The Effect of Video Animation Assistant Problem Based Learning (Pbl) Model on Critical Thinking of Substance Pressure Materials in Class Viii Junior High School
Quasi-experimental research demonstrates improved critical thinking in 32 eighth graders using video-assisted PBL, suggesting effective teaching methods.
Key Points
Students showed significant improvement in critical thinking skills using the video animation PBL model, particularly in managing strategies and tactics.
The average pretest score was 58.281, while the posttest score increased to 87.813, indicating an effective intervention.
A quasi-experimental design with a one group pretest-posttest approach was utilized, involving 32 junior high students.
The findings highlight that video-assisted PBL can effectively foster critical thinking, calling for further research in diverse educational settings.