Berkala Ilmiah Pendidikan Fisika

Vol 7 No 3 2019
ISSN 2337-604X (print)
https://ppjp.ulm.ac.id/journal/index.php/bipf
ISSN : 2549-2764 (online)
Page 177-184

The Implementation of Problem Based Learning Model to Improve

Student’s Motivation and Critical Thinking

Helena Jelita Igut, Nurul Ain, and *Hestiningtyas Yuli Pratiwi

Physics Education Study Program, Faculty of Science and Technology,
Universitas Kanjuruhan Malang, Indonesia
hesti@unikama.ac.id

DOI: 10.20527/bipf.v7i3.6519

Received : 20 June 2019 Accepted : 31 Oktober 2019 Published : 31 Oktober 2019

Abstract: The research aims to analyze the quality of the learning process using the
Problem-Based Learning (PBL) model to find out the improvement of student’s
motivation and critical thinking skills. It is a classroom action research conducted in two
cycles, cycle I consist of 4 meetings, and cycles II consists of 3 meetings, with the topics
of Temperature, Expansion, and Heat. The subjects of the research were 34 students on
grade VII in one of the junior high schools in Malang. Instruments used to measure the
implementation of learning PBL model using the form of implementation sheet following
the lesson plan, tools to measure motivation using a poll and to measure the critical
thinking skill, and researchers use essay questions. The implementation of the PBL model
in the cycle, I was 72.9% and was classified as a good qualification; while in cycle II, it
was 91.2% and was classified as a very good qualification. The analysis of student’s
learning motivation in pre-cycle was 56%, was classified as a quite good qualification,
cycle I was 67.2%. I was classified as a quite good qualification, while in Cycle II, it was
87.2% and was classified as good qualification. The analysis of student’s average critical
thinking skills in pre-cycle was 44.12% and was classified lack of good qualification,
cycle I was 76.4% and was classified as a quite good qualification; while in cycle II it was
88.4% and was classified as good qualification. The results showed that the PBL model
successfully improved motivation and critical thinking skills of students beginning the
pre- cycle, cycle I, and cycle II.

Keyword: Problem based learning, motivation, critical thinking skill

© 2019 Berkala Ilmiah Pendidikan Fisika

How to cite: Igut, H. J, Ain, N., & Pratiwi, H. Y (2019). The Implementation of problem
based learning model to improve student’s motivation and critical thinking. Berkala
Ilmiah Pendidikan Fisika, 7(3), 177-184

effective innovation. Based on this

INTRODUCTION transitional era, teachers have to be able
Technology and information to be more critical and more innovative
develop rapidly in many aspects of life, in implementing the learning process in
and it includes the educational field. It is class. The thinking skill needed in the
an effort to connect to the future with globalization era is related to the
our world today by introducing efficient thinking process which includes
and concrete

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(factual) thinking too highly abstract Batlolona, 2018). Teachers need to use
thinking known as metacognition in the new innovative and critical learning
learning system likewise (Erwinsyah, model to minimize the problem, and it is
2015). Problem-Based Learning (PBL) Model
The learning system is an integral (Pratiwi, Winarko, & Ayu, 2018).
part of an educational activity system PBL model is a learning model
that is a phenomenon that should be which uses problem in real-world as the
fixed and developed by many connected main topic for students to learn how to
parties. It includes curriculum, methods, critical thinking skills and to be
learning media, teaching subjects, competent in solving problems, and to
teachers’ quality, and so on; thus, it gain essential knowledge and concept
creates a great and future-oriented from the subjects (English & Kitsantas,
learning system. Today’s learning 2013). Students are demanded to be
system no longer concentrates on the creative and to be able to develop their
institution or the teachers, but it critical thinking skills in learning and
concentrates on the students as the solving problems nowadays. The critical
learning center. It also gives students the thinking skills are needed in the learning
opportunity to behave critically and to process because students are encouraged
develop them based on their intellectual to seek and find new knowledge which
potential, while teachers are demanded involves student’s activeness in the
to act as the manager of the learning learning process (Loyens, Jones,
process (Husen, 2015). Mikkers, & van Gog, 2015). It is in
Based on an interview with two accordance with the 21st-century
science teachers, the researchers found a demands that students must master the
problem that appeared during learning ability of critical thinking, creative,
Science. As it happened in the class of communication and collaboration skills
VII in one of the state Junior high school (Junanto & Afriani, 2016).
in Malang, student’s skill to answer The skills of critical thinking and
questions completed with reasons was motivation are closely related to the
still low. Based on the instruments used, concept of understanding if this ability is
from 34 questions, there were only eight as early as possible will impact on
students who were able to answer the increased learning performance
questions completed with reasons, or it (Markawi, 2015). Critical thinking in
was 16.68% of students were able to problem-based learning is a stimulus
answer correctly. that students use to construct a concept
Based on data of mid-term semester of understanding. The results of
examination gained by science teachers previous research contributed that the
of class VII in one of the state Junior PBL model has an advantage in
high school in Malang, the average score improving learning performance and
of mid-term semester examination was training student's critical thinking
72.8. Based on all 34 students. There (Singh, 2009).
were only 15 students could achieve the Other studies reveal that the PBL
standard of a minimum score, which is model can assist students in processing
75. One of the causes of the student’s existing information and help students to
low score was their lack of critical construct knowledge that is owned
thinking skills. It is also the same as (Loyens et al., 2015). Slavin also
previous research that states that low mentions the purpose of teaching using
learning achievements are due to the the PBL model can systematically
ability of critical thinking that is less improve the ability of high-level
sharpened (Wartono, Hudha, & thinking, motivation, and also means of
deepening understanding of concepts
and

