THE EFFECTIVENESS OF A PROBLEM-BASED LEARNING MODEL ORIENTED IN CRITICAL THINKING IN WRITING ARGUMENTATION ESSAY FOR 11TH-GRADE STUDENTS SMK MUHAMMADIYAH 3 KUNINGAN IN THE 2013/2014 ACADEMIC YEAR

Abstract

The title of this research is “The Effectiveness of Critical Thinking-Oriented Problem-Based Learning Model in Learning to Write Argumentative Essays for Grade XI Students of SMK Muhammadiyah 3 Kuningan in the 2013-2014 Academic Year”. The formulation of the problem in this research is: 1). how is the planning of critical thinking-oriented problem-based learning in learning to write argumentative paragraphs, 2) how are the activities of teachers and students in the process of applying the critical thinking-oriented problem-based learning model in learning to write argumentative essays 3) how is the effectiveness of the critical thinking-oriented problem-based learning model in learning to write argumentative essays. Based on the formulation of the problem above, the objectives of this research are: 1) to describe the planning of critical thinking-oriented problem-based learning model in learning to write argumentative essays 2). to describe the activities of teachers and students in applying the critical thinking-oriented problem-based learning model in learning to write argumentative essays, 3) to determine the effectiveness of the critical thinking-oriented problem-based learning model in learning to write argumentative essays. The method used in this research is a quasi-experimental method with the categories of initial test and final test in the experimental class and the control class. The population of this study was students of class XI with the experimental student sample being class XI TKJ 1 and the control class sample being class XI TKR 1 of SMK Muhammadiyah 3 Kuningan in the 2013-2014 academic year. The instruments used were teacher and student observation sheets, initial and final test sheets, and observation sheets. The hypothesis in this study is "a critical thinking-oriented problem-based learning model is effectively applied in learning to write argumentative essays." After conducting the research, the hypothesis was proven. This can be seen from the average value of the final test in the control class which increased from the initial test which was not very significant because it only reached 10, namely from 52 to 62. This shows that the lecture learning model carried out by the teacher in the control class was successfully implemented because the students' ability to write argumentative essays increased. While in the experimental class the average value of the final test for writing argumentative essays also experienced a significant increase from the initial test, namely from 53 to 81. Or an increase of 28 points. This shows that the critical thinking-oriented problem-based learning model applied in the experimental class was successful and effective, as evidenced by the increase in student scores which were higher than in the control class. Based on the results of the study, the author concludes that this critical thinking-oriented problem-based learning model can be used as an alternative in learning to write argumentative essays.