Adawiah, Rabiatul (2019) Pengembangan Model Pembelajaran Filsafat Dengan Story And Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa. Disertasi, Pascasarjana.

	Text PERNYATAAN.pdf Download (673kB)
	Text AWAL.pdf Download (2MB)
	Text ABSTRAK.pdf Download (184kB)
	Text BAB I.pdf Download (296kB)
	Text BAB II.pdf Restricted to Repository staff only Download (1MB)
	Text BAB III.pdf Download (1MB)
	Text BAB IV.pdf Download (1MB)
	Text Bab V.pdf Download (1MB)
	Text BAB VI.pdf Download (113kB)
	Text DAFTAR PUSTAKA.pdf Download (188kB)
	Text LAMPIRAN.pdf Download (73kB)

ABSTRAK

Critical thinking is one of the important skills which should be acquired by university students. However, their ability of the students to think critically is considered low, and thus, lecturers are expected to improve this critical thinking ability in various ways. One of them is by improving the quality of learning. This research is aimed at describing philosophy learning model occurs in universities nowadays. More specifically, this research is intended to describe the developing (the shaping) of philosophy learning model to improve the students’ critical thinking ability, as well as to describe the effectiveness of philosophy learning model using story and problem based learning to improve university the students’ critical thinking ability. This study used Research and Development (R&D) method with following procedures: preliminary study, developing and validating model with quasi experimental design and non-equivalent control group design with pretest and posttest. The qualitative data are analyzed by using Miles and Huberman model, namely: data reduction, data presentation, and data verification, while the quantitative data are analyzed by: (1) critical thinking test tool called CVR (Content Validity Ratio), measuring instruments validity with product moment correlation and its reliability with Alpha formula; (2) experts test analysis on CVR model design; (3) validity analysis on philosophy learning model with T-test (parametric statistical test), namely independent T-test and paired T-test using SPSS release 23.0 for windows. This research found out that; First, the evaluation result on the critical thinking ability of the university students is low. This is because the current philosophy learning model either the goal and objectives, the design, the implementation, or the evaluation of learning are not directed to the improvement of students’ critical thinking ability yet. Second, the last model (the final product) of philosophy learning model: a) conceptually, the philosophy learning model which is developed used story and problem based learning which directed to improve the students’ critical thinking ability; b) The design of the philosophical learning model used story and problem based learning consists of objectives, materials, methods, learning sources and medias, and evaluation; c) the implementation of this model consisted of preliminary activities, main or core activities, and post activities, and the process of teaching and learning is conducted actively and communicatively; d) the evaluation result on the developed model showed that philosophy learning model using story and problem vi based learning is reliable and appropriate to be used as a model of teaching and learning philosophy. Third, philosophy learning model using story and problem based learning is significantly effective to improve the critical thinking ability of the university students. This is supported by the validation test result using quasi experimental design with non-equivalent control group design with pretest and posttest, namely: SPBL class with an average increase in the value of critical thinking skills from 11.0323 (medium) to 19.2903 (high), with an average difference of 8.26. Control class with an average increase in the value of critical thinking skills from 11,5806 (medium) to 14.9032 (medium), with the average difference being 3.32. Then after hypothesis testing with Independent Samples T-Test, the result of t count is 8.130 with probability (sig.) 0.000. Because the probability is smaller < than 0.05, then H0 is rejected. This showed that there are significant differences in increasing the value of students' critical thinking between the SPBL class and the control class. The results of thise comparisons showed that this philosophy learning model using story and problems based learning is effective to improving the critical thinking ability of the university students

Actions (login required)

View Item