Study Interaction the Impact of Problem Based Learning and Thinking Learning Models Creative to Performance Studying Social Sciences

Authors

  • Nina Sofiana Universitas Tadulako
  • Misnah Universitas Tadulako
  • Herlina Universitas Tadulako

DOI:

https://doi.org/10.59653/jemls.v2i02.815

Keywords:

Impact of PBL Models, Thinking Creative, Achievement Study Student

Abstract

Learning model Problem based learning (PBL) is a student - centered learning model , where student Study solve problem in accordance material learning in a way independent . Whereas ability think creative student is ability student in create your own ideas . Understand interaction between the PBL model and capabilities think creative can give valuable insight​ For increase performance Study student . Research purposes This namely : (1) examine interaction the impact of the PBL model on performance students ' social studies learning , (2) studying interaction impact think creative to performance study , (3) study interaction impact of PBL models and thinking creative to performance Study . Research design This use design phenomenology , in activity Data analysis follows stages of the Miles and Huber analysis process . And technique analysis of the data used is technique analysis descriptive . Research result This shows : (1) Yes interaction the positive impact of the PBL learning model on performance students learn social studies . (2) Yes interaction positive impact​ ability think creative student to performance Study . (3) Yes interaction positive impact of the PBL learning model and abilities think creative student to performance study social studies. (4) Yes interaction more impact​ large PBL learning model towards performance Study than ability think creative student.

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References

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Published

2024-05-05

How to Cite

Sofiana, N., Misnah, M., & Herlina, H. (2024). Study Interaction the Impact of Problem Based Learning and Thinking Learning Models Creative to Performance Studying Social Sciences. Journal of Education Method and Learning Strategy, 2(02), 832–838. https://doi.org/10.59653/jemls.v2i02.815

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