Rika, Yuniar PERAN GURU DALAM PELAKSANAAN MODEL PBL (PROBLEM BASED LEARNING) SEBAGAI PENGUATAN KETERAMPILAN BERPIKIR KRITIS. Peran Guru Dalam Pembelajaran Model PBL (Problem Based Learning) Sebagai Penguatan Keterampilan Berpikir Kritis. (Submitted)
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Abstract
This study discusses the role of teachers in implementing the PBL (problem based learning) model as strengthening critical thinking skills at SDN Karang Tumaritis. The focus of this research is on two things, namely planning and implementing the PBL (Problem Based Learning) model as a result of students' critical thinking skills. The method used is descriptive qualitative with interview, observation, and documentation data collection techniques. The result of this research is that the planning of the PBL model masters the material to be taught so that it formulates the problems that will be given to students and can be solved together. the teacher's role is to help students in the process of self-development and critical thinking, and teachers play an important role in classroom management, one of which is the teacher acts as a facilitator who facilitates students in learning so that learning activities can be achieved, the implementation of the Problem Based Learning model consists of 5 stages of the process, namely : (a) the first stage, is the process of orienting students to problems, (b) the second stage, organizing students, (c) the third stage, guiding individual and group investigations, d) the fourth stage. Develop and present the results, and (e) the fifth stage, analyze and evaluate the process and results of problem solving. Keywords: Teacher's Role, Problem Based Learning, Planning and Implementation.
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| Additional Information: | Penelitian ini membahas tentang peran guru dalam pelaksanaan model PBL (problem based learning) sebagai penguatan keterampilan berpikir kritis di SDN Karang Tumaritis. Fokus penelitian ini pada dua hal yaitu perencanaan dan pelaksanaan model PBL (Problem Based Learning) sebagai hasil keterampilan berpikir kritis siswa. Metode yang digunakan Kualitatif Deskriptif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Hasil dari penelitian ini adalah bahwa perencanaan model PBL menguasai bahan yang akan diajarkan sehingga merumuskan maslaah yang akan diberikan kepada siswa dan dapat diselesaikan bersama. peran guru adalah membantu siswa dalam proses perkembangan diri dan berpikir keritis, serta guru berperan penting dalam pengelolaan kelas, salah satunya guru berperan sebagai fasilitator yang memfasilitasi siswa dalam belajar agar kegiatan pembelajaran dapat tercapai, Pelaksanaan model Problem Based Learning terdiri dari 5 tahap proses, yaitu: (a) tahap pertama, adalah proses orientasi siswa pada masalah, (b) tahap kedua, mengorganisasi siswa, (c) tahap ketiga, membimbing penyelidikan individu maupun kelompok, d) tahap keempat. Mengembangakan dan menyajikan hasil, dan (e) tahap kelima, menganalisis dan mengevaluasi proses dan hasil pemevah masalah. Kata Kunci: Peran Guru, Problem Based Learning, Perencanaan dan Pelaksanaan | ||||||
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 86206-Jurusan Pendidikan Guru Sekolah Dasar | ||||||
| Depositing User: | Rika Yuniar | ||||||
| Date Deposited: | 14 Feb 2023 16:18 | ||||||
| Last Modified: | 14 Feb 2023 16:18 | ||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/21525 |
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