PENGEMBANGAN MODEL INTEGRATED PROBLEM BASED LEARNING JEMBER UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN MENULIS PESERTA DIDIK PADA MATA PELAJARAN BAHASA INGGRIS DI SMK

DEVELOPMENT OF AN INTEGRATED PROBLEM-BASED LEARNING MODEL (JEMBER) TO ENHANCE STUDENTS' CRITICAL THINKING AND WRITING SKILLS IN ENGLISH SUBJECT AT SMK

Penelitian pengembangan ini bertujuan untuk menghasilkan model IPBL JEMBER yang layak dan efektif meningkatkan keterampilan berpikir kritis dan menulis pada mata pelajaran Bahasa Inggris di SMK Negeri 5 Jember. Pengembangan model pembelajaran ini mengintegrasikan model Problem Based Learning, Genre Based Approach, dan Writing Process Approach berbasis konten materi kejuruan.

Model IPBL JEMBER dikembangkan menggunakan prosedur pengembangan Dick and Carey. Desain penelitian ini menggunakan nonequivalent control group design. Subjek uji coba adalah 60 peserta didik kelas XI APH 1 dan 2 di SMK Negeri 5 Jember tahun ajaran 2024/2025. Kelayakan model dan sistem pendukung berupa buku model, RPP, bahan ajar, dan pedoman penilaian divalidasi oleh ahli desain, materi, media, dan uji coba pengguna. Instrumen yang digunakan adalah angket, observasi, dan tes; dianalisis dengan persentase, n-gain, dan uji-t.

Hasil penelitian membuktikan (1) model IPBL JEMBER dengan sintaks: Justify the problem, Explore the concept, Make the inveatigation, Brainstorm solution collaboratively, Evaluation, dan Revision memiliki kriteria kelayakan 94,14%. (sangat baik), (2) hasil uji-t data nilai postes keterampilan berpikir kritis diperoleh Sig. (2-tailed) 0,003 < 0,050 (efektif) dan keterampilan menulis diperoleh Sig. (2-tailed) 0,038 < 0,050 (efektif). Kesimpulannya adalah bahwa model IPBL JEMBER terbukti layak dan efektif meningkatkan keterampilan berpikir kritis dan menulis peserta didik pada mata pelajaran Bahasa Inggris

This study aims at developing a feasible and effective IPBL JEMBER model to enhance critical thinking and English writing skills at SMK Negeri 5 Jember. The development of this learning model integrates the Problem-Based Learning (PBL) model, the Genre-Based Approach, and the Writing Process Approach based on vocational content.

The JEMBER IPBL model is developed by employing the Dick and Carey development process which deals with the nonequivalent control group design. The participants are 60 students from classes XI APH 1 and 2 at SMK Negeri 5 Jember in the 2024/2025 academic year. The feasibility of the model and the supportive system in the form of model book, lesson plan, teaching material, and assessment guideline is validated by the expert of design, material, media, and user examination. The instruments used are questionnaires, observations, and tests, and analyzed using percentage, n-gain, and t-test methods.

The study shows that (1) the IPBL JEMBER model is feasible. The score is 94.14% (very good).The syntax is Justify the Problem, Explore the Concept, Conduct the Investigation, Brainstorm Solutions Collaboratively, Evaluate, and Revise, (2) the t-test result of the post-test data indicates a significant improvement in critical thinking skills with a p-value of 0.003 < 0.050 (effective), and writing skills with a p-value of 0.038 < 0.050 (effective). In conclusion, the IPBL JEMBER model is both feasible and effective in enhancing students' critical thinking and English writing skills