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helping students to apply concepts and in two cycles, cycle I consists of 4

principles to Various issues (Slavin, meetings and cycles II consists of 3
2010). meetings.
Based on the analysis above, PBL The researchers’ presence during
model is as one of the learning models research was needed because they had
which will be implemented in topics of important roles during the observation
temperature, expansion, and heat which process. The research was conducted in
surely will be precise and effective to one of State Junior High School in
improve student’s motivation and Malang. The subjects of the research
critical thinking skill. In addition to the were VII-E students of State Junior High
implementation of the PBL learning School, and data used in the research
model will provide a reference to the were teachers, students, colleagues, and
teacher on the learning model that can researchers as teachers and action
improve the motivation and critical implementers.
thinking skills of the students. Cycle Planning Phase 1, researchers
The PBL model in this study is prepare learning tools in the form of the
centered on solving problems in groups lesson plan, teaching materials, and
and peer tutorials; high-skilled students worksheets, prepare the problem,
will work with low-skilled students. arrange the assessment guidelines of
During the presentation stage of the student learning implementation, and
work, students individually presentation. prepare the aspect observation format
Starting from the outline explained critical thinking skill. The learning
above, thus the purpose of the research process implementation of the PBL
are: (1) to analyze quality of PBL Model model consists of five levels of teaching
implementation process in improving based on the problem, among others: (1)
student’s motivation and critical orienting students on the issue; (2)
thinking; (2) To find out the organizing students to study; (3) guiding
improvement of student’s motivation individual investigations as well as
using PBL Model; (3) To find out the group; (4) develop and present the
improvement of student’s critical works; (5) analyze and evaluate the
thinking skill using PBL Model. problem solving process. The
researcher's observation phase was
METHOD assisted by two observers to observe the
suitability between the learning plan and
The research was conducted using the classroom implementation and
the study of class action, used Kemmis assess the student's motivation.
Taggart’s research of the action model, In the reflection stage, researchers,
which consists of one cycle to the next together with the observer conducted a
cycle. Each cycle contains: planning is discussion to discuss observations on the
to determine the objectives of learning implementation of cycle action 1,
and drafting the design or action to be analyze the data obtained from
applied, the action stage is adjusted to observation, field records, and student
the planning of action that has been worksheets. Researchers with observers
applied, observations conducted to reviewed the outcome of the action at
observe and documenting all indicators cycle I as a matter of consideration
of a good process of results resulting whether the cycle had reached the
from a treatment of actions performed, criteria or not. It is as a reference
analysis and reflection is analysis of the whether a cycle needs to be continued or
action given, the results of reflection. It not, seen from the achievement of
is a classroom action research conducted

