The Effect of Problem-Based Learning Assisted by Peer Tutoring on Student's Critical Thinking Ability
DOI:
https://doi.org/10.53797/anp.jssh.v3sp2.14.2022Keywords:
Effect, problem-based learning, peer tutoring, critical thinking abilityAbstract
The application of problem-based learning in the classroom often encounters obstacles, especially when teaching higher-order reasoning skills such as thinking. B. Critical thinking skills. To overcome this obstacle, we attempted to use peer mentors in this study. The purpose of this study is to analyze the effect of the Problem Based Learning learning model assisted by Peer Tutoring on students' critical thinking skills. The research method used is a quantitative method with the type of experimental research designed by the Nonequivalent Control Group Design. Sources of data are fifth-grade students and teachers in the Teuku Umar Cluster, Purwodadi District, Grobogan Regency in the 2021/2022 school year. Data collection was carried out using observations and tests which were analyzed using parametric statistical techniques with prerequisite tests. Hypothesis testing uses t-test to test the effect of the independent variables partially on the dependent variable. The increasing influence of the Problem Based Learning learning model assisted by Peer Tutoring on critical thinking skills can be seen by using N-gain. Based on the results of the analysis using the t-test, the results of t-count were -9.0339 and t-table of 1.6725. From the interpretation of the data, it can be concluded that t-count < t-table, there is a significant difference between the average critical thinking ability of students in the control class and students in the experimental class with the N-gain test result of 0.40 in the medium category. Thus, it can be concluded that Problem Based Learning assisted by Peer Tutoring has a significant effect on students' critical thinking skills.
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Copyright (c) 2022 Meta Utaminingsih, Mochamad Widjanarko, Erik Aditia Ismaya
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