CD Tesis

implementasi model pembelajaran case based learning berbantuan poster comment untuk meningkatkan berpikir kritis dan keterampilan komunikasi siswa dalam pembelajaran ipa smp

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In facing global competition and the rapid technological advancements of the 21st century, improving the quality of human resources through education—particularly science education is essential. Science education must adapt to technological progress and emphasize 21st-century skills, such as the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity). However, in reality, science learning in schools is still dominated by lecture and rote memorization methods, especially in the topic of elements, compounds, and mixtures. This results in students' low levels of critical thinking and written communication skills. Common problems include students struggling to analyze real-life phenomena and articulate their ideas. Furthermore, teachers rarely train students in critical thinking and communication skills due to limited learning media and time constraints. The main challenge lies in the lack of adequate learning media and limited student exploration of relevant phenomena.
A suitable learning model to enhance critical thinking and written communication skills is the implementation of a scientific approach-based Case-Based Learning (CBL) model assisted by poster comments. This model encourages students to analyze real-life cases and develop logical arguments. Poster comments, as a visual medium, can spark students’ learning interest, train their critical thinking, and improve their written communication skills. This strategy also makes learning more engaging, active, and builds students’ confidence in expressing their opinions.
This study aims to examine the effectiveness of the Case-Based Learning (CBL) model assisted by poster comments in improving students’ critical thinking and written communication skills in junior high school science learning. Specifically, the objectives of this research are to: (1) identify students’ critical thinking abilities and written communication skills when learning science using the scientific approach-based CBL model supported by poster comments; (2) determine the differences in students’ critical thinking abilities between those taught using the CBL model with poster comments and those taught using the conventional scientific approach in the topic of elements, compounds, and mixtures; and (3) analyze the differences in students’ written communication skills between the experimental class that applied the CBL model with poster comments and the control class that used only the scientific approach for the same topic.
This research is a quasi-experimental study using a posttest-only control group design. There were two groups: an experimental group and a control group. The independent variable was the CBL model assisted by poster comments, and the dependent variables were students’ critical thinking ability and written communication skills. The population consisted of all eighth-grade students of SMPN 44 Pekanbaru in the 2024/2025 academic year, totaling 137 students across
xvii
4 classes. The sample included 75 students from class VIII.4 (experimental group) and VIII.3 (control group).
Data were collected using written tests as posttests: multiple-choice questions to assess critical thinking and essay questions to evaluate written communication skills. Data analysis was conducted using descriptive and inferential statistics with SPSS for Windows version 26. The measured parameters were students’ critical thinking and written communication skills in both the experimental and control groups. Hypothesis testing used MANOVA with a 95% confidence level.
Based on the posttest results, the average critical thinking score for the experimental group was 74.56, compared to 64.14 in the control group, indicating an improvement in critical thinking in the experimental class. Inferential analysis confirmed a significant difference in favor of the experimental group. For written communication skills, the experimental group scored an average of 71.75, while the control group scored 66.4, showing improvement as well. The MANOVA test showed a significance value of 0.000, which is less than 0.05, indicating a significant difference in both critical thinking and written communication skills between the two groups. The R² value showed that the CBL model assisted by poster comments contributed 17.6% to critical thinking and 14.6% to written communication skills.
In conclusion, the CBL model assisted by poster comments can effectively enhance the critical thinking and written communication skills of eighth-grade students on the topic of elements, compounds, and mixtures.
This integration encourages students to identify and analyze case scenarios presented through visual posters, make decisions, solve problems, and evaluate information. The core focus is on developing critical thinking, problem-solving, communication, and evaluation skills.
Keywords: Case-Based Learning, Poster Comment, Critical Thinking, Written
Communication Skills

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2310246246

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan IPA., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2310246246

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MAGISTER PENDIDIKAN IPA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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