CRITICAL Journal REVIEW

SKOR NILAI:

The Effect of Problem-Based Learning Assisted Concept Map to Problem-Solving

Ability and Critical Thinking Ability

( Masdalipa, Mara Bangun Harahap, Derlina, 2017 )

NAME : Khairul Afni

ID : 4173332001
LECTURER : Dr. Makmur Sirait, M.Si
COUESES : Based Concept In Heat And Mechanics

FACULTY OF SCIENCE AND MATHEMATICS

UNIVERSITAS NEGERI MEDAN
2017/ 2018
 FOREWORD
Bismillahirrahmanirrahim….
Alhamdulillahirrabbil’alamin, thank God for the presence of Allah SWT for grace and
inayah His we can finish "Critical Journal Review" is titled " The Effect of Problem-Based
Learning Assisted Concept Map to Problem-Solving Ability and Critical Thinking
Ability".
Sholawat and salam authors give to away to the lord of our great Prophet, Muhammad
SAW, along with family and all tabi'an.
Thank you authors say to Mr. Lecturer Dr. Makmur Sirait, M.Si as a lecturer based
Concept In Heat And Mechanics who has guided in this course.Thank you infinite authors
convey to the parties who have helped and provide support until the task of this critical journal
review is resolved.
The author realizes that this Critical journal review is still far from perfection and is still
lacking, both in the written and the material contained therein. For that criticism and suggestions
for the improvement and perfection of the results of this critical book review is very author
expect. Hopefully the result of critical book review can be useful for readers and writers in
particular.

Medan, 4 Oktober 2017

Author,

Khairul Afni
NIM: 4173332001
TABLE OF CONTENTS

KATA PENGANTAR
DAFTAR ISIii

BAB I PENDHULUAN

BAB II RINGKASAN BUKU

BAB III PEMBAHASAN / ANALISIS

BAB III PENUTUP

DAFTAR PUSTAKA
 CHAPTER I
PRELIMINARY

A. Rationalization of the importance of CJR

Critical Journal is a form of literary criticism in which we analyze the journal by looking
at the content side, language style, and journal clarity. This method is very important because
in this way we think more deeply about a journal we have read and to show our understanding.

B. Purpose of CJR Writing

The purpose of critical journaling is to expand our understanding of a journal. Provide
basic information about journals and journal entries, such as:
1) Provide an introduction that identifies the title, the publisher, the year, the number of
pages and the author of the journal and clearly states the author's specific intent.
2) Provide a brief summary of the journal, perhaps just a paragraph describing the contents
of the journal. Feel free to quote the author's own words, or use some other illustrative
quotes to convey the main focus of criticism.
3) Provide recommendations. Is the journal worth reading? What are the advantages and
disadvantages of the reader after reading the journal?

C. Benefits of CJR
Benefits in this CBRi are:
1) Facilitate the reader in choosing a journal
2) As a comparative material to the author to revise the journal for the better

D. The Identity Of Reviewed Journals

Title : The Effect of Problem-Based Learning Assisted Concept Map to
Problem-Solving Ability and Critical Thinking Ability

Edition : 2017
Author : Masdalipa, Mara Bangun Harahap, Derlina
Publisher : IISTE
Volume :8
ISSN Number : 2222-1735
E. The Comparative Of Journals Identity
Title : The Effect of Problem Based Learning Model Assisted Concept Map
To Authentic Problem Solving Skills Topic On Dynamic Electric Grade
X SMA Negeri I Sidikalang A.Y 2015/2016
Edition : 2016
Author : Novita Sari Silalahi, Mara Bangun Harahap
Publishe r : IKALFI UNIMED
Volume :2
ISSN Number : 2461-1247
 BAB II

RINGKASAN ARTIKEL

A. Preliminary
This research aims to: determine the effect of model problem based learning model
concept map on the ability to solve problems and critical thinking physics students of SMA
Negeri 3 Padangsidimpuan. This research is a quasi experimental research with two group
pretest posttest design. The population of this research is all students of class X SMA Negeri 3
Padangsidimpuan. Samples were taken 2 classes are determined by random cluster sampling
technique, that is experiment class applied problem based learning model with concept map and
control class applied conventional learning.
The instrument that used in this research is the problem-solving ability instrument in
essay form as much as 5 questions and critical thinking ability instrument in essay form 5
questions which has been declared valid by expert team. From the result of the research, it can
be concluded that the problem solving ability of physics of students that is taught by the problem
based learning model assisted concept map is better than the students who are taught by
conventional learning and the critical thinking ability of physics students who are taught by the
problem based learning model assisted concept map is better than the students with
conventional learning. There is a positive influence of problem based learning model assisted
concept map to the ability of problem solving and ability of critical thinking of physics students.

