JISE 8 (3) 2019 : 324 - 331

Journal of Innovative Science Education

http://journal.unnes.ac.id/sju/index.php/jise

Implementation of Problem Based Learning Model to Measure

Communication Skills and Critical Thinking Skills of Junior High
School Students

Muhammad Aziz Rizqi Pratama1, Edy Cahyono2, Yustinus Ulung Aggraito2

1.
SMP Muhammadiyah 4, Semarang, Indonesia
2.
Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
Article History: Learning also needs to be directed to familiarize students to formulate problems, not only
Received March 2019 solve problems. In addition, the learning done must train critical thinking skills not just
Accepted May 2019 thinking mechanically. The US-based Partnership for 21st Century Skills (P21), identifies
Published December the competencies needed in the 21st century namely "The 4Cs" - communication,
2019 collaboration, critical thinking, and creativity. Science learning was developed as an
________________ integrative science subject, namely integrating applicative biology, physics and chemistry
Keywords: to develop thinking skills, expressing skills and developing innovating and collaborating
Implementation, skills. To improve critical thinking skills, creative thinking, communication, and
Problem Based collaboration, of course, the teacher must have the right model or method. PBL is a model
Learning, 21st century that begins with a case and problem that has a goal so that students can solve the problem.
skills, Junior High This study aims to determine the profile of communication skills and critical thinking
School skills of students. Research carried out using the type of descriptive research with the
____________________ method used is a qualitative method to observe critical thinking skills, creative,
communication, and collaboration in science learning. The data taken was the result of
observation of communication skills, the results of tests of critical thinking questions, and
interviews of Muhammadiyah 4 Semarang Junior High School students as many as 9
research subjects. The profile of students' communication skills was assessed from the
results of observations during the last six meetings. The scores were averaged 55.56%
with very high categories, namely SP1, SP2, SP3, SP5, SP6 and 44.44% of high-category
students namely SP4, SP7, SP8, SP9. The results of the observations were also supported
by the results of interviews of students from SP1 to SP9 which showed a correspondence
with the scores obtained. The profile of students' critical thinking skills is assessed from
the results of tests of critical thinking when the final learning material is obtained 11.11%
is very high category, namely SP1; 33.33% of high category students, namely SP2, SP3,
SP4; and 55.56% in the medium category, namely SP5, SP6, SP7, SP8, SP9. The results
of the tests of critical thinking are also supported by the results of interviews of students
from SP1 to SP9 which indicate the existence of correspondence with the scores obtained.

© 2019 Universitas Negeri Semarang

 Alamat korespondensi: p-ISSN 2252-6412

Jl. Puspowarno IV Jl. Puspowarno Raya No.20, Salamanmloyo,
e-ISSN 2502-4523
Kec. Semarang Bar., Kota Semarang, Jawa Tengah 50149, Indonesia
E-mail: azizrpratama77@gmail.com
 Muhammad Aziz Rizqi Pratama, Edy Cahyono, Yustinus Ulung Aggraito/

Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

INTRODUCTION Zawawi (2015) expressed critical and creative

thinking skills should be balanced with
The advancement of technology and communication skills and collaborate as a
information has changed the human perspective provision to face 21st century challenges.
both in terms of work, community and even Communication skills are a linguistic process
learning. The easier access to obtain information that is pursued by learners both individually and
makes students must always improve their when forming a working group. Such
knowledge. Today students are faced with the communication can be divided into two namely
era of industrial revolution 4.0 which is no verbally and nonverbal, verbal communication
longer dwelling on reading, writing and done using speech while nonverbal
arithmetic competencies but students must communication can be done using writing. The
develop data literacy, technology literacy and US-based partnership for 21st Century Skill
human literacy (Suwardana, 2017). In this era (P21) defines collaborative skills as a learner's
the acceleration of technological progress has skill to build a concept together with a group of
become shorter, students are required to be able existing problems. Collaborative skills become a
to analyze and make conclusions from the data very important skill in learning and are a key
obtained, apply it in technology and be able to skill of the four 21st-century skills.
think critically and creatively, and communicate The results of observations and interviews
with each other and work together in the use of at Muhammadiyah Junior High School 4
these technologies. In the perspective of human Semarang showed that 4C skills possessed by
literacy, the goal is for humans to function students were still low. This can be seen when
properly in an increasingly dynamic human the learning process takes place, the students are
environment. Schools need to find new ways to still struggling to analyze a problem or the
develop human cognition capacity, namely: problem given by the teacher. Their thinking is
higher order mental skills, critical and systemic still very simple so that the goals to be achieved
thinking (Haryono, 2018). The advancement of in learning still cannot be achieved. When given
technology makes human literacy an important the task of making a work such as a poster or
thing to survive in the era of the industrial props, there are still many students who do not
revolution, the goal is that humans can continue understand the purpose of making the tool so
to function properly and not be replaced by that the resulting work is not maximal.
technology that humans create themselves. 21st During the learning process, it certainly
century learning encourages students to find out will not be separated from the group discussion
from various sources of observation, not just process. So far, what often happens during group
being told. Learning also needs to be directed to discussions is that there are only a few active
familiarize students to formulate problems, not students from several group members. Not all
only solve problems. In addition, the learning students are active in the discussion process,
done must train critical thinking skills not just most groups are only leaders who are active in
thinking mechanically. expressing opinions or answering questions.
The US-based Partnership for 21st When the discussion process the role of the
Century Skills (P21), identifies the competencies teacher is very important so that the discussion
needed in the 21st century namely "The 4Cs" - process runs well and all students can actively
communication, collaboration, critical thinking, participate not only as listeners. Of course, these
and creativity. The Ministry of Education and 4C skills must be possessed by students,
Culture of the Republic of Indonesia supports considering that these skills greatly influence the
21st Century learning integrated in the 2013 success of students when they have graduated
Curriculum which contains 4C skills, namely from school and continue their lives in a society
critical thinking, creativity, communication, and with all the intense competition.
collaboration (Kemdikbud, 2017). Awang &

