Published
2022-03-30
Issue
Section
Articles
How to Cite
Effectiveness of Multicultural Problem-Based Learning Models in Improving Social Attitudes and Critical Thinking Skills of Elementary School Students in Thematic Instruction
Dimas Qondias
Ganesha University of Education, Indonesia.
Wayan Lasmawan
Ganesha University of Education, Indonesia.
Nyoman Dantes
Ganesha University of Education, Indonesia.
Ida Bagus Putu Arnyana
Ganesha University of Education, Indonesia.
DOI: https://doi.org/10.20448/jeelr.v9i2.3812
Keywords: Multiculturalism, Problem-based learning, Learning model, Social attitudes, Critical thinking skills.
Abstract
This study aims to analyze the effectiveness of multicultural problem-based learning models to improve social attitudes and critical thinking skills of elementary school students in thematic learning. This study employs a quasi-experimental approach with a posttest-only control group design. There are 165 students in the sample of the study. The data collection method used is a questionnaire on social attitudes and an achievement test on critical thinking ability. The post-test data are analyzed using descriptive and inferential statistics. The analysis covers the mean score, standard deviation and variance while the inferential statistical analysis utilizes the MANOVA test. The results of the analysis show that the multicultural problem-based learning model is effective in improving students’ social attitudes and critical thinking skills. Therefore, this learning model is recommended as an innovative learning model.