The Effect Of The Project-Based Learning Model Assisted By Blended Learning On The Critical Thinking Ability Of Grade VIII Students at SMP Negeri 04 Paleleh Barat

Arianti Masanggelo; Orbanus Naharia; Mariana Rengkuan

doi:10.62383/pentagon.v2i4.333

Authors

Arianti Masanggelo Universitas Negeri Manado
Orbanus Naharia Universitas Negeri Manado
Mariana Rengkuan Universitas Negeri Manado

DOI:

https://doi.org/10.62383/pentagon.v2i4.333

Keywords:

Project-Based Learning, Blended Learning, Beroy Kritis, Biology, Learning outcomes

Abstract

This study was undertaken in response to the deficient cognitive abilities of students. The problem in this study is whether there is an influence of the project-based learning (PjBL) model, which is assisted by blended learning, on improving students' critical thinking skills in class VIII of SMP Negeri 04 Paleleh Barat. This study aims to determine whether the project-based learning (PjBL) model is assisted by blended learning in students' critical thinking skills in class VIII of SMP Negeri 04 Paleleh Barat. This study was performed in SMP Negeri 04 Paleleh Barat between April to May 2024, employing a quasi-experimental methodology. The sample in this study consisted of class VIII-A as the experimental group and class VIII-B as the control group. Both classes will undergo a learning outcome assessment comprising a pretest and a posttest. The data analysis revealed that the project-based learning (PjBL) paradigm, augmented by blended learning, significantly influenced students' critical thinking skills on the human excretory system in class VIII at SMP Negeri 04 Paleleh Barat. This is derived from the t-test results obtained using IBM SPSS for Windows version 2.2, with a significance value. If the p-value (2-tailed) is less than the significance level (alpha) of 0.05, specifically 0.002 < 0.05, then the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.

Downloads

Download data is not yet available.

References

Amalia, L. (2019). Kreativitas dan hasil belajar siswa pada materi sistem ekskresi manusia di SMA Negeri 1 Aceh Barat Daya menggunakan model Project Based Learning dengan media tiga dimensi (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).

Anggela, R., & Rina, R. (2023). Pengaruh model Experiential Learning terhadap kemampuan berpikir kritis siswa sekolah dasar. Sosial Horizon: Jurnal Pendidikan Sosial, 10(2), 161–171.

Auliah, A. (2023). Penerapan model pembelajaran Project Based Learning untuk meningkatkan hasil belajar siswa. Global Journal Teaching Professional, 2(4), 1446–1458.

Azzahra, U., Arsih, F., & Alberida, H. (2023). Pengaruh model pembelajaran Project-Based Learning (PjBL) terhadap keterampilan berpikir kreatif peserta didik pada pembelajaran biologi: Literature review. BIOCHEPHY: Journal of Science Education, 3(1), 49–60.

Cynthia, R. E., & Sihotang, H. (2023). Melangkah bersama di era digital: Pentingnya literasi digital untuk meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Jurnal Pendidikan Tambusai, 7(3), 31712–31723.

Fatimah, S., Anggraini, R., & Riswari, L. A. (2024). Peningkatan hasil belajar siswa melalui model pembelajaran Project Based Learning (PjBL) pada siswa kelas IV sekolah dasar. Jurnal Basicedu, 8(1), 319–326.

Hamidah, I., & Citra, S. Y. (2021). Efektivitas model pembelajaran Project Based Learning (PjBL) terhadap minat dan hasil belajar siswa. BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains, 4(2), 307–314.

Hanifah, I. Z. D. (2023). Penggunaan multimedia interaktif yang dikembangkan dengan Articulate Storyline sebagai komponen TPACK dalam meningkatkan kemampuan analisis peserta didik pada sistem ekskresi (Doctoral dissertation, FKIP UNPAS).

Lesa, M., Rengkuan, M., & Batlolona, J. R. (2023). PBLRQA model to the development of metacognitive awareness in pre-service teachers. Journal of Education and Learning (EduLearn). https://doi.org/10.11591/edulearn.v18i1.20977

Manurung, A. S., Fahrurrozi, E. U., & Gumelar, G. (2023). Implementasi berpikir kritis dalam upaya mengembangkan kemampuan berpikir kreatif mahasiswa. Jurnal Papeda, 5(2).