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Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

Material about additives and addictive must be sought for the impact and solutions by
substances is material that is closely related to students. When students want to solve a
everyday life. The material can be said to be problem, of course, it begins with the thinking
material that is very often encountered or skills of students individually in responding to a
experienced by students, so students are problem. The thinking skills of individual
expected to be able to analyze a problem from students will later be collaborated with
the teacher critically and provide solutions to communication skills and teamwork skills.
problems correctly. But in reality students are Students can elaborate on their individual
still lacking in exploring their skills in thinking opinions with the opinions of other group
and solving a problem in the material. members so that each group can draw a
Understanding of students about addictive conclusion.
substances for example is only limited to Based on the research of Trilling & Fadel
dangerous drugs without knowing the reason (2009) shows that high school graduates,
why it is dangerous, what substances are diplomas and higher education are still less
contained and why the substance is produced, competent in terms of: (1) oral and written
the thinking of students is still not up to that communication; (2) critical thinking and
stage. problem solving; (3) work ethics and
To improve critical thinking skills, professionalism; (4) work in teams and
creative thinking, communication, and collaborate; (5) work in different groups; (6)
collaboration, of course, the teacher must have using technology, and (7) project and leadership
the right model or method. The selection of the management. Thus the competencies and
right model will certainly make the atmosphere abilities that a person must have to face the
of learning more meaningful so that the material demands of the 21st century are very complex.
delivered by the teacher can be easily understood According to Bergili's research (2015) problem-
by students. The model that can accommodate based learning can be integrated into the learning
the increase in 4C skills in students is through the process with the aim of improving students'
Problem Based Learning (PBL) model. critical thinking and creative thinking skills.
According to Pijl-Zieber (2006) PBL is a model
that begins with a case and problem that has a METHODS
goal so that students can solve the problem.
Problem Based Learning (PBL) is a model Research conducted using descriptive
that instills learning processes ranging from research with the method used is a qualitative
thinking, collaborating groups, then method to observe critical thinking skills and
communicating and building new knowledge in communication in science learning. Moleong
students so that students can provide solutions (2016) defines qualitative research as a research
and solve problems either individually or in procedure that produces descriptive data in the
group discussions. PBL is one of the form of written or oral words from people and
recommended lessons to be applied to the 2013 observed behavior from the phenomena that
Curriculum. The choice of a learning model occur. Qualitative research methods are research
must also be in accordance with the material to methods that are based on the philosophy of
be taught by the teacher. postpositivism, which is used for research on
Additives and addictive substances are natural object conditions (Sugiyono, 2015). This
human material that is closely related to the type of research was taken because this form of
phenomena of everyday life. Many things that research can describe in detail qualitative
we can associate when discussing this material information. Grade VIII students of
for example can be related to health, Muhammadiyah Junior High School 4
environment, and social norms that exist in the Semarang in 2018/2019 academic year were
community. This raises many problems that distributed in five classes namely class VIII A,

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Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

