Integrated Science Education Journal Vol.
No.
May 2024, pp.
ISSN: 2716-3725.
DOI: 10.
37251/isej.
The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve Students' Critical Thinking Skills Sri Anika Cahayu1.
Jodion Siburian1.
Afreni Hamidah1 1Department of Science Education.
Science Education.
Universitas Jambi.
Jambi.
Indonesia
Article Info
ABSTRACT
Article history:
Purpose of the study: The purpose of this study was to determine the effect of problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk to improve students' critical thinking skills.
Received Feb 23, 2024 Revised Apr 02, 2024 Accepted May 20, 2024 OnlineFirst May 31, 2024 Keywords:
Critical thinking skills Local wisdom Problem based learning Methodology: The research method is a quasi-experimental form of nonequivalent pretest-posttest control group design with non-probability sampling technique-purposive sampling.
The data collection techniques used critical thinking skills tests with FRISCO indicator essay tests and observation sheets.
Technical data analysis used Analysis of covariance (Ancov.
test and quantitative descriptive approach used SPSS 20 program.
Main Findings: The research results of the Ancova hypothesis test show that the corrected model sig value is 0.
000 <0.
05, then H0 is rejected and H1 is accepted.
This means that the problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk has a significant and moderate effect on improving students' critical thinking skills.
Novelty/Originality of this study: The novelty of this research is the implementation of problem-based learning (PBL) model based on local wisdom of Kerinci-Sungai Penuh area in science learning.
The limitations in the study are the competencies measured in the integrated essay test and the subject matter is the science material of substances and their changes in class VII.
This is an open access article under the CC BY license Corresponding Author:
Sri Anika Cahayu.
Department of Science Education.
Science Education.
Universitas Jambi.
Jambi.
Indonesia Jl.
Raden Mattaher No.
Jambi City.
Jambi 36123 Email: sricahayu61@guru.
INTRODUCTION
Indonesia is a developing country, in line with this, various fields need to be optimized, one of which is In the 21st century, education is the most important part as a place to improve the quality of human resources .
The world of education is required to be able to implement 21st century learning .
The 21st century learning system is a learning where the curriculum developed requires schools to change the learning approach .
The curriculum of independent learning comes as an answer to the tight competition of human resources globally in the 21st century .
The new essence of the independent curriculum refers to the local content approach, which is adapted to include cultural elements or the potential of regional local wisdom .
The 21st century learning strategy embraces critical thinking learning, problems to get solutions and the end result in the form of products that emphasize project-based and problem-based learning .
Many competencies are required to be mastered in 21 st century learning.
The competencies that need to be mastered are 4C, namely critical thinking, collaboration, communication, and creativity .
In fact, in the field, the ability of 4C is not optimal, the impact of non-optimal 4C ability can cause students to be less able to Journal homepage: http://cahaya-ic.
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master the material.
One of the most visible of the 4C abilities in everyday life that has not been optimized is critical thinking.
Critical thinking is one of the 4C competencies of the various competencies needed in the 21 st century .
Therefore, it is necessary to train critical thinking skills, especially those related to local content so that they can solve real-life problems.
Based on the results of observations of researchers at Junior high school 6 Sungai Penuh.
4C thinking skills, especially critical thinking, are still not optimal.
This can be seen when given a problem to students, students have not been able to fully focus, have not been able to provide reasons, inference, understand the situation, explain conclusion and overview.
That is what affects student scores which are classified as low.
Efforts can be made to train critical thinking skills, one of which is by familiarizing students to solve problems.
The problem-based learning (PBL) learning model can be used as an alternative to train students' critical thinking skills.
The PBL model is a problem-based learning model that emphasizes real problems that encourage students how to learn and how to collaborate and interact in groups to solve the problems they face .
This is supported by Astuti's research .
that the learning model that can improve critical thinking skills is the PBL model .
As for local content so that learning material is more contextualized, changing abstract material to be more real, local wisdom bases can be used.
This is because the problem-based learning model provides problems related to solving real-life problems .
This is in line with Avitrananda's research .
, which states that the implementation of PBL based on local wisdom can improve critical thinking skills, because students have prior knowledge about the local wisdom of the area, so that students become active in the learning process and students can think critically .
The local wisdom taken in this study is the making of lemang kancung beruk, which is wrapped using a semar bag (Nepenthes s.
which is served at the kenduri sko traditional event .
Lemang kancung beruk is the local wisdom of the Kerinci region which is a specialty of the Lempur area from glutinous rice wrapped in a semar bag (Nepenthes s.
