Studi Komparatif Tiga Strategi Pembelajaran Ditinjau dari Kemampuan Berpikir Kritis Mahasiswa Biologi

Authors

• Muhammad Saefi, Pendidikan Biologi Pascasarjana Universitas Negeri MalangFollow
• Hadi Suwono, Pendidikan Biologi Pascasarjana, Universitas Negeri MalangFollow
• Herawati Susilo, Pendidikan Biologi Pascasarjana, Universitas Negeri MalangFollow

Abstract

Blended-Challenge Based Learning, Problem Based Learning, and Discussion-Presentation is a constructivist learning that can improve critical thinking. These three teaching strategies are implemented in the course of General Biology teaching, were evaluated and compared. This study aimed to compare the three learning strategies on improving critical thinking. Critical thinking test, as a measurement tool in this study refers to the WGCTA indicator. The results showed that all three strategies teaching significant improvement in the critical thinking, but there is no differ siginificance between the three teaching strategies, these results indicate that all three of these teaching strategies in similar improvements on student’s critical thinking.

First Page

637

Last Page

645

Recommended Citation

Saefi, Muhammad; Suwono, Hadi; and Susilo, Herawati (2017) "Studi Komparatif Tiga Strategi Pembelajaran Ditinjau dari Kemampuan Berpikir Kritis Mahasiswa Biologi," Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 2: No. 5, Article 8.
DOI: https://doi.org/10.17977/jptpp.v2i5.9115
Available at: https://citeus.um.ac.id/jptpp/vol2/iss5/8