Development of Multidisiplin Integrated Project-Based Learning Model To Improve Critical Thinking and Cooperation Skills
DOI:
https://doi.org/10.23887/jpi-undiksha.v8i1.17401Keywords:
project-based learning, integrated learning, multidisciplinaryAbstract
The development of a multidisciplinary integrated project-based learning model was carried out to answer the needs in elementary schools. Learning in elementary schools that use thematic approaches needs to be managed well to improve learning effectiveness. This study uses a type of research and development. The development process uses the Gall, Gall & Borg (2007) model. The preparation of guidelines and student book examples uses the steps of Dick, Carey, & Carey (2009). The model developed is accompanied by derivative products, namely learning manuals and student book examples. Based on this study, learning manuals and student book examples can be used in multidisciplinary integrated project-based learning to improve critical thinking skills and student collaboration.
References
Adri, & Istyawati, I. (2013). Pengaruh model pembelajaran berbasis proyek terhadap tingkat kerjasama siswa dan hasil belajar siswa kelas X TPM pada mata pelajaran menggambar di SMKN 1 Jetis Mojokerto. JPTM, 01(02), 28-37.
Adyarta, K. D., Hartono, M., & Pramono, H. (2012). Penerapan permainan bola voli mini terhadap pembentukan aspek kerjasama siswa kelas IV SD. Journal of Physical Education, Sport, Health and Recreation, 1(2), 57-60. doi:10.15294/active.v1i2.426
Afrilianto, M. (2012). Peningkatan pemahaman konsep dan kompetensi strategis matematis siswa SMP dengan pendekatan metaphorical thinking. Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, 1(2), 192-202.
Alghamdi, A. K. (2017). The effects of an integrated curriculum on student achievement in Saudi Arabia. EURASIA Journal of Mathematics Science and Technology Education, 13(9), 9-6100. doi:10.12973/eurasia.2017.01051a
Asmawati, E. Y. (2015). Lembar kerja siswa (LKS) menggunakan model guided inquiry untuk meningkatkan keterampilan berpikir kritis dan penguasaan konsep siswa. Jurnal Pendidikan Fisika, III(2), 1-16. doi: 10.24127/jpf.v3i1.13
Astriyandi, A., Chotimah, U., & Faisal, E. E. (2016). Kemampuan guru menerapkan penilaian autentik dalam pembelajaran PPKn (studi kasus di SMA Negeri 1 Indralaya). Jurnal Bhinneka Tunggal Ika, 3(2), 187-198.
Boyles, T., & College , M. (2012). 21st century knowledge, skills, and abilities and entrepreneurial competencies: A model for undergraduate entrepreneurship education. Journal of Entrepreneurship Education, 15, 41-55.
Child, S., & Shaw, S. (2016). Collaboration in the 21st century: Implications for assessment. Research Matters, 22, 17-22.
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. Merrill: Pearson.
Effendi, M. (2017). Pembelajaran berbasis proyek (PjBL) untuk mengembangkan kemampuan berpikir kritis mahasiswa PGMI IAIN Ponorogo. Cendekia , 15(2), 305-317.
Fatimah, S. (2018). The effect of project based science learning on pgsd students’ creative thinking ability. Jurnal Pendidikan Indonesia, 7(2), 100-105. doi:10.23887/jpi-undiksha.v7i2.13018
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research. Boston: Pearson Education.
Haeruman, L. D., Rahayu , W., & Ambarwati, L. (2017). Pengaruh model discovery learning terhadap peningkatan kemampuan berpikir kritis matematis dan self-confidence ditinjau dari kemampuan awal matematis siswa SMA di Bogor Timur. Jurnal Penelitian dan Pembelajaran Matematika, 10(2), 157-168. doi:10.30870/jppm.v10i2.2040
Hapsari , N. S., & Yonata, B. (2014). Keterampilan kerjasama saat diskusi kelompok siswa kelas XI IPA pada materi asam basa melalui penerapan model pembelajaran kooperatif di SMA Kemala Bhayangkari 1 Surabaya. Unesa Journal of Chemical Education, 3(2), 181-188.
Haryani, D. (2011). Pembiasaan berpikir kritis dalam belajar matematika sebagai upaya pembentukan individu yang kritis . Seminar Nasional Penelitian, Pendidikan dan Penerapan M (pp. 127-132). Yogyakarta: Fakultas MIPA, Universitas Negeri Yogyakarta.
Helmane, I., & Briska, I. (2017). What is developing integrated or interdisciplinary or multidisciplinary or transdisciplinary education in School? Signum Temporis, 9(1), 7–15. doi:10.1515/sigtem-2017-0010
Indrawatiningsih, N. (2018). Arguments in Critical Thinking Ability. First International Conference on Science, Mathematics, and Education, (ICoMSE 2017) (pp. 12-15). Malang: Atlantis Press.
Insyasiska, D., Zubaidah, S., & Susilo, H. (2015). Pengaruh project based learning terhadap motivasi belajar, kreativitas, kemampuan berpikir kritis, dan kemampuan kognitif siswa pada pembelajaran biologi. Jurnal Pendidikan Biologi, 7(1), 9-21.
Jamaludin, D. N. (2017). Pengaruh pembelajaran berbasis proyek terhadap kemampuan berpikir kritis dan sikap ilmiah pada materi tumbuhan biji. GENETIKA (Jurnal Tadris Biologi), 1(1), 18-41.