, this food has been passed down from generation to generation and is usually eaten using crimson sauce .
The genus Nephentes has several species based on their different characteristics and morphological characteristics, namely Nephente gracilis.
Nephente mirabilis.
Nephentes rafflesiana and Nephentes ampullaria .
Not all types of Nephentes can be used as a container for lemang kancung beruk, only the genus Nephentes ampullaria which is flask-shaped or ovoid can be used as a container for making lemang kancung beruk.
Lemang is identical to being cooked in bamboo and then burned .
However, lemang kancung beruk has a difference, the way to wrap this lemang is unique because it uses a semar bag and then cooked by steaming.
Lemang Kancung Beruk was chosen because the process of making lemang is closely related to the science of substances and their changes in class VII junior high school regarding the form of substances from ingredients, changes in the form of substances and physical and chemical changes in the process of making lemang kancung beruk.
Based on this background, it is necessary to conduct research to see how the effect of problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk to improve students' critical thinking skills.
Therefore, researchers are interested in conducting research with the title "The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve Students' Critical Thinking Skills".
The urgency of this research is that it can improve students' critical thinking skills and can also preserve and introduce the local wisdom of the local area which is almost lost to the next generation.
RESEARCH METHOD
This research method is a quasi-experimental type of non-equivalent form with prettest and posttes control group design.
The population in this study were all students of junior high school 6 Sungai Penuh, the research sample was class VII and the research subjects were class VII A and VII B with a total of 36 students, 18 students each from class VII A as an experimental class and class VII B as a control class.
The sampling technique in the study was purposive sampling.
Table 1.
Pretest-Posttest Control Group Desain Class Pretest Treatment Postest Experimental Control The data collection techniques used critical thinking skills tests with FRISCO indicator essay tests and observation sheets.
According to Ennis' theory .
critical thinking indicators are classified into five parts, which are abbreviated as FRISCO: F (Focu.
R (Reaso.
I (Inferenc.
S (Situatio.
C (Clarit.
O (Overvie.
Student critical thinking skills score categories in Table 2.
The instruments in the study consisted of two essay tests and observation sheets for the implementation of the syntax of the learning model that had been validated by a professional lecturer.
The lattice of critical thinking skills in Table 3.
The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve A (Sri Anika Cahay.
A ISSN: 2716-3725 Technical data analysis used Analysis of covariance (Ancov.
and quantitative descriptive approach used SPSS 20 program.
Analysis of Covariance (Ancov.
is a statistical method that combines the principles of analysis of variance (Anov.
with control variables referred to as covariates.
The purpose of Ancova is to compare the means of two or more groups, controlling for the influence of one or more selected covariate Covariate variables are variables that are believed to have a potential influence on the dependent variable, but are not included in the research design as independent variables .
Ancova data analysis has prerequisite tests which are the normality test, homogeneity test, and linearity test.
Ancova test criteria if the sig> 05 then H0 is accepted, which means there is no effect of problem-based learning (PBL) model based on local wisdom to improve students' critical thinking skills and if the sig <0.
05 then H 0 is rejected, which means there is an effect of the problem-based learning (PBL) model based on local wisdom to improve students' critical thinking skills.
Table 2.
Category of Student Critical Thinking Skills Score Interval Value Category Very Critical Critical Quite Critical Less Critical Uncritical Table 3.
Critical Thinking Skills Question Grid Critical thinking indicators Indicator question F (Focu.
1 Describe the characteristics of the form Focusing the question or issue of substances appropriately identify information and problems 2 Comparing the states of matter of the objects presented R (Reaso.
1 Argue the types of changes in the form Analyzing arguments, express an of substances opinion based on relevant facts or 2.
2 Provide arguments about changes in the form of substances from the examples of changes presented I (Inferenc.
1 Conclude the types of changes in the Make a reasoned or convincing form of substances.
2 Summarize the characteristics of the results of substance changes.
S (Situatio.
1 Comparing experimental results of understand the situation in thinking, examples of changes in substances use information that is appropriate 4.
2 Categorize the chemical changes of a to the problem substance from the displayed problem C (Clarit.
1 Provide further explanation of the Provide further explanation of the concept of substance density meaning or terms used.
2 Provide further explanation of the principle of substance density O (Overvie.
1 Measuring the density of a substance Reviewing, checking, or correcting 2 Make decisions on the results of experiments on the problem results thoroughly the density of substances Question
RESULTS AND DISCUSSION
This research was conducted at junior high school 6 Sungai Penuh.