VIII B, VIII C, VIII D, and VIII E. Class VIII A research subject one (SP1), PDC 15 which was
and VIII B were classes consisting of female subsequently named the research subject two
students, class VIII C and VIII D is a class (SP2), PDD 23 which is then given the name of
consisting of male students, while class VIII E is research subject three (SP3). Students with a
a mixed class between male and female students. middle category of GDP 18 are then given the
The class that will be used to apply the Problem name of the research subject four (SP4), PDC 12
Based Learning model is class VIII B, VIII C, which is then given the name of the research
VIII D. Class determination is based on subject five (SP5), PDD 8 which is then given the
purposive sampling technique which is a name of the research subject six (SP6). Students
selection technique with certain considerations. with the lower category are GDP 27 which is
The research subjects were taken from students then given the name of the research subject seven
with upper grades, students with middle grades, (SP7), PDC 9 which is then given the name of
and students with lower grades for each class, so the research subject eight (SP8), PDD 13 which
that there were nine research subjects that would is subsequently named the research subject nine
be discussed in this study. (SP9).
Indicators used to measure the
RESULTS AND DISCUSSION achievement of collaboration skills of research
subjects are 1) Convey ideas; 2) Make notes on
Profile of Student Communication Skills observations in learning activities; 3) Prepare
The communication skills of value taking reports systematically; 4) Explain the results of
is done by observing for six meetings, from the experiments, research, or discussions in front of
six meetings the communication value of the class; 5) Deliver information in the form of
students is averaged then the value is sorted from graphics, charts, or tables. The results of the
the highest to the lowest value. The sorted values analysis of the communication skills of students
were chosen by three research subjects for class who have been obtained are then categorized
VIII B, VIII C, and VIII D which consisted of into very high, high, medium, low and very low.
three students with the upper category namely The results of observation of the communication
GDP 25 which was then given the name of skills of students in science learning are shown in
Table 1 and Table 2.

Table 1. Percentage of Student Communication Skills

No Category Value Range Many Students Percentage (%)
1 Very high Test score ≥ 80 5 55.56
2 High 60 ≥ test score < 80 4 44.44
3 Is being 40 ≥ test score < 60 -
4 Low 20 ≥ test score < 40 -
5 Very Low < 20 -
Total 9 100

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Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

Table 2 Results of Observation of Student Communication Skills

Research Indicator
Total Value Category
Subject 1 2 3 4 5

SP1 3 3 4 4 4 90 Very High

SP2 3 4 4 3 4 90 Very High
SP3 2 4 4 4 4 90 Very High
SP4 2 3 3 3 4 75 High
SP5 3 2 3 3 3 80 Very High
SP6 2 2 4 4 4 80 Very High
SP7 2 3 2 4 4 70 High
SP8 2 3 3 3 3 70 High
SP9 2 3 3 3 3 75 High

From the results of data analysis in Table discussion to solve the problems noted by the
1 if referring to the completeness criteria students and together look for conclusions from
achieved by students, which are in the very high the learning process that has been done.
category there are five students with a percentage The communication skills of students play
of 55.56% and in the high category there are four an important role in science learning because it
students with a percentage of 44.44%. The can change the learning situation in a better
research results of each indicator on direction with the emergence of social
collaboration skills as in Table 2 obtained the interactions between students and students and
highest score of 90 and the lowest score of 70. students with teachers (Wangsa et al., 2017).
The following is the description of the subject of Science learning so as not to feel boring of course
the study of communication skills based on must apply a model, method, and learning
indicators of communication skills. media that are packaged in a learning process in
Overall the scores obtained by the the classroom. Implication of the PBL model not
research subjects on communication skills are in only in learning situations but also in LKS and
the category of very high and high balanced. The media used by teachers. Showing video-based
learning model used during the learning process problems regarding additives and addictive
influences the communication skills of students substances can certainly attract the attention of
(Sari et al., 2019). The application of the PBL students to be more active in communicating by
model certainly influences the process of asking questions, answering questions or
learning activities, problem-based learning raises responding to a problem. In the context of
many questions arise in each student, thus learning communication skills can be interpreted
stimulating students to ask questions or respond as skills that must be owned and mastered by a
by answering questions that exist when learning student because these skills aim to explore as
activities take place. Group discussion activities much knowledge as possible and to convey
can facilitate students to interact, express ideas information both orally and in writing (Marfuah,
and exchange opinions, so that students' 2017)
communication skills can improve (Dipalaya et
al., 2016). The process of asking, answering, and Profile of Students' Critical Thinking Skills
responding more and making students not shy to The critical thinking skills of students are
express opinions, students can not only apply assessed by means of test questions at the last
problem-based learning but also get motivation meeting. There are 10 critical thinking questions
from the teacher so that self-confidence in from the results of the test questions. The value
students emerges. The communication process is obtained is sorted from the highest value to the
not only verbal but also written, the results of the

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Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

lowest value. The sorted values were chosen by subsequently given the name of the research
three research subjects for class VIII B, VIII C, subject eight (SP8), PDD 5 which is
and VIII D consisting of three students with the subsequently named the research subject nine
upper category, namely GDP 12, which was (SP9).
then named the research subject one (SP1), PDC Indicators used to measure the
3 which was then given the name of the research achievement of collaboration skills of research
subject two (SP2), PDD 10, hereinafter given the subjects are 1) Analyzing arguments; 2)
name of research subject three (SP3). Students Consider the source credibility 3) Determine the
with the middle category are GDP 7 which is results of consideration; 4) Defining a term 5)
then given the name of the research subject four Determining an action. The results of the
(SP4), PDC 5 which is then given the name of analysis of the critical thinking skills of students
the research subject five (SP5), PDD 4 which is who have been obtained are then categorized
then given the name of the research subject six into very high, high, medium, low and very low.
(SP6). Students with the lower category are The results of observation of students' critical
GDP 17 which is then given the name of the thinking skills in science learning are shown in
research subject seven (SP7), PDC 20 which is Table 3 and Table 4.