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criteria on each prescribed action and presentation. Data reduction is this

success process the learning performed. research that was planned in two
Action Instruments as syllabus, alternative actions; they are Cycle I and
lesson plan, and student worksheet. Data Cycle II. Data presentation that is
are collecting Instruments as an already classified and simplified,
observation sheet of implemented described, in the form of meaningful
learning model, field note, the test of words. The motivation and critical
student’s critical thinking skill and thinking skill to learn students at Cycle I
motivational poll. Test of student’s and cycle II is presented in a narrative in
critical thinking skill consists of 20 the form of exposure to data.
questions, In accordance with the
indicators of critical thinking skill. RESULT AND DISCUSSION
Furthermore, to measure motivation Data on the implementation of learning
using the instruments of learning collected in cycle I and II can be seen in
motivation rubric students arranged in the following figure 1.
accordance with the motivation
indicators is (1) interest; (2) full
participation; (3) attention; (4) Learning
happiness; (5) subject understanding; (6) Implementation
diligent. The data retrieval in this study
was assisted by two observers. An
observer in charge of observing the
learning process according to the
implementation sheet PBL model and
observe the motivation of students
according to the rubric. For data, critical Cycle I Cycle II Cycle I Cycle II Cycle I Cycle II
thinking skills gained through tests at Opening Main Activity Closing
each end of the cycle.
Data analysis of the research was Figure 1. Learning Implementation
conducted at the end of each action
implementation. The rubric of Based on figure 1, they were action
motivation and Test students, critical and implementation instruments. The
thinking skills are used to know the implementation of the PBL model in the
students’ motivation and critical cycle I average was 72.9% and was
thinking skills performed at the end of classified as good qualification; while in
the cycle. The scoring can be seen by the cycle II, it was 91.2% and was classified
number of questions answered correctly as a very good qualification. Based on
by students in every aspect. the standard of teacher’s success in
Tabel 1 Criteria of Critical Thinking learning implementation, it is classified
Skill and Motivation as a very good qualification.
Presentase Criteria It can be seen in the result of the
(%) research that the learning
92 – 100 Excellent implementation has improved in cycle II
75 – 91 Good compared to it in cycle I; that it was a
50 – 74 Quite good good qualification in cycle I, and it was
25 – 49 Lack of good a very good qualification in cycle II.
00 – 24 Not good This increase occurs due to the
preliminary stages of improvement in
Generally, there are two stages of cycle II, as researchers provide
data analysis: data reduction and data appropriate appositions and are more
associated with the student's life,

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involving students in conveying the their work so as not to get out of

objectives of the learning topic, students learning so that it runs effectively. The
are given opportunities to predict the aspect draws conclusions by involving
purpose of such learning. students but not thorough, this is
Convey the right model and method because at the time of class percentage,
of targeting (learning steps are included there are various opinions of students
in the lesson plan and worksheet) and that are delivered, until the time takes a
implement the preliminary stages long period, so that when the indifferent
according to the time allocation. Every teachers and students conclude Outline
step of the PBL model always involves only. Teachers make improvements to
student activity. So that students get cycle II by making conclusions by
used to active, creative, and capable of involving students thoroughly.
higher thinking skills (Loyens et al., Implement each stage of learning on
2015). time.
The quality of PBL implementation
in cycle II has improved due to many of
Student’s Learning Motivation
the learning improvements that the
The improvement of student’s
teacher had done from a deficiency in
learning motivation based on motivation
the I cycle. In the I cycle, there are
aspects collected from observation
issues of problem-solving that students
sheets of student’s learning motivation
are less concerned with teachers, and
by both researchers. Based on the result
when selecting tools and materials, there
of the research, the average percentage
are still less precise students. In
data of learning motivation has changed
directing and guiding the students in
or has improved in Cycle II compared to
conducting experiments, there are still
it in Cycle I. Each aspect has also
students who are confused about doing
improved in Cycle II, and they were also
the practicum so that many students still
in good qualification.
ask the group. Teachers make
improvements to cycle II by giving
students the opportunity to read the test Learning Motivation
steps and inquire when a student is not
familiar. This turned out to be very
effective so that students have no trouble
experimenting with learning.
The aspect of guiding and directing
students in problems and data collection,
as well as developing and analyzing the
results of practicum, teachers are less
guiding students and providing
instruction to students without
Cycle I

Cycle I

Cycle I

Cycle I

Cycle I

Cycle I
Cycle II

Cycle II

Cycle II

Cycle II

Cycle II

Cycle II

explaining to the students who are not

yet understood. This is due to the fact partici subject
interest
that the Teacher's worksheet division pation attention happiness understan diligence
only shares the group so that some ding
students do not concentrate. Time
constraints teachers do not guide and
Figure 2 Learning Motivation
direct students thoroughly. Teachers
make improvements to the II cycle by Based on figure 2, the analysis of
distributing each student's worksheet,
student’s learning motivation in the pre-
organizing, developing, and presenting
cycle was 56%, was classified as a quite

