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Model Contextual Problem Based History Learning (C-PBHL) Untuk meningkatkan Keterampilan Berpikir Kritis

Jurnal Historical Cenderawasih · Vol. 1 No. 1 (2024) · pp. 9–16

ISSN
3063-4377
Published
2024-06-12
Publisher
Program Studi Pendidikan Sejarah FKIP Universitas Cenderawasih Bekerjasama dengan P3SI
Language
eng

Abstract

One aspect of learning outcomes that needs to be developed in learning in the society 5.0 era is critical thinking skills. Critical thinking skills are characterized by ability to think at a high level and systematically to answer various problems encountered in everyday life. This research aims to test and analyze the effectiveness of the contextual problem-based learning model on students' critical thinking skills in history subjects. The method used in this research is quasi-experimental with a non-equivalent control group design model. The population in this study were all seven class X IPS students at Taruna Dharma High School, Jayapura City. The research sample was determined using a random sampling technique to determine an experimental class that used a contextual problem-based learning model and one class as a control class that used a conventional learning model. Data was collected using the test method to measure student learning outcomes in critical thinking aspect. Based on the results of this research using the t test with a significance level of 0.05, it shows a Tcount value of 9, 19 > Ttable 1.99 so that Ho is rejected and Ha is accepted, it can be concluded that the contextual problem-based history learning model is effective to improve student learning outcomes in aspect critical thinking aspect. Thus, it hoped that teachers can consider using a problem-based learning model with a contextual approach to improve students' critical thinking skills in history learning in schools.

Keywords

Collaboration network of the authors

11 authors · 21 co-authorship links

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Co-authorOrganisationJoint articles
Muhammad AqilAffiliation unknown3
KulyasinAffiliation unknown3
La Ode HasirunAffiliation unknown2
Albert RumbekwanAffiliation unknown1
Lambertus MagaiAffiliation unknown1
Susanto T. HandokoAffiliation unknown1
Meki WetipoAffiliation unknown1
Sulja Mawar FebriantiAffiliation unknown1

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://ejournal.uncen.ac.id/index.php/JHCU/oai, first harvested 1 Nov 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Model Contextual Problem Based History Learning (C-PBHL) Untuk meningkatkan Keterampilan Berpikir Kritis</dc:title>
	<dc:creator>Ayesma, Pamela</dc:creator>
	<dc:creator>Virginia Bogar, Chesi</dc:creator>
	<dc:creator>Loppies, Megiridha</dc:creator>
	<dc:subject xml:lang="en-US">Contextual</dc:subject>
	<dc:subject xml:lang="en-US">PBL</dc:subject>
	<dc:subject xml:lang="en-US">Thinking</dc:subject>
	<dc:subject xml:lang="en-US">Critical</dc:subject>
	<dc:subject xml:lang="en-US">Learning</dc:subject>
	<dc:subject xml:lang="en-US">History</dc:subject>
	<dc:description xml:lang="en-US">One aspect of learning outcomes that needs to be developed in learning in the society 5.0 era is critical thinking skills. Critical thinking skills are characterized by ability to think at a high level and systematically to answer various problems encountered in everyday life. This research aims to test and analyze the effectiveness of the contextual problem-based learning model on students' critical thinking skills in history subjects. The method used in this research is quasi-experimental with a non-equivalent control group design model. The population in this study were all seven class X IPS students at Taruna Dharma High School, Jayapura City. The research sample was determined using a random sampling technique to determine an experimental class that used a contextual problem-based learning model and one class as a control class that used a conventional learning model. Data was collected using the test method to measure student learning outcomes in critical thinking aspect. Based on the results of this research using the t test with a significance level of 0.05, it shows a Tcount value of 9, 19 &amp;gt; Ttable 1.99 so that Ho is rejected and Ha is accepted, it can be concluded that the contextual problem-based history learning model is effective to improve student learning outcomes in aspect critical thinking aspect. Thus, it hoped that teachers can consider using a problem-based learning model with a contextual approach to improve students' critical thinking skills in history learning in schools.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan Sejarah FKIP Universitas Cenderawasih Bekerjasama dengan P3SI</dc:publisher>
	<dc:date>2024-06-12</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="id-ID">Research Articles</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ejournal.uncen.ac.id/index.php/JHCU/article/view/3929</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Historical Cenderawasih; Vol. 1 No. 1 (2024); 9-16</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Historical Cenderawasih; Vol 1 No 1 (2024); 9-16</dc:source>
	<dc:source>3063-4377</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ejournal.uncen.ac.id/index.php/JHCU/article/view/3929/2784</dc:relation>
</oai_dc:dc>