Noorhalida, N., Yuliani, H., & Santiani, S. (2023). Studi literatur: Pengaruh Project Based Learning pada pembelajaran fisika. ORBITA: Jurnal Pendidikan dan Ilmu Fisika, 9(2), 200–212.

Nurohmah, A. N., Kartini, D., & Rustini, T. (2023). Relevansi kebijakan Kurikulum Merdeka dengan pendidikan abad 21 pada pembelajaran IPS di SD. Jurnal Ilmiah Wahana Pendidikan, 9(3), 24–35.

Panjaitan, E. U. (2019). Pengaruh model pembelajaran Project Based Learning terhadap hasil belajar biologi siswa SMAN 1 Aeksongsongan. Jurnal Edu-Bio, 1(1), 30.

Parhusip, A. A., & Wardhani, I. I. (2023). Strategi pengelolaan teknologi sistem informasi pembelajaran metode blended learning sekolah swasta Pelangi. Jurnal Peradaban Masyarakat, 3(4), 142–149.

Poppyariyana, A. A., & Munajat, A. (2020). Pengaruh permainan sains terhadap kemampuan berpikir logis anak. AWLADY: Jurnal Pendidikan Anak, 6(1), 1–16.

Purba, A., & Harahap, E. P. (2023). Penerapan model pembelajaran berbasis proyek (PjBL) pada mata kuliah strategi pembelajaran bahasa Indonesia sebagai upaya meningkatkan hasil belajar mahasiswa pendidikan bahasa dan sastra Indonesia FKIP Universitas Jambi 2021/2022. Jurnal Ilmiah Dikdaya, 13(1), 109–120.

Rahmania, I. (2021). Project Based Learning (PjBL) learning model with STEM approach in natural science learning for the 21st century. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(1), 1161–1167.

Rahmawati, L., & Juandi, D. (2022). Pembelajaran matematika dengan pendekatan STEM: Systematic literature review. Teorema: Teori dan Riset Matematika, 7(1), 149–160.

Ramadhani, D. P. (2021). Analisis penerapan asesmen formatif dalam pembelajaran IPA dan fisika: Literature review. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 11(2), 110–120.

Rengkuan, M., Leasa, M., & Sumampouw, M. H. (2023). Metacognitive and critical thinking skills of genetics of biology students with project-based learning. Cypriot Journal of Educational Sciences, 18(2), 533–543.

Rengkuan, M., Simal, F., Leasa, M., & Maelan, M. (2022). Mitigation of learning loss and teacher awareness: Qualitative study in science practicum. Jurnal Penelitian Pendidikan IPA, 8(2).

Rengkuan, M., Sompotan, A. F., & Batmetan, J. R. (2024). Development of problem-based tools to improve thinking abilities in in-service PPG program students. International Journal of Information Technology and Education, 3(2), 113–121.

Rezki, I., & Sari, R. H. Y. (2023). Analisis potensi YouTube sebagai upaya meningkatkan minat mahasiswa dalam belajar matematika dan berwirausaha: Analysis of YouTube's potential as an effort to increase student interest in learning mathematics and entrepreneurship. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 8(2), 63–71.

Setiawan, T., Sumilat, J. M., Paruntu, N. M., & Monigir, N. N. (2022). Analisis penerapan model pembelajaran Project Based Learning dan Problem Based Learning pada peserta didik sekolah dasar. Jurnal Basicedu, 6(6), 9736–9744.

Sugiyono. (2019). Metodologi penelitian kuantitatif, kuantitatif, kualitatif, dan R&D. Alphabet.

Syafitri, E., Armanto, D., & Rahmadani, E. (2021). Aksiologi kemampuan berpikir kritis (kajian tentang manfaat dari kemampuan berpikir kritis). Journal of Science and Social Research, 4(3), 320–325.

Van Harling, V. N., & Martono, S. M. (2023). Penerapan model Project Based Learning (PjBL) untuk meningkatkan kemampuan berpikir kritis peserta didik pada materi korosi. Soscied, 6(1), 38–45.

Wahid, S. (2024). Pengaruh pembelajaran berbasis proyek terhadap keterampilan berpikir kritis peserta didik SMA Negeri 22 Makassar. Jurnal Ilmiah Ecosystem, 24(2), 358–368.