Jambi in the first semester of the 2023/2024 school year in class VII.
The implementation of this research takes place for 4 meetings with the same material, namely substance and its changes.
Data on Critical Thinking Skills The results of the experimental class critical thinking skills percentage in Figure 1 show an increase in pretest and posttest scores.
The very critical category from pretest to posttest 0% to 83.
33%, critical category 0% 67%, quite critical 77.
78% to 0%, less critical 22.
22% to 0% while the lowest 0% in the uncritical This shows an increase in critical thinking skills with the treatment of PBL models based on local In.
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83,33
77,78
Pretest Postest Very Critical Sangat Kritis Critical Kritis 22,22 16,67 % Critical Thinking Skills In.
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The results of the acquisition of the percentage of critical thinking skills of the control class in Figure.
also have an increase from pretest to posttest scores.
The category is very critical from 0% to 16.
67%, and the highest category is critical in the posttest score of 77.
78% from the pretest score of 0%, quite critical 66.
67% to 56%, less critical 27.
78% to 0%, while the lowest in the category is not critical 0%.
This also shows that there is an increase in critical thinking skills with the direct learning (DL) learning model.
Based on the KBK criteria in Figure.
1 and Figure.
2, it shows that both learning models have increased critical thinking skills from pretest and posttest scores.
However, the comparison between the two learning models applied, shows that the experimental class of the PBL model based on local wisdom in making lemang kancung beruk is very critical category than the direct learning (DL) model.
Quite Less Critical Uncritical CukupCritical Kritis Kurang Kritis Tidak Kritis Critical Thinking Skills Criteria Figure 1.
Category Diagram of KBK Experimental Class
66,67
27,78
Pretest
16,67
5,56
5,56
% Critical Thinking Skills 77,78 Postest Very Critical Sangat Kritis Critical Kritis Quite Critical Less Critical Uncritical Cukup Kritis Kurang Kritis Tidak Kritis Critical Thinking Skills Criteria Figure 2.
Category Diagram of KBK Control Class Data Analysis Prerequisite Test 1 Pretest Data Analysis Based on the data normality test Table.
3 obtained pretest control class value sig.
= 0.
olumnogorov-smirnov tes.
The value of 0.
171>0.
05 means that the pretest control class data comes from a normally distributed population.
While the sig.
value of the experimental class pretest 0.
096>0.
05 means that the experimental class pretest value is normally distributed.
So it can be concluded that the pretest data of both classes comes from a normally distributed population.
Class Class VII- B Class VII-A Table 4.
Prestest Data Normality Test Results Test of Normality Kolmogorov-Smirnova Statistic Control Experiment Sig.
Based on data calculations with SPSS Table.
4, the significance value .
based on the mean, median, median and df and the average of the pretest data values of the control and experimental classes is greater than the value .
with a mean sig value of 0.
518>0.
05, median sig = 0.
457>0.
05, median and df sig value 457>0.
05 and based on the average sig value 0.
520>0.
05, so it can be concluded that both variances are The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve A (Sri Anika Cahay.
A ISSN: 2716-3725 Data Pretest Class * Data Pretest Table 5.
Pretest Homogeneity Test Results Test of Homogeneity of Variance Levene Statistic Based on Mean Based on Median Based on Median and with adjusted df Based on trimmed mean Sig.
Table 6.
Linearity Test Results of Pretest Data Sum of Squares Df Mean Square (Combine.
Between Linearity Groups Deviation from Linearity Within Groups Total Sig.
Based on the results of data processing with SPSS in Table.
5, the sig value is greater than the value of 05 or 0.
810> 0.
05, so the relationship between the control class pretest data variables and the experimental class is linear.
2 Postest Data Analysis Based on the data normality test in Table.
6, the sig value of the posttest control class = 0.
olumnogorov-smirnov tes.
The value of 0.
182>0.
05 means that the posttest control class data comes from a normally distributed population.
While the sig.
value of the experimental class postest 0.
146>0.
05 means that the experimental class postest value is normally distributed.
So it can be concluded that the postest data of both classes comes from a normally distributed population.
Kelas Class VII- B Class VII-A Data Postest Table 7.
Posttest Data Normality Test Results Test of Normality Kolmogorov-Smirnova Statistic Control Eksperimen Table 8.
Posttest Homogeneity Test Results Test of Homogeneity of Variance Levene Statistic Based on Mean Based on Median Based on Median and with adjusted df Based on trimmed mean Sig.
Sig.
Based on data calculations with SPSS Table.
