Pengaruh penerapan model problem based learning dan kemandirian belajar terhadap hasil belajar berpikir tingkat tinggi dan afektif kolaboratif  pada matakuliah dasar-dasar kependidikan di Universitas Negeri Surabaya

The effect of the application of problem-based learning models and learning independence on learning outcomes of higher-order thinking and collaborative affective in the basic education course at Surabaya State University

ABSTRAK

Sunarno L.H, 2021. Pengaruh penerapan model problem based learning dan kemandirian belajar terhadap hasil belajar berpikir tingkat tinggi dan afektif kolaboratif  pada matakuliah dasar-dasar kependidikan di Universitas Negeri Surabaya.  Pembimbing: (I) Prof Dr. Rusijono, M.Pd., dan (II) Dr. Bachtiar S Bachri, M.Pd.

Kata-kata kunci: Model problem based learning, kemandirian belajar, hasil belajar berpikir tingkat tinggi, afektif kolaboratif.

Tujuan penelitian ini adalah (1) menguji adakah pengaruh penerapan model problem based learning,  terhadap hasil belajar berpikir tingkat tinggi, (2) menguji adakah pengaruh kemandirian belajar terhadap hasil belajar berpikir tingkat tinggi, (3) menguji adakah pengaruh penerapan model problem based learning,   terhadap hasil belajar afektif kolaboratif, (4) menguji adakah pengaruh kemandirian belajar terhadap hasil belajar afektif kolaboratif, (5) menguji adakah interaksi penerapan model problem based learning, dan kemandirian belajar terhadap hasil belajar berpikir tingkat tinggi, (6) menguji adakah interaksi penerapan model problem based learning, dan kemandirian belajar terhadap afektif kolaboratif.

Pada penelitian ini jenis penelitian yang digunakan adalah eksperimen postest quivalent control group design versi faktorial 2x2. Jenis penelitian ini memanipulasikan sesuatu stimuli, treatment atas kondisi-kondisi eksperimental, kemudian mengobservasi pengaruh yang diakibatkan oleh adanya perlakuan atau manipulasi tersebut. Instrumen yang digunakan dalam mengumpulkan data ada dua yaitu (1) angket untuk memperoleh data tentang kemandirian dan afektif kolaboratif, (2) tes untuk memperoleh data tentang hasil belajar berpikir tingkat tinggi. Data yang terkumpul selanjutnya dianalisis menggunakan uji statistik multivariat dengan program SPSS.

Hasil penelitian ini menunjukkan bahwa (1) nilai signifikansi 0,000 lebih kecil dari α = 0,05, yang berarti model problem based learning,  berpengaruh terhadap hasil belajar berpikir tingkat tinggi, (2) nilai signifikansi 0,000 lebih kecil dari α = 0,05, yang berarti kemandirian belajar berpengaruh terhadap hasil belajar berpikir tingkat tinggi, (3) nilai signifikansi 0,000 lebih kecil dari α = 0,05, yang berarti model problem based learning,  berpengaruh terhadap afektif kolaboratif, (4) nilai signifikansi 0,000 lebih kecil dari α = 0,05, yang berarti kemandirian belajar berpengaruh terhadap afektif kolaboratif, (5) nilai signifikansi 0,000 lebih kecil dari α = 0,05, yang berarti terdapat interaksi model problem based learning,  dan kemandirian belajar terhadap hasil belajar berpikir tingkat tinggi, (6) nilai signifikansi 0,033 lebih kecil dari α = 0,05, yang berarti terdapat interaksi model problem based learning,  dan kemandirian belajar terhadap afektif kolaboratif.

ABSTRACT

Sunarno L.H, 2021. The effect of the application of problem-based learning models and learning independence on learning outcomes of higher-order thinking and collaborative affective in the basic education course at Surabaya State University. Advisors: (I) Prof. Dr. Rusijono, M.Pd., and (II) Dr. Bachtiar S Bachri, M.Pd.

Keyword: Problem based learning model, independent learning, higher order thinking learning outcomes, collaborative affective.

These objectives are (1) testing the application of problem-based learning models to higher order thinking learning outcomes, (2) testing the effect of independent learning on higher thinking learning outcomes, (3) testing the application of problem-based collaborative affective learning, (4) testing whether there is the effect of independent learning on collaborative affective learning outcomes, (5) testing the application of problem-based learning models and learning independence on higher thinking learning outcomes, (6) training is there an application of problem-based learning models and independent learning on collaborative affective.

In this research, the type of research used was a 2x2 factorial version of the postest quivalent control group design experiment. This type of research manipulates a stimulation, treats experimental conditions, then observes the effect caused by the treatment or manipulation. There are two instruments used in collecting data, namely (1) questionnaires to obtain data on independence and collaborative affective, (2) tests to obtain data on learning outcomes of higher order thinking. The collected data were then analyzed using multivariate statistical tests with the SPSS program.

The results of this study indicate that (1) the significance value of 0.000 is smaller than α = 0.05, which means that the problem-based learning model affects the learning outcomes of higher order thinking, (2) the significance value of 0.000 is smaller than α = 0.05, which means that independent learning has an effect on higher thinking learning outcomes, (3) the significance value of 0.000 is smaller than α = 0.05, which means that the problem-based learning model has an effect on collaborative affective, (4) the significance value of 0.000 is smaller than α = 0, 05 , which means that independent learning has an effect on collaborative affective, (5) the significance value of 0.000 is smaller than α = 0.05, which means that there is an interaction of problem-based learning models and independent learning on learning outcomes for higher order thinking, (6) a significance value of 0.033 More smaller than α = 0.05, which means that there is an interaction of problem-based learning models and independent learning on collaborative affective