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Problem-Based Learning with Argumentation as a Hypothetical Model to Increase the Critical Thinking Skills for Junior High School Students

Jurnal Pendidikan IPA Indonesia · Vol. 9 No. 3 (2020) · pp. 340–350

DOI
10.15294/jpii.v9i3.19282
ISSN
2089-4392, 2339-1286
Published
2020-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

The Problem-Based Learning with Argumentation (PBLA) model is a development model of Problem-Based Learning (PBL) added to the Toulmin Argumentation activity to increase the critical thinking skill in junior high school. The research aims to determine the feasibility of PBLA in terms of its validity and effectiveness. The research samples are two groups of students (class 1 and class 2) with 26 students in each class. Before learning to use PBLA, each class was given a pretest, and after learning to use PBLA were also given a posttest. PBLA validity data were obtained through validity sheets and analyzed through expert agreement. PBLA effectiveness data was obtained through critical thinking skill tests and analyzed by paired t-test, n-gain, and two-average similarity test. The results showed that the content validity and the construct validity categorized as valid with a score of 3.5 and 3.3. The reliability scores obtained are 77.10% and 77.67%. The critical thinking skill data showed a significant increase in critical thinking skill at α = 5%, the average n-gain was categorized high, and there was a similarity in increasing critical thinking skills for the two classes. In conclusion, PBLA is effective in increasing critical thinking skills for junior high school students

Keywords

Collaboration network of the authors

22 authors · 45 co-authorship links · 16 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Negeri Surabaya
  • Universitas Pendidikan Ganesha
  • Universitas Muhammadiyah Purworejo
  • Universitas Madura
  • Indonesia University of Education
  • Alanya Alaaddin Keykubat Üniversitesi
  • The University of Queensland
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
W. WidodoUniversitas Negeri Surabaya2
Ida KaniawatiIndonesia University of Education1
Heny Ekawati HaryonoUniversitas Negeri Surabaya1
Binar Kurnia PrahaniAffiliation unknown1
Moh ZayyadiUniversitas Madura1
Muhammed Akif KurtuluşAlanya Alaaddin Keykubat Üniversitesi1
Martini MartiniUniversitas Negeri Surabaya1
Muhamad Arif MahdiannurUniversitas Negeri Surabaya1
Ahmad QosyimUniversitas Negeri Surabaya1
I Wayan SuastraUniversitas Pendidikan Ganesha1
Ni Putu RistiatiUniversitas Pendidikan Ganesha1
Luh Putu Budi YasminiUniversitas Pendidikan Ganesha1
Miftakhul Ilmi Suwignya PutraUniversitas Negeri Surabaya1
Nur ShofiyahUniversitas Negeri Surabaya1
Zainul Arifin Imam SupardiUniversitas Negeri Surabaya1
Sitti Rahma YunusThe University of Queensland1
I Gusti Made SanjayaUniversitas Negeri Surabaya1
Suci PrihatiningtyasUniversitas Negeri Surabaya1
Tjipto PrastowoUniversitas Negeri Surabaya1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
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	<dc:title xml:lang="en-US">Problem-Based Learning with Argumentation as a Hypothetical Model to Increase the Critical Thinking Skills for Junior High School Students</dc:title>
	<dc:creator>Akhdinirwanto, R. W.</dc:creator>
	<dc:creator>Agustini, R.</dc:creator>
	<dc:creator>Jatmiko, B.</dc:creator>
	<dc:subject xml:lang="en-US">PBLA; critical thinking skills; junior high school</dc:subject>
	<dc:description xml:lang="en-US">The Problem-Based Learning with Argumentation (PBLA) model is a development model of Problem-Based Learning (PBL) added to the Toulmin Argumentation activity to increase the critical thinking skill in junior high school. The research aims to determine the feasibility of PBLA in terms of its validity and effectiveness. The research samples are two groups of students (class 1 and class 2) with 26 students in each class. Before learning to use PBLA, each class was given a pretest, and after learning to use PBLA were also given a posttest. PBLA validity data were obtained through validity sheets and analyzed through expert agreement. PBLA effectiveness data was obtained through critical thinking skill tests and analyzed by paired t-test, n-gain, and two-average similarity test. The results showed that the content validity and the construct validity categorized as valid with a score of 3.5 and 3.3. The reliability scores obtained are 77.10% and 77.67%. The critical thinking skill data showed a significant increase in critical thinking skill at α = 5%, the average n-gain was categorized high, and there was a similarity in increasing critical thinking skills for the two classes. In conclusion, PBLA is effective in increasing critical thinking skills for junior high school students</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">University of Muhammadiyah Purworejo</dc:contributor>
	<dc:date>2020-09-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/19282</dc:identifier>
	<dc:identifier>10.15294/jpii.v9i3.19282</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 9, No 3 (2020): September 2020; 340-350</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v9i3</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Pendidikan IPA Indonesia</dc:rights>
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