7, the significance value .
based on the mean, median, median and df and the average of the posttest data values of the control and experimental classes is greater than the value .
with a mean sig value of 0.
128>0.
05, median sig 0.
139>0.
05, median and df sig value 140>0.
05 and based on the average value sig 0.
114>0.
05, so it can be concluded that both variances are Kelas * Data Postest Table 9.
Linearity Test Results of Postest Data Sum of Squares df Mean Square (Combine.
Between Linearity Groups Deviation from Linearity Within Groups Total In.
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Based on the results of data processing with SPSS above, it appears that the sig value is greater than the value of 0.
05 or 0.
070> 0.
05, so the relationship between the control class posttest data variables and the experimental class is linear.
Judging from the analysis of the prerequisite tests of normality, homogeneity and linearity tests of pretest and postest data, the Ancova hypothesis test is fulfilled.
3 Hypothesis Test The ancova test is used to test whether there is a difference in the average critical thinking skills of students from 2 classes, namely the control class with the direct learning (DL) learning model and the experimental class PBL model based on local wisdom in making lemang kancung beruk.
Analysis of the average pretest and posttest results with covariates is the pretest score can be seen in Table.
Table 10.
Results of Ancova Hypothesis Test Tests of Between-Subjects Effects Dependent Variable: Postest Kemampuan Berpikir Kritis Source Type i Sum Mean Square of Squares Corrected Model Intercept Pretest Learning Model Error Total Corrected Total R Squared = .
602 (Adjusted R Squared = .
Sig.
Partial Eta Squared Based on Table.
SPSS output of Ancova test shows that the sig value for the learning model = 0.
which means it is smaller than the value of 0.
05 or the sig value of 0.
000 <0.
05, so it can be concluded that H 0 is rejected and H1 is accepted, which means that the application of problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk has a significant effect on students' critical thinking skills.
This statement indicates that the Ancova assumption has been met.
In accordance with Table.
9, the effect size test uses the Ancova test which is seen in the Corrected Model column which is known to be Partial Eta Squared of 0.
600 with a Sig.
value of 0.
This shows that the local wisdom-based PBL learning model has a moderate effect on students' critical thinking skills.
In line with the opinion of Cohen .
, if the effect size measurement number ranges from 0.
00, it means that it has a moderate effect size .
The results of the Ancova hypothesis statistical test obtained that the sig value = 0.
000, which means it is smaller than the value of 0.
05 or the sig value of 0.
000 <0.
H0 is rejected and H1 is accepted so it can be concluded that there is a significant difference between the effect of the use of PBL models based on local wisdom on making lemang kancung beruk on students' critical thinking skills.
The increase in students' critical thinking skills in the local wisdom-based PBL model is supported by several theories that reveal some of the advantages of the local wisdom-based PBL model over other learning models, namely problem orientation by presenting several cases and phenomena at the beginning of learning, students deepen knowledge about what is already known and what needs to be known to solve the cases presented, the emphasis of learning is completed through group work as an increase in student experience in cooperation activities and relationships in groups.
In addition, the PBL model that is associated with the use of local local wisdom in the manufacture of lemang kancung beruk junior high school science material substances and their changes can increase knowledge, increase learning outcomes of students' critical thinking skills.
This is because local wisdom-based learning is oriented towards the integrity of the culture or traditions of the community, more contextualized in learning materials .
The things that cause PBL models based on local wisdom are better in improving students' critical thinking skills than learning with direct learning (DL) models, namely problem-based learning models emphasize real-world problems as a context for students to learn about critical thinking and problem-solving skills, local wisdom-based learning makes students more active and easy to interact because it is close to the concept of learning and the surrounding environment.
In addition, the material presented is not far from what is often seen or done in everyday life, so that it can provide new experiences in learning.
This is also in line with Kartika's research .
, that critical thinking skills using the wisdom-based PBL model provide a significant difference in influence compared to learning in students who use other learning models .
The results of other studies also show that the application of PBL plays an important role in improving student skills which is identical to involving students actively tends to encourage students to improve their critical thinking skills .
The Effect of Problem Based Learning (PBL) Model Based on Local Wisdom to Improve A (Sri Anika Cahay.
A ISSN: 2716-3725 The results of essay questions using six indicators of students' critical thinking skills according to Ennis .
, which is the FRISCO indicator, obtained the average percentage of posttest indicators of critical thinking skills .
The percentage diagram (%) of critical thinking skill posttest indicators shows that the results of the experimental class FRISCO indicators are higher than the control class.
