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Abstract
This research aims to analyze the influence and relationship of science learning with the PBL model assisted by digital comic media on critical thinking skills in the concluding dimension and further explanation dimension. The type of research used is quasi-experimental research using a pretest-posttest control group design. The type of data used is quantitative and qualitative data using instruments in the form of interviews, question instruments and expert validation sheets. Based on the research results, it was found that the use of the PBL model assisted by digital comic media had a significant effect on the concluding dimensions. This is shown by the posttest average of the concluding dimension in the control class being 72, while the posttest average in the experimental class is 85. The use of the PBL model assisted by digital comic media has a significant effect on the further explanation dimension. This is shown by the average posttest of the concluding dimension in the control class being 75, while the posttest average for the experimental class is 88. Furthermore, there is a relationship between the critical thinking ability of the concluding dimension and further explanation in science learning using the PBL model assisted by digital comic media. This is indicated by a significance value of 0.004 and has a fairly strong relationship with a correlation coefficient of 0.595.
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Copyright (c) 2024 Marisha Herwanti, Endang Widi Winarni, Irwan Koto
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References
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References
Akcanca, N. (2020). An Alternative Teaching Tool in Science Education: Educational Comics. International Online Journal of Education and Teaching, 7(4), 1550-1570. http://iojet.org/index.php/IOJET/article/view/1063
Azmy, W. N., Damayanti, A. E., Kuswanto, H., & Susetyo, B. (2020). Learning optics with android-assisted comics: the impacts on students critical thinking. In Journal of Physics: Conference Series (Vol. 1440, No. 1, p. 012055). IOP Publishing.
Bassham G, W Irwin, H Nardone, & JM Wallace. 2013. Critical Thinking : A student's introduction (5th ed.). Singapore: McGraw-Hill Company, Inc.
Hamruni. 2012. Strategi Pembelajaran. Yogyakarta: Insan Madani.
Kustandi, C., & Sutjipto, B. 2013. Media Pembelajaran Manual dan Digital. Bogor: Ghalia Indonesia
Laksmi, Ni Luh Putu Ari, & Suniasih, N. W. (2021). Pengembangan Media Pembelajaran EComic Berbasis Problem Based Learning Materi Siklus Air pada Muatan IPA. Jurnal Imiah Pendidikan Dan Pembelajaran, 5(1), 56. https://doi.org/10.23887/jipp.v5i1.32911
Putri, L. A., & Dewi, P. S. (2020). Media Pembelajaran Menggunakan Video Atraktif pada Materi Garis Singgung Lingkaran. MATHEMA JOURNAL, 2(1), 32–39.
Sugiartinengsih, R. (2018). Penggunaan Media Komik Strip dalam Meningkatkan Keterampilan Menulis Teks Ekplanasi di SMAN 1 Sukahaji. Riksa Bahasa, 2(2), 187–194.
Sugiyono. (2016). Metode Peneliian, Kuantitatif, Kualitatif dan R & D. Bandung: CV Alfabeta.
Tresnawati, T., Hidayat, W., & Rohaeti, E. E. (2017). Kemampuan Berpikir Kritis Matematis Dan Kepercayaan Diri Siswa Sma. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 2, 116–122. https://doi.org/10.23969/symmetry.v2i2.616
Trilling & Fadel. (2009). 21 st century skills: learning for life in our times. Jossey Bass: USA.
Wicaksono, A. A., Depra, L., Maharani, S., Syahrial, S., & Noviyanti, S. (2022). Media Digital Dalam Memberdayakan Kemampuan Berpikir Kritis Abad 21 Pada Pembelajaran IPA Di Sekolah Dasar. Jurnal Pendidikan dan Konseling (JPDK), 4(3), 188-197.