A The Difference In Critical Thinking Levels Of Students Using The Problem-Based Learning Method And The Lecture Method In Geometry Courses At Ibrahimy Islamic University In Banyuwangi

Abstract

Classroom learning requires appropriate methods to achieve maximum learning outcomes. One such method is cooperative learning, which can make learning enjoyable. The learning methods used in this study were Problem-Based Learning (PBL) and lecture. The researcher conducted a study comparing PBL with lecture methods. This was a quasi-experimental study that measured students' critical thinking levels using 12 critical thinking indicators. Data collection techniques included observation, documentation, and testing. Data analysis was tested using validity tests, reliability tests, data normality tests, paired sample T-tests, and independent sample T-tests.  The results obtained from processing the post-test data of the experimental class and the post-test data of the control class show that the mean post-test score of the experimental class is greater than the mean post-test score of the control class, namely 88.000 for the experimental class and 70.5000 for the control class. Meanwhile, the sig (2-tailed) result was 0.000 < 0.05. According to the predetermined hypothesis, if the sig (2-tailed) value is < 0.05, then Ha is accepted and Ho is rejected. From the above results, Ha is accepted and Ho is rejected. This means that there is a significant change between the experimental class using the PBL learning method and the control class using the lecture learning method.