Table 3 Percentage of Students' Critical Thinking Skills

No Category Value Range Many Students Percentage (%)
1 Very High Test score ≥ 80 1 11.11
2 High 60 ≥ test score < 80 3 33.33
3 Is Being 40 ≥ test score < 60 5 55.56
4 Low 20 ≥ test score < 40 -
5 Very Low < 20 -
Total 9 100

Table 4 Student Critical Thinking Skills Test Results

Research Indicator
Total Value Category
Subject 1 2 3 4 5

SP1 8 6 6 7 5 80 Very High

SP2 6 5 7 6 6 75 High
SP3 7 6 5 6 7 77.5 High
SP4 7 4 5 4 4 60 High
SP5 5 4 5 4 5 57.5 Is Being
SP6 5 4 5 5 4 57.5 Is Being
SP7 4 3 4 5 3 47.5 Is Being
SP8 4 5 3 2 4 45 Is Being
SP9 3 3 5 4 5 50 Is Being

From the results of data analysis in Table The following is a description of the research
3 if referring to the completeness criteria achieved subject's critical thinking skills based on indicators
by students, which are in the very high category of critical thinking skills.
there is one student with a percentage of 11.11%, The results of the test for students' critical
in the high category there are three students with thinking questions obtained a high category score
a percentage of 33.33% and in the category while of 11.11%, a high category of 33.33%, and a
there are five students with a percentage of moderate category of 55.56%. Through the PBL
55.56%. The research results of each indicator in model students are trained to develop their skills
critical thinking skills as in Table 4 obtained the in solving problems by being faced with several
highest value of 80 and the lowest value of 47.5. problems related to the material in learning

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Journal of Innovative Science Education 8 (3) 2019 : 324 - 331

(Hastuti et al., 2018). The problems given by the that are around and guide students to be able to
teacher stimulate students to be able to think solve these problems. If the application of learning
critically, be sensitive to existing problems and models that can stimulate critical thinking skills
find ways to solve them. In this model, students these students are trained continuously, of course
can develop problem solving skills, act as problem the ability to analyze students will be more
solvers and in learning processes are thought, developed and more ideas are offered to answer a
group work, communication, and giving problem. Students are still accustomed to facing or
information to each other. PBL models can answering simple questions and the question is
provide opportunities for students to explore and certainly not able to measure critical thinking
collect and analyze data to solve problems, so skills. Students must have a high analysis of
students are able to think critically, analytically, critical thinking test questions and those skills can
systematically and logically in finding alternative increase if they are used to being trained
solutions to problems (Susilo et al., 2012). PBL continuously. In essence, changing the habits of
has the advantage of developing students' critical learning in students can foster critical thinking
thinking skills and adjusting to new knowledge skills to be even better.
because it helps transfer their knowledge to
understand problems in the real world (Nugraha CONCLUSION
et al., 2017).
Test questions given to students are Communication skills of students from
problem-based questions, students analyze the results of conservation for 6 meetings if
questions then answer with the results of their own referring to the completeness criteria achieved by
thoughts to foster critical thinking skills. Before students, which are in the very high category
working on the problem students must read and there are five students with a percentage of
understand the problem first. When the process of 55.56% and in the high category there are four
reading someone will experience a thought
students with a percentage of 44.44% . The
process to understand ideas and ideas broadly
results of each indicator on communication
divergent thinking (Ramadhan et al., 2016). The
skills obtained the highest score of 90 and the
skills of students to think critically arise when
lowest value of 70.
solving questions made based on contextual
Students' critical thinking skills from the
problems or problems that are very easy to find by
students in the surrounding environment. Chiras results of the test questions if they refer to the
(2015) in his research stated that individuals who completeness criteria achieved by students,
have a high level of critical thinking skills, will be which are in the very high category there is one
able to formulate problems clearly, collect and student with a percentage of 11.11%, in the high
assess relevant information, use abstract ideas, category there are three students with a
have open thoughts, and are able to communicate percentage of 33.33% and in the medium
effectively with other individuals . In this study, category there were five students with a
there are still many students who get a moderate percentage of 55.56%. The results of each
category score, from the values in the very high indicator in critical thinking skills obtained the
and high categories. Many students get the highest value of 80 and the lowest value of 47.5.
moderate category because of time constraints in
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