Pengaruh Penerapan Model Problem-Based Learning terhadap Keterampilan Berpikir Kritis Siswa Kelas X dalam Pembelajaran Tahapan Penelitian Sejarah di SMKS YPM 2 Taman

THE EFFECT OF THE IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL ON THE CRITICAL THINKING SKILLS OF TENTH GRADE STUDENTS IN LEARNING THE STAGES OF HISTORICAL RESEARCH AT SMKS YPM 2 TAMAN

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Based Learning terhadap keterampilan berpikir kritis siswa kelas X dalam pembelajaran Tahapan Penelitian Sejarah di SMKS YPM 2 Taman. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe pretest-posttest control group design. Subjek penelitian berjumlah 56 siswa yang terdiri atas 28 siswa pada kelas eksperimen dan 28 siswa pada kelas kontrol. Pengumpulan data dilakukan melalui tes keterampilan berpikir kritis, observasi, dan dokumentasi. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, Independent Sample t-Test, dan effect size (Cohen's d). Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning berpengaruh signifikan terhadap keterampilan berpikir kritis siswa, ditunjukkan oleh nilai signifikansi sebesar 0,001 (<0,05). Rata-rata nilai posttest kelas eksperimen sebesar 80,64 lebih tinggi dibandingkan kelas kontrol sebesar 69,36. Nilai effect size sebesar 0,925 menunjukkan bahwa penerapan model Problem Based Learning memberikan pengaruh yang besar terhadap peningkatan keterampilan berpikir kritis siswa. Dengan demikian, model Problem Based Learning efektif digunakan sebagai alternatif pembelajaran untuk meningkatkan keterampilan berpikir kritis siswa pada materi Tahapan Penelitian Sejarah.

Kata Kunci: Problem Based Learning, keterampilan berpikir kritis, pembelajaran sejarah, quasi experimental, Tahapan Penelitian Sejarah.

This study aimed to determine the effect of implementing the Problem Based Learning (PBL) model on the critical thinking skills of tenth grade students in learning the Stages of Historical Research at SMKS YPM 2 Taman. This study employed a quantitative approach using a quasi experimental method with a pretest-posttest control group design. The research subjects consisted of 56 students, including 28 students in the experimental class and 28 students in the control class. Data were collected through critical thinking tests, classroom observations, and documentation. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, the Independent Samples t-Test, and Cohen’s d effect size. The findings revealed that the implementation of the Problem Based Learning model had a significant effect on students’ critical thinking skills, as indicated by a significance value of 0.001 (p < 0.05). The mean posttest score of the experimental class was 80.64, which was higher than that of the control class (69.36). Furthermore, the effect size value of 0.925 indicated a large effect of the Problem Based Learning model on improving students’ critical thinking skills. Therefore, the Problem Based Learning model is effective as an alternative instructional approach to enhance students’ critical thinking skills in learning the Stages of Historical Research.

Keywords: Problem Based Learning, critical thinking skills, history learning, quasi experimental, Stages of Historical Research.