Volume 08 Issue 01 January 2025
1Ika Puspitasari, 2Shokhibul Arifin, 3Sulton Dedi Wijaya
1,2,3Universitas Muhammadiyah Surabaya, Surabaya, Indonesia.
DOI : https://doi.org/10.47191/ijsshr/v8-i1-40Google Scholar Download Pdf
ABSTRACT
The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.
KEYWORDS:Critical Thinking, Merdeka Curriculum, Learning Model, Problem Solving Ability, Project-Based Learning,
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