate solution.