Improving Critical Thinking Skills Using Animated Videos Based on Problem-Based Learning
DOI:
https://doi.org/10.47197/retos.v57.103297Keywords:
Critical thinking skills, animated videos, football games, problem based learningAbstract
The materials related to football game tactics and strategies are mostly explained and taught in conventional theory. Students stated that learning tactics and strategy in soccer games is complicated and therefore difficult to understand because it uses conventional methods. Current developments have resulted in the acceleration of technology for learning in various conditions. This study aims to determine the learning outcomes of the twelfth grade students in senior high school by using animated videos based on problem-based learning in learning football games, especially in materials related to defensive patterns, attacking patterns, and football game formations. The method used in this study was experimental research using one group pre-test post-test design consists of 32 twelfth grade students (Male:12; Female:20). The learning process was evaluated using Formative Class Evaluation, and critical thinking skills were measured using critical thinking test instruments, The critical thinking assessment tool was evaluated by 4 experts. Result:This study showed significant differences in students’ critical thinking skills before and after applying problem-based learning animated videos [t=6.442; p= 0.000 (<0.05), with an increase of 14.65%. The achievement of student learning outcomes before implementing problem-based learning animated videos scored 66.66 in the poor category. After implementing problem-based learning animated videos, the score increased to 76.41 in the good category. Conclusion The application of animated videos based on problem-based learning in teaching and learning process helps students to theoretically understand football games with its complex tactics and strategies and to fully integrate their knowledge of defensive patterns, attacking patterns and formations in football games. Animated videos based on problem-based learning can provide stimuli that can encourage students to think analytically to improve their critical thinking and keep up with rapid technological developments.
Key Words: Critical thinking skills, animated videos, football games, problem based learning
References
Arif, M., Ardha, A., Nurhasan, N., Nur, L., Chaeroni, A., Bikalawan, S. S., & Yang, C. B. (2024). Análisis de Aplicaciones Basadas en Android en Educación Física y Deportes: Revisión Sistemática (Analysis of Android-Based Applications in Physical Edu-cation and Sports: Systematic Review). Retos, 57, 390–398. https://doi.org/10.47197/retos.v57.107158
Bernate, J., & Fonseca, I. (2023). Competencias digitales en profesores de Licenciatura de Educación Física (Digital skills in teachers of Physical Education Degree). Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 49, 252-259. https://doi.org/10.47197/retos.v49.96866
Bernate, J., Fonseca, I., Guataquira, A., & Perilla, A. (2021). Digital Competences in Bachelor of Physical Education students. Retos, 41, 310–318. https://doi.org/10.47197/retos.v0i41.85852
Busyaeri, A., Udin, T., & Zaenudin, A. (2016). Pengaruh penggunaan video pembelajaran terhadap peningkatan hasil belajar mapel IPA di MIN Kroya Cirebon. Al Ibtida: Jurnal Pendidikan Guru MI, 3(1), 116–137. https://doi.org/10.24235/al.ibtida.snj.v3i1.584
Fakhriyah, F. (2014). Penerapan problem based learning dalam upaya mengembangkan kemampuan berpikir kritis maha-siswa. Jurnal Pendidikan IPA Indonesia, 3(1), 95–101. https://doi.org/10.15294/jpii.v3i1.2906
Johari, A., Hasan, S., & Rakhman, M. (2016). Penerapan Media Video Dan Animasi Pada Materi Memvakum Dan Men-gisi Refrigeran Terhadap Hasil Belajar Siswa. Journal of Mechanical Engineering Education, 1(1), 8. https://doi.org/10.17509/jmee.v1i1.3731
Kamila, H. R., & Ducha, N. (2018). Validitas Multimedia Interaktif Model Tutorial Sistem Peredaran Darah Manu-sia. PENSA: e-jurnal pendidikan sains, 6(02). https://ejournal.unesa.ac.id/index.php/pensa/article/view/23290
Kurniawan, I., Sepdanius, E., Bin, M. A., Sidi, M., Pranoto, N. W., Haris, F., & Orhan, B. E. (2024). Enhancing Bad-minton Learning for Deaf Children: Development and Evaluation of an Interactive Video Teaching Module. Retos, 54, 417–423. https://doi.org/10.47197/retos.v54.103062
Lestari, D. D., Ansori, I., & Karyadi, B. (2017). Penerapan model pbm untuk meningkatkan kinerja dan kemampuan berpikir kritis siswa SMA. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 1(1), 45-53. https://doi.org/10.33369/diklabio.1.1.45-53
Lisnawati, L. (2022). Penggunaan Media Pembelajaran Berbasis Multimedia Interaktif Untuk Meningkatkan Kosakata Hijaiyah Anak Usia 5-6 Tahun. Edukasi: Jurnal Ilmiah Pendidikan Anak Usia Dini, 10(2). http://dx.doi.org/10.29406/jepaud.v10i2.3691
Megayani, M., & Yasin, Y. (2019). Penerapan model problem based learning terhadap pemahaman konsep dan peningkatan keterampilan berpikir kreatif siswa pada materi virus di kelas X SMA Yabujah Segeran Indramayu. Bio Educatio, 4(2), 377602. https://doi.org/10.31949/be.v4i2.1750
Norrizqa, H. (2021). Berpikir kritis dalam pembelajaran ipa. Prosiding Magister Pendidikan Ilmu Pengetahuan Alam, 1(1). https://jbse.ulm.ac.id/index.php/PMPIPA/article/view/37/52
Prayogi, A., & Widodo, A. T. (2017). Kemampuan berpikir kritis ditinjau dari karakter tanggung jawab pada model brain based learning. Unnes Journal of Mathematics Education Research, 6(1), 89-95. http://journal.unnes.ac.id/sju/index.php/ujmer
Redhana, I. W. (2019). Mengembangkan keterampilan abad ke-21 dalam pembelajaran kimia. Jurnal Inovasi Pendidikan Kimia, 13(1). https://doi.org/10.15294/jipk.v13i1.17824
Sumargono, S., & Aprilia, T. (2022). Kemampuan berpikir kritis siswa pada mata pelajaran sejarah. Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Sejarah, 9(3), 141-149. https://doi.org/10.21093/twt.v9i3.4508
Takahashi, T. (2005). Students' Physical Activity Level, Students' Learning Behavior, and their Formative Class Evalua-tion during Fitness Units of Elementary School Physical Education Classes. International Journal of Sport and Health Sci-ence, 3, 10-20. https://doi.org/10.5432/ijshs.3.10
Thamrin, L., Gustian, U., Suhardi, S., Zhongfulin, W., & Suryadi, D. (2024). The Implementation of Contextual Learn-ing Strategies to Stimulate Students’ Critical Thinking Skills. Retos, 53, 52–57. https://doi.org/10.47197/retos.v53.102501
Usra, M., Bayu, W. I., Solahuddin, S., & Octara, K. (2023). Improving critical thinking ability using teaching game for understanding. Journal of Physical Education and Sport, 23(2), 419-423. https://doi.org/10.7752/jpes.2023.02051
Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016, September). Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. In Prosiding Seminar Nasional Pendidikan Matematika (Vol. 1, No. 26, pp. 263-278). http://repository.unikama.ac.id/840/32/263-278
Yulianti, E., & Gunawan, I. (2019). Model pembelajaran problem based learning (PBL): Efeknya terhadap pemahaman konsep dan berpikir kritis. Indonesian Journal of Science and Mathematics Education, 2(3), 399-408. https://doi.org/10.24042/ijsme.v2i3.4366
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
