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Students’ Mathematical Critical Thinking Ability Reviewed from Learning Motivation in Problem Based Learning Model Assisted by Google Sites

Unnes Journal of Mathematics Education · Vol. 14 No. 1 (2025) · hlm. 22–35

DOI
10.15294/ujme.v14i1.22151
ISSN
2460-5840, 2252-6927
Terbit
2025-03-23
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Mela WidyaningrumAfiliasi tidak diketahui1
Yunita Eka SariAfiliasi tidak diketahui1
Mashuri MashuriState University of Semarang1
Asa Kuntifatin WardaState University of Semarang1
Farah Anisah ZahraState University of Semarang1
Nur Karomah DwidayatiState University of Semarang1
Maria Metha Dwi PebriyantiState University of Semarang1
Mulyono MulyonoState University of Semarang1
Meca Indah Rahma WatiState University of Semarang1
Mohammad AsikinState University of Semarang1
Zepta Habib AlharaState University of Semarang1
Ahmad ZakariaState University of Semarang1
Novi TriningsihState University of Semarang1
Andin Vita AmaliaState University of Semarang1
Budi PrasetyoState University of Semarang1
Fitri DaeniState University of Semarang1
Imamuddin Zaid RahmatillahState University of Semarang1
Muhammad Anwar FadholiState University of Semarang1
Widya Rizky FadhillaAfiliasi tidak diketahui1
Walid WalidAfiliasi tidak diketahui1
Kartono KartonoState University of Semarang1
Scolastika MarianiState University of Semarang1
Wardono WardonoAfiliasi tidak diketahui1
Kristina WijayantiAfiliasi tidak diketahui1
Adi Nur CahyonoAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Students’ Mathematical Critical Thinking Ability Reviewed from Learning Motivation in Problem Based Learning Model Assisted by Google Sites</dc:title>
	<dc:creator xml:lang="en">Safaatullah, Muh. Fajar</dc:creator>
	<dc:creator xml:lang="en">Pangestu, Abdil Munir </dc:creator>
	<dc:creator xml:lang="en">Amidi, Amidi</dc:creator>
	<dc:subject xml:lang="en">Critical Thinking Ability</dc:subject>
	<dc:subject xml:lang="en">Google Sites</dc:subject>
	<dc:subject xml:lang="en">Learning Motivation</dc:subject>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-03-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/22151</dc:identifier>
	<dc:identifier>10.15294/ujme.v14i1.22151</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 14 No. 1 (2025): Reguler Issue; 22-35</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/22151/3327</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Journal of Mathematics Education</dc:rights>
</oai_dc:dc>