B. Content Description
Education is one of the basic needs of human being and cannot be separated in daily
life. Education is one of the things that have a very important role in order to improve and
produce quality of human resources. Sanjaya (2011) said that education is a conscious and
planned effort to create an atmosphere of learning and learning process so that learners actively
develop their potential to have spiritual power of religion, self-control, personality, intelligence,
noble character, and skill that needed him, Society, nation and state. Efforts to improve the
quality of education in schools should be through a planned and well-planned learning process
will facilitate and help students to develop the potential that is in students themselves, so that
learning objectives can be achieved. One form of business to improve the quality of education
is to carry out teaching and learning activities in schools, because the school as a formal
educational institution in a systematic way to plan the educational environment to perform
various learning activities.
Physics learning should emphasis on process, which is learning that emphasis the way
of thinking science to observe the surroundings, then think about the causal relationship, then
do the modeling and finally can do engineering in the work. If simplified, Research physics,
the point is to recognize the natural surroundings and then create a formulation such as formulas
and good attitudes toward those phenomena (Sadia, I.W, 2013). The fact is, physics learning
only encourages students to memorize the concept and less able to use the concept if they
encounter real life problems related to the concept (Trianto, 2009).
Selecting the right learning model can improve students' thinking and problem solving
skills to be better, Problem-based learning model is one of the learning models that involve
students to solve a problem through scientific method so that students gain knowledge and have
ability in solving problems. In addition, to help students understand the concepts of physics, as
well as facilitate students in understanding the lesson, it needs to be supported by the use of
assistance such as concept maps, so that student activity is expected more active than before,
student learning outcomes increase and learning process more optimal Dewi (2014).
According to Arends (2008), the problem-based learning model is a model of learning
that develops thinking skills and problem-solving skills, and the intellectual skills, studies the
roles of adults by experiencing them through simulated real situations or situations and
becoming self-reliant and autonomous learners. Characteristics of problem-based learning are
1) asking questions or problems, making questions related to the problem and enabling the
emergence of various solutions to solve the problem. 2) focus on interdisciplinary linkages,
students review the issues from different subjects. 3) Authentic inquiry students must analyze,
establish problems, develop hypotheses and make predictions, collect and analyze information,
carry out experiments and draw conclusions. 4) produce products and publish, demanding
learners to produce certain products in the form of real work or demonstrations that can
represent the solution of problems they find. 5) Collaboration, students work together, most
commonly forming pairs in small groups. Work together to motivate sustainably in more
complex assignments. Problem based learning have five phases: phase 1) Provide orientation
about the problem to the students, phase 2) Organize students to research, phase 3) Assist
independent and group investigation, phase 4) Develop and present artifacts and an exhibit and
phase 5) Analyze And evaluate the problem-solving process.
 Suyanto (2009) who proposed the conventional method is a teaching and learning
activity that focuses students' attention centered to the teacher, so that the only active is teachers.
Since the first method has been widely used as a means of oral communication between teachers
and students in learning. In line with Hasan's (2004) opinion, conventional learning is an
emerging learning approach where teachers actively provide teaching while the students are
only passive, ie only receive lessons
Jonassen (2004) defines the problem as the difference between the outcome to be
achieved and the existing reality. Problem solving uses thought processes to solve known
difficulties, collects facts about the difficulty and determines additional information as needed.
Then Anderson (2001) states if the problem is known then problem solving is a number of
sequences of cognitive processes that are directed to finding the right solution. According Polya
(1973) defines problem solving as an attempt to find a way out of a difficulty in order to achieve
a goal that is not so soon achieved, Physical problem solving indicator consists of 1) identifying
problems, 2) interpreting problems, 3) implementing strategies , 4) plan the strategy and 5)
