Pengembangan Model Collaborative Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis, Kolaboratif Dan Pemecahan Masalah Mahasiswa FKIP Universitas Muhammadiyah Surabaya

The Development of Collaborative Problem Based Learning to Improve Students’ Critical Thinking, Collaborative and Problem Solving skills in Faculty of Education and Teacher Training, Universitas Muhammadiyah Surabaya

ABSTRAK

Hendarwati, Endah, 2021 Pengembangan Model Collaborative Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis, Kolaboratif Dan Pemecahan Masalah Mahasiswa FKIP Universitas Muhammadiyah Surabaya. Disertasi, Program Studi Teknologi Pendidikan, Pascasarjana Universitas Negeri Surabaya, Pembimbing: (1) Prof. Dr. Luthfiyah NurlaelaM.Pd dan (2) Dr. Dr. Bachtiar S Bachri, M.Pd

            Kata Kunci: Model CPBL, Berpikir Kritis, Kolaboratif dan Pemecahan Masalah

Penelitian ini bertujuan untuk menghasilkan model Collaborative Problem Based Learning (CPBL) yang layak, efektif dan praktis untuk meningkatkan kemampuan berpikir kritis, kolaboratif dan pemecahan masalah pada mahasiswa Program studi PGSD FKIP UMSurabaya.

Penelitian ini merupakan model pengembangan yang mengadaptasi langkah model Borg and Gall (2003) dengan melalui 10 tahapan. Subjek penelitian mahasiswa PGSD FKIP universitas Muhammadiyah Surabaya. Instrumen pengumpulan data meliputi; (1) lembar validasi untuk memperoleh data kelayakan model CPBL dan perangkat pembelajarannya, (2) lembar observasi keterlaksanaan pembelajaran untuk memperoleh data kepraktisan model CPBL dan perangkat pembelajarannya, (3) Lembar penilaian kemampuan berpikir kritis, pemecahan masalah, dan lembar observasi kemampuan kolaboratif untuk memperoleh data keefektifan model CPBL.

Hasil penelitian ini menunjukkan bahwa (1) Model CPBL memiliki kelayakan sebesar 3,94 (sangat baik), dan perangkat pembelajaran model CPBL memiliki kelayakan RPS sebesar 3,86 (sangat baik), RP sebesar 3,90 (sangat baik), LKM sebesar 3,92 (sangat baik), lembar kemampuan berpikir kritis sebesar 3,95 (sangat baik), lembar kemampuan pemecahan masalah sebesar 3,94 (sangat baik) dan lembar kemampuan kolaborasi sebesar 3,95 (sangat baik). Hasil hitung Pearson correlation rata-rata  0,632 > 0,60 dan hasil hitung reliabilitas Cronbach’s Alpha kemampuan berpikir kritis sebesar  0,918, kemampuan kolaboratif sebesar 0,914, dan kemampuan pemecahan masalah sebesar 0,934 dan, (2) Model CPBL memiliki kepraktisan dengan hasil rerata keterbacaan buku model sebesar 3,87 (sangat mudah dipahami) dan hasil keterlaksanaan sintak model CPBL sebesar 95,1 % (sangat baik), (3)  Model CPBL efektif meningkatkan kemampuan berpikir kritis dengan hasil equal variance assumed dengan nilai sig (2-tailed) sebesar 0,000 < 0,05  (signifikan),  (4) Model CPBL efektit meningkatkan kemampuan pemecahan masalah dengan hasil equal variance assumed dengan nilai sig (2-tailed) sebesar 0,000 < 0,05 (signifikan), (5) Model CPBL efektif meningkatkan kemampuan kolaborasi dengan hasil equal variance assumed dengan nilai sig (2-tailed) sebesar 0,000 < 0,05  (signifikan).

ABSTRACT

Hendarwati, Endah, 2021. The Development of Collaborative Problem Based Learning to Improve Students’ Critical Thinking, Collaborative and Problem Solving skills in Faculty of Education and Teacher Training, Universitas Muhammadiyah Surabaya. Dissertation, Educational Technology Study Program, Graduate School of Universitas Negeri Surabaya, Advisors: (1) Prof. Dr. Luthfiyah Nurlaela, M.Pd and (2) Dr. Bachtiar S Bahri, M.Pd

Keywords: Collaborative Problem Based Learning Model, Critical Thinking, Collaborative and Problem Solving

This study aims to produce a feasible, practical and effective CPBL (Collaborative Problem Based Learning) model to improve students’ critical thinking, collaborative and problem solving skills in Faculty of Education and Teacher Training, Universitas Muhammadiyah urabaya.

This development research adapted the steps of the Borg and Gall (2003) model consisted of 10 stages. The instrument in data collection  were; (1) validation sheets to obtain data on the feasibility of CPBL model and its learning tools, (2) learning implementation observation sheets to obtain practicality data for CPBL model and learning tools, (3) instruments for assessing critical thinking skills, problem solving, and Collaborative ability observation sheet to obtain data on the effectiveness of CPBL model in improving critical thinking, collaborative and problem solving skills. Data on the feasibility and practicality of the model were analyzed using the t-test (independent sample).

The results of this study were as follows (1) CPBL model had a feasibility of 3.94 categorized as very good, and the learning tool in CPBL model had very high feasibility as seen from the results of the syllabus analysis of 3, 86, categorized as very good, lesson plan of 3.90 categorized as very good, the students worksheet of 3.92 categorized as very good, instrument of critical thinking skills of 3.95 categorized as very good, instrument of problem solving skills of 3.94 categorized as very good and collaboration ability instruments of 3, 95 categorized as very good. The results of Pearson correlation average was 0.632> 0.60 and Cronbach's Alpha reliability calculation on the critical thinking skills was 0.918, the problem solving ability was 0.934 and the collaborative skills was 0.914, (2) The CPBL model showed the high practicability, critical thinking, problem solving and collaboration where the mean book readability of the two practitioners was 3.87, categorized as very easy to understand and the results of the syntax implementation of the CPBL model was 95.1% categorized as very good, (3) CPBL model effectively improved critical thinking skills with the results equal variance assumed with a sig (2-tailed) value of 0.000 <0.05 (significant), (4) The effective CPBL model increased problem-solving skills with equal variance assumed results with a sig (2-tailed) value of 0.000 <0.05 ( significant), (5)) CPBL model effectively improved collaborative skill with the result of the equal variance assumed with a sig (2-tailed) value of 0.000 <0.05 (significant).