Siti Aisyah, Siti Sri Wulandari

Pengaruh Problem Based Learning Berbantuan Media Prezi Terhadap Hasil Belajar dan Kemampuan Berpikir Kritis Siswa Kelas XI MPLB SMK PGRI 2 Sidoarjo

Introduction

Pengaruh problem based learning berbantuan media prezi terhadap hasil belajar dan kemampuan berpikir kritis siswa kelas xi mplb smk pgri 2 sidoarjo. Penelitian ini mengkaji pengaruh Problem Based Learning (PBL) berbantuan Prezi terhadap hasil belajar & kemampuan berpikir kritis siswa kelas XI MPLB SMK PGRI 2 Sidoarjo.

Abstract

This research aims to determine the effect of the Problem Based Learning (PBL) learning model assisted by Prezi media on the learning outcomes and critical thinking abilities of class XI MPLB students at SMK PGRI 2 Sidoarjo in the subject of Human Resource Management. The research method used is an experiment with a quasi experimental design. The type of design used is pre-test and post-test with non-equivalent control-group. The sample consisted of 45 students from class XI MPLB 1 as the experimental class and 45 students from class XI MPLB 2 as the control class. Research data was obtained from test results, observations, interviews and documentation. Data analysis techniques use normality tests, homogeneity tests, ngain tests, and hypothesis tests. The results of hypothesis testing on students' learning outcomes and critical thinking ability tests show sig. (2-tailed) with Equal variances assumed of 0.000 < 0.05. Based on the test results, it can be concluded that  and  are accepted, meaning that the Problem Based Learning (PBL) learning model assisted by Prezi media has an effect on students' learning outcomes and critical thinking skills.

Review

This study presents a timely and relevant investigation into the impact of Problem-Based Learning (PBL) augmented by Prezi media on student learning outcomes and critical thinking abilities. Focusing on vocational high school students in Human Resource Management, the research addresses the important goal of enhancing key educational competencies through innovative pedagogical approaches and technology integration. The abstract clearly articulates the research's objective, design, and primary findings, demonstrating a statistically significant positive effect of the PBL-Prezi intervention on both assessed variables. This suggests a valuable contribution to the understanding of effective teaching strategies in vocational education. From a methodological standpoint, the research employs a sound quasi-experimental design featuring a pre-test and post-test with a non-equivalent control group, which is appropriate for evaluating educational interventions in a classroom setting. The sample size of 90 students, divided equally between experimental and control groups, provides a reasonable basis for comparison. The strength of the study is further enhanced by the use of multiple data collection methods, including test results, observations, interviews, and documentation, allowing for a more comprehensive understanding of the intervention's effects. The described statistical analyses (normality, homogeneity, N-gain, and hypothesis tests) are fitting for the data and research questions, providing robust statistical evidence to support the reported conclusions. While the study offers valuable insights, there are areas that could be expanded upon for greater clarity and generalizability. The abstract could benefit from a brief description of the specific critical thinking skills measured or the nature of the Human Resource Management content addressed by the PBL activities. Furthermore, the generalizability of these findings might be limited by the study's focus on a single vocational program (MPLB) within one school; future research could explore the efficacy of this combined approach across diverse subjects, educational levels, or institutional contexts. Elaboration on how the qualitative data (observations, interviews, documentation) were analyzed and if they supported the quantitative findings would also strengthen the overall narrative and provide richer context to the reported effects.

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