•  
  •  
 

Keywords

challenge based learning, critical thinking ability, environmental material, module

Document Type

Article

Abstract

This research aimed to compile a product development, knowing the feasibility and knowing the effectiveness of challenge-based learning (CBL) modules in an environmental material to empower the critical thinking ability. The research was a research & development model of Borg & Gall. Validation the product was done by material expert, expert of development and design module, expert of device and evaluation of learning , a linguist and practitioner of learning of Biology. Subject of the research was a student of grade X MIA Islamic State Senior High School Karanganyar. This research results are: (1) module in the form of product module for teachers and students CBL based on environmental material was developed based on CBL syntax and indicators of Fascione's critical thinking that visualized in the objective, material, activities , and evaluation items; (2) appropriateness of module for teachers and student based on CBL environment material according to the validation results of qualified as good until very good; (3) Modules based CBL environmental material is effective to improve the ability of student critical thinking.

First Page

212

Last Page

223

Page Range

212-223

Issue

2

Volume

3

Digital Object Identifier (DOI)

10.21831/jipi.v3i2.15988

Source

https://journal.uny.ac.id/index.php/jipi/article/view/15988

References

Badan Standar Nasional Pendidikan. (2013). Laporan hasil ujian nasional. Jakarta: Puslitbang Kemdikbud.

Baloian, N., Breuer, H., Hoeksema, K., Hoppe, U., & Milrad, M. (2004). Implementing the challenge based learning in classroom scenarios. Proceedings of the Symposium on Advanced Technologies in Education., 4. Retrieved from http://www.collide.info/Members/admin/publications/Implementing_CBL_in_Classroom.pdf

Borg, Walter R, Gall, M. D. (1996). Educational research an introduction (6th ed). England: Longman Publishing.

Brooke, S. L. (2006). Using the case method to teach online classes: promoting socratic dialogue and critical thinking skills. International Journal of Teaching and Learning in Higher Education, 18(2), 142-149.

Depdiknas. (2008). Standar penilaian buku pelajaran sains. Jakarta: Pusat Perbukuan.

Elliot, A. J., & Dweck, C. S. (2005). Competence and motivation: competence as the core of achievement motivation. Handbook of Competence and Motivation.

Facione, P. A. (1990). Critical thinking : A statement of expert consensus for purposes of educational assessment and instruction executive summary " The Delphi Report. The California Academic Press, 423(c), 1-19. https://doi.org/10.1016/j.tsc.2009.07.002

Gagne, R. M. (1979). Learnable aspects of human thinking. New York: The Eric Science, Mathematics and Environmental Education Clearing House.

Galbreath, J. (1999). Preparing the 21st Century worker: The link between computer-based technology and future skills sets. Educational Technology, 39, 14-22. Retrieved from http://eric.ed.gov/?id=EJ595512

Gallagher, S. A., Sher, B. T., Stepien, W. J., & Workman, D. (1995). Implementing problem-based learning in science classrooms. School Science and Mathematics, 95(3), 136-146. https://doi.org/10.1111/j.1949-8594.1995.tb15748.x

Hadi. (2013). Pengaruh Pembelajaran problem based learning (PBL) terhadap kemampuan berpikir kritis dan pemahaman konsep biologi siswa SMA Negeri di Kota Malang. In Skirpsi. Malang: Universitas Negeri Malang.

Hanson, D., & Wolfskill, T. (2000). Process workshops - A new model for instruction. J. Chem. Educ., 77(1), 120. https://doi.org/10.1021/ed077p120

Hayat, M. S. (2011). Pembelajaran berbasis praktikum pada konsep invertebrata untuk pengembangan sikap ilmiah siswa. Bioma, 1(2), 141-152.

Johnson. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.

Johnson, L., & Adams, S. (2011). Challenge based learning. the report from the implementation project.The New Media Consortium. https://doi.org/978-0-9846601-0-0

Jou, Min, Hung, Chen Kang, Lai, S. H. (2010). Application of challenge based learning approaches in robotics education. International Journal of Technology and Engineering Education, 7(2), 17-18.

Khatib, Muhammad, Iman, A. (2012). Khatib, Mohammad, and Iman Alizadeh. "Critical thinking skills through literary and non-literary texts in English classes. International Journal of Linguistics, 4(4), 563.

