The effect of Problem and Learning Motivation Based Learning Model on Student’s Critical Thinking Skills in SD Negeri 104217 Sidomulyo

Eli Amos Tarigan, Dian Armanto, Mulyono Mulyono

Abstract


This study is aimed to determine: (1) whether the critical thinking skills of students taught with problem-based learning models are higher than the critical thinking skills of students taught with Direct Instruction learning models, (2) whether the critical thinking skills of students who have higher learning motivation are more higher than the critical thinking skills of students who have low learning motivation; and (3) the interaction between learning models and learning motivation on student's critical thinking skill. The population in this study were all fifth grade students of SD Negeri 104217 Sidomulyo, consisting of 2 classes with totaling 62 people. The research method used were Quasi Experiment with 2x2 factorial research design and a significance level of 0.05. The instruments used were motivation questionnaire and critical thinking skills test. Data analysis used were analysis of variance and the Tuckey test. The results showed that: (1) student's critical thinking skills taught with problem-based learning models was higher than the critical thinking skills taught with direct instruction learning models in fifth grade of SD Negeri 104217 Sidomulyo. (2) Student's critical thinking skills who have high motivation was higher than student's critical thinking skills who have low learning motivation fifth grade of SD Negeri 104217 Sidomulyo. (3) There was an interaction between the problem and learning motivation based learning model on the critical thinking skills of students in fifth grade of SD Negeri 104217 Sidomulyo. The strongest interaction that affects critical thinking skills is the highly motivated PBM model, while the weakest interaction is the low motivated direct instruction model.

Keywords


Teacher competency; learning media; interest in learning of critical thinking skills; learning motivation; problem based learning.

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DOI: https://doi.org/10.33258/birle.v2i4.551

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