Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis pada Materi Pancasila Sebagai Entitas dan Identitas untuk Siswa Kelas X DKV SMK Mahardhika Surabaya

The Effect of the Problem Based Learning (PBL) Model on Critical Thinking Skills in The Topic of Pancasila as an Entity and Identity for Tenth-Grade DKV Students at SMK Mahardhika Surabaya

Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa pada materi Pancasila sebagai entitas dan identitas bangsa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment berupa pretest-posttest control group design. Subjek penelitian terdiri atas kelas eksperimen dan kelas kontrol yang masing-masing berjumlah 28 dan 30 siswa. Instrumen penelitian meliputi tes berpikir kritis, angket, dan lembar observasi yang telah melalui uji validitas serta reliabilitas. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis pada kedua kelompok. Rata-rata pretest kelas eksperimen sebesar 60,36 meningkat menjadi 80,36 pada posttest, sedangkan kelas kontrol meningkat dari 60,33 menjadi 77,83. Hasil uji paired sample t-test pada kelas eksperimen memperoleh nilai t sebesar 11,896 dengan signifikansi 0,000 (< 0,05). Uji independent sample t-test pada posttest menunjukkan nilai signifikansi 0,002 (< 0,05), yang menandakan adanya perbedaan antara kedua kelompok. Perhitungan effect size memperoleh nilai 0,89 yang termasuk kategori tinggi. Selain itu, hasil angket persepsi siswa terhadap PBL mencapai 82,44% dengan kategori sangat sesuai, sedangkan hasil observasi keterlaksanaan pembelajaran menunjukkan aktivitas guru sebesar 86,67% (sangat baik) dan aktivitas siswa sebesar 65% (baik). Dengan demikian, model Problem Based Learning memberikan pengaruh yang signifikan dan kuat terhadap peningkatan kemampuan berpikir kritis siswa pada pembelajaran Pendidikan Pancasila.

Kata kunci: Berpikir Kritis, Pancasila, Pembelajaran, Problem Based Learning, Kuasi Eksperimen.

This study aims to analyze the effect of the Problem Based Learning (PBL) model on students’ critical thinking skills in the topic of Pancasila as the foundation and identity of the nation. The study employed a quantitative approach using a quasi-experimental design in the form of a pretest-posttest control group design. The participants consisted of an experimental class and a control class, comprising 28 and 30 students, respectively. The research instruments included a critical thinking test, questionnaire, and observation sheet, all of which had been tested for validity and reliability. The findings revealed an improvement in students’ critical thinking skills in both groups. The mean score of the experimental class increased from 60.36 in the pretest to 80.36 in the posttest, while the control class improved from 60.33 to 77.83. The paired sample t-test in the experimental class resulted in a t-value of 11.896 with a significance value of 0.000 (p < 0.05). Meanwhile, the independent sample t-test on the posttest scores showed a significance value of 0.002 (p < 0.05), indicating a difference between the two groups. The effect size was calculated at 0.89, which falls into the high category. In addition, the questionnaire results indicated that students’ perceptions of PBL reached 82.44% (very appropriate category), while the observation results showed that teacher activity reached 86.67% (very good) and student activity reached 65% (good). In conclusion, the Problem Based Learning model has a significant and strong effect on improving students’ critical thinking skills in Pancasila education.

Keywords: Critical Thinking, Learning, Pancasila, Problem Based Learning, Quasi Experiment.