The results of data analysis show that the highest critical thinking skills facts on the FRISCO indicators of the experimental class are on the focus and reason indicators .
%), the high focus and reason indicators in the study were influenced by the readiness and proficiency of the teacher to turn on the learning atmosphere to stay focused and interested.
In addition, the high percentage of mastery of students' KBK questions on focus and reason indicators can be caused by several factors including the application of learning strategies that are in accordance with student needs, learning based on local wisdom, learning innovations utilizing technology and material substances and their changes related to everyday life .
According to Nur .
, the focus and reason indicators can be improved in the local wisdom-based PBL learning process at the problem orientation stage and the stage of organizing students in learning .
The next critical thinking skills indicator is followed by inference and situation .
%), inference is that students are able to conclude the results of observations from an experiment, consisting of making reasonable and convincing conclusions.
In the application of the local wisdom-based PBL model in the experimental class, the inference indicator is given a discourse in the form of learner worksheet, students are asked to completelearner worksheet in groups, concluding the results of observations.
According Nur .
This indicator can be improved in the learning process of PBL based on local wisdom at the stage of developing individual or group experiences .
The situation indicator is the ability of students to predict the results of observations on an experiment .
This indicator is presented by understanding the situation of the state of mind to help clarify the case or problem through understanding the relevant terms and parts.
In line with Lidiawati .
that the situation indicator is the ability to predict the results of observations .
The application of the local wisdom-based PBL model in the experimental class, the situation indicator is carried out by the teacher by explaining the experiment, observation or field situation visited, students will predict the results of observations related to substance material and its changes in making lemang kancung beruk.
The last two indicators are clarity .
%) testing students' ability to identify types of substance changes, and overview .
%) emphasizing the ability of students to be able to verify, make decisions or conclusions as a whole from what they think.
In applying the PBL model based on local wisdom in the experimental class, the clarity indicator makes observations, observations in the field, classifies the types of changes in substances from what is observed and then presents.
While overview, question and answer, discussion about what was presented, and making conclusions from decisions thoroughly related to the material.
The overview indicator has the lowest score of the six indicators.
This is due to several factors including overview seen from the learning syntax in the closing stage, where student focus and concentration are Another factor is that some students do not carry out checking and checking activities from start to So that some experience problems in making decisions or conclusions as a whole from what is observed.
In addition, students' memory capacity to remember learning from four meetings is limited, they remember more sub-chapters than the whole at once.
This is in line with Setiana's research .
, showing that the overview indicator is the lowest indicator of FRISCO, the reason is because based on the questionnaire analysis of the overview of the FRISCO critical thinking skills indicators in her research, students understand the material subchapters more than the material as a whole or make a comprehensive decision from what is done .
The high criteria for students' critical thinking skills in the experimental class in the very critical category were also influenced by several factors, including the implementation of the local wisdom-based Problem-based learning (PBL) learning model which was well implemented based on the observers' Observation is one way to see the implementation of the learning model of teacher and student activities in the learning process .
So that critical thinking skills are very important in the learning process because this ability provides opportunities for students to learn through problem solving by connecting some knowledge with real life concepts .
The novelty of this research is the implementation of problem-based learning (PBL) model based on local wisdom of Kerinci-Sungai Penuh area in science learning.
The limitations in the study are the competencies measured in the integrated essay test and the subject matter is the science material of substances and their changes in class VII.
CONCLUSION
The conclusion in this study is that there is an effect of the local wisdom-based Problem Based Learning model to improve students' critical thinking skills.
The results of data analysis using Ancova test significance corrected model sig 0.
000 < 0.
05, so it can be concluded that H 0 is rejected and H1 is accepted, which means that the application of problem-based learning (PBL) model based on local wisdom in making lemang kancung beruk In.
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has a significant and moderate effect on students' critical thinking skills seen from the results of the effect size test with a sig value of 0.
600 > 0.
This statement indicates that the Ancova assumption has been met.
ACKNOWLEDGEMENTS
The author would like to thank the Head of junior high school 6 Sungai Penuh Yafri Juned.
Pd who has allowed and given flexibility to researchers to research students so that it can be useful for the implementation of learning in the future.
Thank you also to the observer teachers Mrs.
Revny Natalia.
Si and Mr.
Amperianadi.
Pd and the documentation team from the school Mrs.
Leni Hestusi.
Kom and Mr.
Fakhruddin.
Sos who have helped the implementation of this research.
Thank you to all parties involved in this research who cannot be mentioned one by one.
REFERENCES