Model Contextual Problem Based History Learning (C-PBHL) Untuk meningkatkan Keterampilan Berpikir Kritis

Abstract

One aspect of learning outcomes that needs to be developed in learning in the society 5.0 era is critical thinking skills. Critical thinking skills are characterized by ability to think at a high level and systematically to answer various problems encountered in everyday life. This research aims to test and analyze the effectiveness of the contextual problem-based learning model on students' critical thinking skills in history subjects. The method used in this research is quasi-experimental with a non-equivalent control group design model. The population in this study were all seven class X IPS students at Taruna Dharma High School, Jayapura City. The research sample was determined using a random sampling technique to determine an experimental class that used a contextual problem-based learning model and one class as a control class that used a conventional learning model. Data was collected using the test method to measure student learning outcomes in critical thinking aspect. Based on the results of this research using the t test with a significance level of 0.05, it shows a Tcount value of 9, 19 > Ttable 1.99 so that Ho is rejected and Ha is accepted, it can be concluded that the contextual problem-based history learning model is effective to improve student learning outcomes in aspect critical thinking aspect. Thus, it hoped that teachers can consider using a problem-based learning model with a contextual approach to improve students' critical thinking skills in history learning in schools.