Evaluative Process Base on Conceptual Problem Based Learning Model : A Conceptual Framework for Learning Tools to Train Critical Thinking

Herdiyana Fitriani, Taufik Samsuri, Fida Rachmadiarti, Raharjo Raharjo

Abstract


Critical thinking has important applications in every area of life and learning and is allegedly the main theme and goal of achieving competence in learning. Critical thinking can be taught through learner-centered interactive learning using learning tools that are relevant to the attributions of achievement of critical thinking skills. This study aims to develop a conceptual framework for evaluative-process learning tools based on conceptual-problem-based learning models to train students' critical thinking. The conceptual framework in question is a hypothetical evaluative-process framework based on the CPBL model, this is supported by the accompanying textbook mode. This study is a preliminary research (develop preliminary form of product). The product in question is an evaluative-process tool based on the CPBL model to train students' critical thinking. In accordance with the objectives of this study, the hypothetical framework was developed based on: a) research and information collecting; and b) planning. Research and information collecting is based on several aspects that have been carried out by researchers, namely a review of literature, classroom observation, and preparation of a state-of-the-art report. While in the planning process, defining skills and stating objectives determining course sequence have been carried out, where in the study conducted, critical thinking skills have been determined as the main aspect of the objectives of development, and the CPBL model has been determined as the basis model in the development of evaluative-process tools. The focus in this study covers two main aspects, namely developing a hypothetical evaluative-process framework based on the CPBL model and developing a textbook framework as an evaluative-process supporting tool based on the CPBL model.

Keywords


Evaluative Process, Conceptual Problem Based Learning, Critical Thinking.

Full Text:

Full Paper

References


Akbar, S. (2013). Instrumen Perangkat Pembelajaran. Bandung: PT. Remaja Rosdakarya.

Arifin, Z. (2012). Evaluasi Pembelajaran. Jakarta: Direktorat Jenderal Agama Islam, Kementerian Agama RI.

Blanchard, J. (2002). Teaching and Targets: Self-Evaluation and School Improvement. London: Routledge-Falmer.

Dick, W., and Carrey, L. (1990). The Systematic Design of Instruction (3rd ed). USA: Harper Collins Publisher.

Fitriani, H., Asy’ari, M., Zubaidah, S., and Mahanal, S. (2018). Critical Thinking Disposition of Prospective Science Teachers at IKIP Mataram, Indonesia. Journal of Physics: Conf. Series, 1108, 1-6.

Fitriani, H., dan Ikhsan, M. (2018). Implementasi Perangkat Pembelajaran Blended Community of Inquiry untuk Melatihkan Kemampuan Berpikir Kritis Mahasiswa Calon Guru Biologi. In Prosiding Seminar Nasional Pendidik dan Pengembang Pendidikan Indonesia (pp. 189-198). Mataram, Indonesia: Asosiasi Pendidik dan Pengembang Pendidikan Indonesia.

______. (2018). Karakteristik Perangkat Pembelajaran Blended Community of Inquiry yang Valid untuk Melatih Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi. Bioscientist : Jurnal Ilmiah Biologi, 5(2), 70-81.

Hunaepi, Susantini, E., Firdaus, L., Samsuri, T., dan Raharjo. (2018). Validitas Perangkat Pembelajaran Model Inkuiri Terintegrasi Kearifan Lokal untuk Melatih Keterampilan Berpikir Kritis dan Disposisi Berpikir Kritis Mahasiswa. Judika (Jurnal Pendidikan Unsika), 6(2), 47-58.

Karmana, I.W., dan Samsuri, T. (2018). Kerangka Konseptual Model Conceptual Problem Based Learning untuk Melatihkan Kemampuan Berpikir Kritis Siswa Sekolah Menengah. EDUSAINS, 10(2), 226-234.

Partnership for 21st Century Learning. (2007). Framework for 21st Century Learning. Washington, D.C.: P21.

Peraturan Menteri Riset dan Teknologi Nomor 73 Tahun 2015 tentang Penerapan Kerangka Kualifikasi Nasional Indonesia (KKNI) Bidang Pendidikan Tinggi. 2015. Jakarta: Kementerian Riset dan Teknologi.

Prayogi, S., Yuanita, L., and Wasis. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Journal of Turkish Science Education, 15(1), 43-56.

Wasis. (2016). Higher Order Thinking Skills (HOTS): Konsep dan Implementasinya. In Prosiding Seminar Nasional PKPSM (pp. 1-10). Mataram, Indonesia: Pusat Kajian Pendidikan Sains dan Matematika (PKPSM) IKIP Mataram.




DOI: https://doi.org/10.33394/bioscientist.v10i2.6825

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
Bioscientist : Jurnal Ilmiah Biologi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Editorial Address: Pemuda Street No. 59A, Catur Building Floor I, Mataram City, West Nusa Tenggara Province, Indonesia