STUDI KOMPARASI MODEL PROJECT BASED LEARNING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN KEMAMPUAN METAKOGNITIF SEBAGAI VARIABEL MODERASI

WAHYU JUWITA PERMATA SARI, . (2026) STUDI KOMPARASI MODEL PROJECT BASED LEARNING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN KEMAMPUAN METAKOGNITIF SEBAGAI VARIABEL MODERASI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Skripsi, Program Studi Pendidikan Ekonomi, Fakultas Ekonomi dan Bisnis, Universitas Negeri Jakarta, 2026. Penelitian ini bertujuan untuk menganalisis perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan model pembelajaran Project Based Learning dan Problem Based Learning , serta menganalisis peran kemampuan metakognitif dalam memoderasi pengaruh kedua model pembelajaran tersebut terhadap kemampuan berpikir kritis siswa. Penelitian dilatarbelakangi oleh masih rendahnya kemampuan berpikir kritis siswa pada mata pelajaran Ekonomi serta perlunya kajian komparatif mengenai efektivitas model pembelajaran berbasis konstruktivisme yang mempertimbangkan karakteristik metakognitif siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental melalui Pretest-Posttest Non-Equivalent Group Design. Sampel penelitian berjumlah 71 siswa kelas X SMA Negeri 58 Jakarta yang dipilih menggunakan teknik purposive sampling, terdiri dari kelas X-A sebagai kelompok eksperimen Project Based Learning(36 siswa) dan kelas X-C sebagai kelompok eksperimen Problem Based Learning (35 siswa). Data dikumpulkan melalui tes kemampuan berpikir kritis dan angket kemampuan metakognitif, kemudian dianalisis menggunakan uji N-Gain dan Two-Way ANOVA dengan bantuan SPSS Statistics. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis yang signifikan antara siswa yang belajar menggunakan Project Based Learning dan Problem Based Learning , dengan model Problem Based Learning terbukti lebih efektif meningkatkan kemampuan berpikir kritis siswa (N-Gain kategori sedang) dibandingkan Project Based Learning (N-Gain kategori rendah). Kemampuan metakognitif tidak terbukti berpengaruh signifikan maupun memoderasi pengaruh model pembelajaran terhadap kemampuan berpikir kritis siswa, yang berarti pengaruh kedua model pembelajaran tersebut bersifat konsisten pada berbagai tingkat kemampuan metakognitif siswa. Temuan ini menunjukkan bahwa peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Ekonomi dapat dioptimalkan melalui penerapan model Problem Based Learning secara merata tanpa perlu dilakukan diferensiasi berdasarkan kemampuan metakognitif siswa. Penelitian ini berkontribusi dalam memperkaya kajian pembelajaran berbasis konstruktivisme dan menjadi masukan bagi guru Ekonomi dalam merancang strategi pembelajaran yang efektif untuk mengembangkan kemampuan berpikir kritis siswa. ***** This study aims to analyze the difference in students' critical thinking skills between those taught using the Project Based Learning model and those taught using the Problem Based Learning model, as well as to analyze the role of metacognitive ability in moderating the effect of both learning models on students' critical thinking skills. This research was motivated by the still-low level of students' critical thinking skills in Economics subjects and the need for a comparative study on the effectiveness of constructivism-based learning models that take students' metacognitive characteristics into account. This study employed a quantitative approach with a quasi-experimental design using a Pretest-Posttest Non-Equivalent Group Design. The research sample consisted of 71 tenth-grade students of SMA Negeri 58 Jakarta, selected through purposive sampling, comprising class X-A as the Project Based Learningexperimental group (36 students) and class X-C as the Problem Based Learning experimental group (35 students). Data were collected through a critical thinking skills test and a metacognitive ability questionnaire, then analyzed using the N-Gain test and Two-Way ANOVA with the assistance of SPSS Statistics. The results showed that there was a significant difference in critical thinking skills between students taught using Project Based Learning and Problem Based Learning , with the Problem Based Learning model proven to be more effective in improving students' critical thinking skills (moderate N-Gain category) compared to Project Based Learning(low N-Gain category). Metacognitive ability was not found to have a significant effect, nor did it significantly moderate the effect of the learning models on students' critical thinking skills, indicating that the effect of both learning models was consistent across different levels of students' metacognitive ability. These findings suggest that the improvement of students' critical thinking skills in Economics subjects can be optimized through the equal implementation of the Problem Based Learning model, without the need for differentiation based on students' metacognitive ability. This study contributes to enriching the study of constructivism-based learning and serves as input for Economics teachers in designing effective learning strategies to develop students' critical thinking skills.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Fitra Dila Lestari, M.Pd. ; 2). Prof. Dr. Suparno, S.Pd., M.Pd.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar
Divisions:	FE > S1 Pendidikan Ekonomi
Depositing User:	Wahyu Juwita Permata Sari .
Date Deposited:	19 Aug 2026 05:08
Last Modified:	19 Aug 2026 05:08
URI:	http://repository.unj.ac.id/id/eprint/71610

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