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good qualification, cycle I was 67.2%,

and was classified as a quite good
qualification, while in Cycle II it was Critical Thinking Skill
87.2% and was classified as a good
qualification. Based on the data, it is
concluded that student’s learning
motivation in Cycle II has improved
compared to it in Cycle I. Increased
motivation is significantly influenced by
Giving Building Makin Making Strategy
the selection of the PBL model. In the
simple basic skill conclusion further and
orientation phase of the problem, explanation explana on tehnique
students presented problems in the form
of video then invited them to solve the

I Cycle

I Cycle

I Cycle

I Cycle

I Cycle
Cycle

Cycle

Cycle

Cycle

Cycle
problem systematically.

II

II

II

II

II
This is in accordance with the
research of (Gök & Sýlay, 2010) stating
that attention is one of the important
things in improving student’s learning
motivation. Attention is a very important Figure 3 Critical Thinking Skill
action in increasing student’s motivation
to be better. Based on the data on the The analysis of student’s average
graphic above, it can be concluded that critical thinking skill in pre cycle was
student’s learning motivation has 44.12% and was classified lack of good
improved in Cycle II. While (Wikanso, qualification, cycle I was 76.4% and was
2013) said that motivation is the power classified as quite good qualification;
of pushing or pulling which causes the while in cycle II it was 88.4% and was
behavior to achieve a purpose. classified as good qualification. It means
(Lidinillah, 2013) stated that learning the student’s critical thinking skill was
models that hone thinking skills such as classified as good qualification. Based
problem-based learning can increase on the result, the critical thinking skill
motivation. High learning motivation has the same aim as the definition of
will affect learning outcomes. Another critical thinking that is one’s skill in
study stated that 77.78% of students solving problem to delve information
were attracted to a problem-based about the problem had (Kek & Huijser,
worksheet; this suggests that students 2011).
are motivated so that students will get Based on the figure 3 above, it
used to and trained to develop their can be concluded that the student’s
skills (Kahar & Layn, 2018). critical thinking skill has improved in
Cycle II. stated that critical thinking is a
Student’s Critical Thinking Skill skill which is possessed by individual to
Student’s critical thinking skills can see and to face problems which can be
be seen based on the result of critical seen from the characteristics and critical
thinking skill tests in each cycle. The talent; it is have high curiosity and be
test was implemented to measure the brave to take a risk, and have
student’s analysis to kill the subject characteristics of always respect other’s
given. The result of the critical thinking right, instruction, and suggestion
skill test in Cycle I and Cycle II is (Mayasari, Kadarohman, Rusdiana, &
presented in figure 3. Kaniawati, 2016).
This research also has some
disadvantages including motivation

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score obtained through group Students’ Achievement, Attitude

assessments. So the motivation value of and Motivation. Latin-American
each individual does not seem Journal of Physics Education, 4,
prominent. This is due to time 7–21.
constraints and lack of observers. The Husen, D. N. (2015). Peningkatan
next deficiency is that researchers have Kemampuan Berpikir Kreatif
yet to calculate the value of validity and Siswa. Jurnal SSIOêduKASI, 3(2),
reliability, researchers only validate the 367–372.
contents of the instrument. The research Junanto, T., & Afriani, R. (2016).
is expected to contribute to the Implementasi Digital-Age Literacy
development of the PBL model, adding Dalam Pendidikan Abad 21 Di
knowledge of how to improve the Indonesia. Prosiding Seminar
motivation and thinking skills of Nasional Pendidikan Sains.
students in the 21st century. Kahar, M. S., & Layn, M. R. (2018).
Analisis Respon Peserta Didik
CONCLUSION dalam Implementasi Lembar Kerja
Berorientasi Pemecahan Masalah.
Based on the data explanation and Berkala Ilmiah Pendidikan Fisika,
the research finding gained from the 6(3), 292.
result of the research, the conclusion is https://doi.org/10.20527/bipf.v6i3.
as the following: (1) The quality of PBL 5054
model implementation conducted has Kek, M. Y. C. A., & Huijser, H. (2011).
improved; (2) The implementation of The power of problem-based
PBL model can improve the student’s learning in developing
learning motivation; (3) The critical thinking skills: Preparing
implementation of PBL model can students for tomorrow’s digital
improve the student’s critical thinking futures in today’s
skill. classrooms. Higher
Education Research and
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