IMPLEMENTATION OF THE FOCUS GROUP DISCUSSION-BASED PBL LEARNING MODEL TO IMPROVE STUDENT CRITICAL THINKING SKILLS AND ACTIVE LEARNING IN SOCIAL STUDIES AT SMPN 03 KOLAKA

Anisa Anisa; Juwirda Juwirda; Muhammad Radit Aditya; Muhammad Afdal; Resti Karmila

doi:10.31327/gsej.v5i2.2765

IMPLEMENTATION OF THE FOCUS GROUP DISCUSSION-BASED PBL LEARNING MODEL TO IMPROVE STUDENT CRITICAL THINKING SKILLS AND ACTIVE LEARNING IN SOCIAL STUDIES AT SMPN 03 KOLAKA

Anisa Anisa⁽¹⁾, Juwirda Juwirda⁽²⁾, Muhammad Radit Aditya⁽³⁾, Muhammad Afdal⁽⁴⁾, Resti Karmila^(5*),

(1) Universitas Sembilanbelas November Kolaka
(2) Universitas Sembilanbelas November Kolaka
(3) Universitas Sembilanbelas November Kolaka
(4) Universitas Sembilanbelas November Kolaka
(5) SMA Negeri 1 Tanah Pinoh
(*) Corresponding Author

Abstract

This study aims to determine the effect of the implementation of the Problem Based Learning (PBL) learning model based on Focus Group Discussion (FGD) on improving students' critical thinking skills and activeness in Social Sciences (IPS) learning at SMPN 03 Kolaka. This type of research is a quasi-experimental study with a non-equivalent control group design. The research subjects consisted of two classes, namely class VIII A as the experimental class using the PBL model based on FGD and class VIII B as the control class using the conventional learning model. Data were collected through critical thinking ability tests and student activeness observation sheets. The results showed that the implementation of the PBL model based on FGD did not have a significant difference in improving students' critical thinking skills and activeness compared to conventional learning. The reasons for this result were due to the relatively short duration of the implementation of the learning model, diverse critical thinking and communication skills, and the teacher's role as a facilitator of the discussion process that had not run optimally.

Keywords

critical thinking; focus group discussion; student activity; problem based learning

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References

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DOI: https://doi.org/10.31327/gsej.v5i2.2765

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