Karakoc, M. (2016). The significance of critical thinking ability in terms of education. International Journal of Humanities and Social Science, 6(7), 81-84.
Khasanah, M. M., Pangestu, A. B., Intantiasari, Shella , N. H., Susanti, F., & Prayitno, B. A. (2018). Profil keterampilan kerjasama Siswa Kelas VII di salah satu SMP Swasta di Magelang. Jurnal Pendidikan Biologi, 7(2), 132 - 140. doi:10.24114/jpb.v7i2.10050
Kusmanto, H., & Marliyana, I. (2014). Pengaruh Pemahaman Matematika Terhadap Kemampuan Koneksi Matematika Siswa Kelas VII Semester Genap SMP Negeri 2 Kasokandel Kabupaten Majalengka. EduMa, 3(2), 61-75.
Lestari, K. S., Suarni, N. K., & Antara, P. A. (2016). Pengaruh model pembelajaran berbasis proyek terhadap kemampuan kerjasama anak usia 5-6. e-Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), -.
Lipursari, A. (2013). Peran sistem informasi manajemen (SIM) dalam pengambilan keputusan. Jurnal STIE Semarang, 5(1), 26-37.
Miftari, I. (2014). Project based learning: Developing 21st Century collaborative and technology skills. European Journal of Research on Education, Special Issue: Educational Technology and Lifelong Learning, 52-57.
Murfiah, U. (2017). Model pembelajaran terpadu di Sekolah Dasar. Jurnal Pesona Dasar, 1(5), 57-69.
Nahdi, D. S. (2015). Meningkatkan kemampuan berpikir kritis dan penalaran matematis siswa melalui model brain based learning. Jurnal Cakrawala Pendas, 1(1), 13-22.
Puspita, A. T., & Jatmiko, B. (2013). Implementasi model pembelajaran inkuiri terbimbing (guided inquiry) terhadap keterampilan berpikir kritis siswa pada pembelajaran fisika materi fluida statis kelas XI di SMA Negeri 2 Sidoarjo. Jurnal Inovasi Pendidikan Fisika, 2(3), 121-125.
Quint , J., & Condliffe , B. (2018). Project-based learning a promising approach to improving student outcomes. Issue Focus, 1-2.
Rachmawati , I., Feranie, S., Sinaga, P., & Saepuzaman , D. (2018). Penerapan pembelajaran berbasis proyek untuk meningkatkan keterampilan berpikir kreatif ilmiah dan berpikir kritis ilmiah siswa SMA pada materi kesetimbangan benda tegar . Jurnal Wahana Pendidikan Fisika , 3(2), 25-30.
Rachmawati, R. I. (2018). Pengaruh penerapan metode problem solving dan metode group investigation terhadap kemampuan berpikir kritis siswa dilihat dari kemampuan awal. Indonesian Journal of Economics Education, 1(1), 85-102.
Rati, N. W., Kusmaryatni, N., & Rediani, N. (2017). Model pembelajaran berbasis proyek, kreativitas dan hasil belajar mahasiswa. Jurnal Pendidikan Indonesia, 6(1), 60-71.
Rosita, I., & Leonard. (2013). Meningkatkan kerja sama siswa melalui pembelajaran kooperatif tipe think pair share. Jurnal Formatif, 3(1), 1-10. doi:10.30998/formatif.v3i1.108
Sardiman, A. M. (2011). Interaksi dan motivasi belajar mengajar. Jakarta: Rajawali Pers.
Serrat, O. (2010). Critical thinking. Washington, DC: Asian Development Bank.
Siripho, T. (2012, Desember 12). Kompas, p. 12.
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, 1(2), 90-99.
Subagia, I. W., & Wiratma, I. L. (2016). Profil penilaian hasil belajar siswa berdasarkan kurikulum 2013. Jurnal Pendidikan Indonesia, 5(1), 39-54.
Suhardi. (2013). Peningkatan partisipasi dan kerjasama Siswa menggunakan model kooperatif tipe Jigsaw pada materi protozoa kelas X SMA N Pengasih. Jurnal Pendidikan Matematika dan Sains, 1(2), 140-146.
Susilowati, Sajidan, & Ramli, M. (2017). Analisis keterampilan berpikir kritis siswa madrasah aliyah negeri di kabupaten magetan. Seminar Nasional Pendidikan Sains “Strategi Pengembangan Pembelajaran dan Penelitian Sains untuk Mengasah Keterampilan Abad 21 (Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration/4C) ” (pp. 223-231). Surakarta: Universitas Sebelas Maret.
Wang, Y., Lavonen , J., & Tirri , K. (2018). Aims for learning 21st century competencies in national primary science curricula in China and Finland. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2081-2095.
Yulianti, S. D., Djatmika, E. T., & Santoso, A. (2016). Pendidikan karakter kerja sama dalam pembelajaran siswa sekolah dasar pada kurikulum 2013. Jurnal Teori dan Praksis Pembelajaran IPS, 1(1), 33-38.
Zuhera, Y., Habibah,, S., & Mislinawati. (2017). Kendala guru dalam memberikan penilaian terhadap sikap siswa dalam proses pembelajaran berdasarkan kurikulum 2013 di SD Negeri 14 Banda Aceh. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(1), 73-87.
Downloads
Published
Issue
Section
License
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