Luis, C. E. M., & Marrero, A. M. G. (2013). Real object mapping technologies applied to marine engineering learning process within a CBL methodology. In Procedia Computer Science (Vol. 25, pp. 406-410). https://doi.org/10.1016/j.procs.2013.11.051

Martin, T., Rivale, S. D., & Diller, K. R. (2007). Comparison of student learning in challenge-based and traditional instruction in biomedical engineering. Annals of Biomedical Engineering, 35(8), 1312-1323. https://doi.org/10.1007/s10439-007-9297-7

Mehrens, W. A. (1984). National tests and local curriculum: match or mismatch? Educational Measurement: Issues and Practice, 3(3), 9-15. https://doi.org/10.1111/j.1745-3992.1984.tb00757.x

Musa, F., Mufti, N., Latiff, R. A., & Amin, M. M. (2012). Project-based learning (PjBL): Inculcating soft skills in 21st century workplace. Procedia - Social and Behavioral Sciences, 59, 565-573. https://doi.org/10.1016/j.sbspro.2012.09.315

Nasution, S. (2011). Berbagai Pendekatan dalam proses belajar mengajar. Jakarta: Bumi Aksar.

New, T., & Consortium, M. (2009). Challenge-based learning an approach for our time. practice. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED505102&site=ehost-live

O'Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, R. D., "¦ Soleiman, M. K. (2012). A Comparison of lecture-based and challenge-based learning in a workplace setting: course designs, patterns of interactivity, and learning outcomes. Journal of the Learning Sciences, 21(1), 182-206. https://doi.org/10.1080/10508406.2011.611775

Prastowo. (2012). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: Diva Press.

Priatna. (2003). Kemampuan penalaran dan pemahaman matematika siswa kelas III SLTP di Kota Bandung. In Disertasi. Bandung: Sekolah Pascasarjana UPI.

Puspitasari, R. D. (2014). Pengembangan modul berbasis kemampuan berpikir kritis untuk memberdayakan hasil belajar siswa kelas XI IPA pada materi sistem gerak manusia. In Tesis. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta.

Ricketts, J. D., & Rudd, R. D. (2005). Critical thinking skills of selected youth leaders: The efficacy of critical thinking dispositions, leadership, and academic performance. Journal of Agricultural Education, 46(1), 32-43. https://doi.org/10.5032/jae.2005.01032

Rustaman, N. (2005). Strategi belajar mengajar biologi. Bandung: Universitas Pendidikan Indonesia.

Sadia, I. W. (2008). Model pembelajaran yang efektif untuk meningkatkan keterampilan berpikir kritis. Jurnal Pendidikan Dan Pengajaran, 2, 219-237.

Sinprakob, S., & Songkram, N. (2015). A proposed model of problem-based learning on social media in cooperation with searching technique to enhance critical thinking of undergraduate students. Procedia - Social and Behavioral Sciences, 174, 2027-2030. https://doi.org/10.1016/j.sbspro.2015.01.871

Snyder, L. G., Snyder, L. G., Snyder, M. J., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90-100. https://doi.org/10.1023/A:1009682924511

Sodikin. (2013). Penerapan model challenge based learning dengan metode eksperimen dan proyek ditinjau dari keingintahuan dan sikap ilmiah terhadap prestasi belajar siswa. In Tesis. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta.

Sukiman. (2012). Pengembangan media pembelajaran. Yogyakarta: Pedagogja.

Sungkono. (2003). Pengembangan bahan ajar. Yogyakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Negeri Yogyakarta.

Suryadi. (2005). Penggunaan pendekatan pembelajaran tidak langsung serta pendekatan gabungan langsung dan tidak langsung dalam rangka meningkatkan kemampuan berpikir matematika tingkat tinggi siswa SLTP. In Disertasi. Bandung: Sekolah Pascasarjana UPI.

Suryawati, E., Osman, K., & Meerah, T. S. M. (2010). The effectiveness of RANGKA contextual teaching and learning on student's problem solving skills and scientific attitude. In Procedia - Social and Behavioral Sciences (Vol. 9, pp. 1717-1721). https://doi.org/10.1016/j.sbspro.2010.12.389

Swiden. (2013). Effects of challenge based learning on student motivation and achievement. Montana: Montana State University.

Tajuddin, Siti Mariam, Azrol, J. (2013). hallenge based learning in students for vocational skills. International Journal of Independent Research and Studies, 2(2), 89-94. Retrieved from https://ssrn.com/abstract=2290231

Walker, P. (2006). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531-547. Retrieved from srhe.tandfonline.com

Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205. https://doi.org/10.1207/S15326985EP3804_1

Yesildere, Sible, Turnuklu, E. B. (2006). The effect of project-based learning on pre-service primary mathematics teachers' critical thinking dispositions. International Online Journal Science Math, 6, 1-11.

Yuan, H., Kunaviktikul, W., Klunklin, A., & Williams, B. A. (2008). Promoting critical thinking skills through problem-based learning. CMU. Journal of Soc. Sci. and Human, 2(2).

Zimmerman, B. J. (2008). Investigating Self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. metropolitan educational research consortium (MERC), Virginia Commonwealth University. https://doi.org/10.1007/s10643-009-0305-4

Download

Share

COinS