evaluate the solution (Heller, 1992).
Liliasari (2013) Critical thinking is an intellectually active and skillful process of
discipline conceptualizing, applying, analyzing, and evaluating information gathered or
generated by, experience observation, reflection, reasoning or communication, as a guide to
trust and action. According to Ennis (in Costa, 1988) the ability to think critically is an
intellectually active and skillful discipline process. Critical thinking skills indicators are: 1)
provide a simple explanation, 2) build basic skills, 3) Conclude, 4) Further explanation 5)
strategy and tactics.
In addition to problem-solving and critical thinking skills that support the problem-
based learning model, the use of concept maps can also support the problem-based learning
model in the learning process that allows students to memorize learning, overcome
misconceptions and simplify students and to connect learning that will come and Learning that
has passed. According to Hariyanto (2015) states that learning is more optimal with the help of
mind map.
The purpose of this research are: (1) To analyze the problem solving ability of physics
of student which is taught by problem based learning assisted concept map with student which
is taught by conventional learning. (2) To analyze the critical thinking skills of physics students
who are taught by the problem-based learning model assisted concept maps with students who
are taught by conventional learning.
This research is a quasi experimental research with two group pretest-posttest design.
The independent variable of this research is problem based learning model assisted concept
map while the dependent variable is problem solving ability and critical thinking. Sugiyono
(2009) defines the population is "Region generalization consisting of objects or subjects that
have certain qualities and characteristics applied by researchers to be studied and then in the
conclusion. The population of this research is all students of SMA Negeri 3 Padangsidimpuan.
According to Margono (2010) said, "The sample is part of the population then the sample of
this research was taken by cluster random sampling. Instrument used for data collection is Tests
Instrument of this research using essay test of problem solving ability consist of 5 problem and
Tests instrument critical thinking ability as much as 5 problem.
The data were collected and analyzed in accordance with the research formulas and
hypotheses presented below. Is the problem solving ability of physics students who are taught
by problem based learning model assisted with concept map better than students who are taught
by conventional learning?
Table 1. Average Results of Pretest and Posttest Problem Solving Ability Control and
experiment class
Class Pretes Std. Dev. Postest Std. Dev.
Average Average
Control 28.06 5.03 64.09 9.14
experiment 28.12 5.83 70.24 8.19
Based on table 1 above, proven that the problem solving ability of physics students who
are taught by the problem based learning model assisted concept maps better than students who
were taught by conventional learning.
Based on pretest and posttest data of experimental and control class students can be
calculated test of experimental class similarity and control. Hypothesis testing is done after the
data feasibility test requirements are completed and fulfilled, then hypothesis testing is done by
using Independent Sample T-Test with the help of SPSS 20. Data t test of problem solving t
ability can be seen in table 2 and table 10.
 Table 2. Pretest and Postest Test Results for Problem-Solving Capabilities
Problem T-Test
Information
Solving Skill Tcount Ttable Sig.
Pretest 0.110 0.618
1.988 Ha accepted
Posttest 3.036 0.467
Based on Table 2 above shows that Tcount < Ttable on pretest while posttest Tcount >
Ttable and significance value greater than 0.05 significance (sig) > 0.05 ie 0.618 for pretest data
and 0.467 for postes data so that H0 is rejected, It was concluded that the problem solving skills
of students taught with problem-based learning model with concept map is better than students
who are taught by conventional learning on physics learning.
Further data analysis indicator ability problem solving physics student of each indicator
can be seen in Table 3 as follows:
Table 3. Analysis of indicators of problem-solving ability of control and experiment class
Indicator
1 2 3 4 5
Model Maximum
Score
20 20 20 20 20
Problem Based Learning
Assisted Concept 68.24% 72.65% 76.47% 62.94% 70.88%
Maps
Conventional Learning 61.03% 59.41% 62.06% 68.64% 71.32%
In summary, the analysis of problem solving capability indicators of students of
conventional learning class and class of problem based learning model with concept map can
be seen in Figure 1.
 Figure 1. Graph of each student's troubleshooting ability indicator.
The highest percentage of achievement lies in the indicators of problem solving ability
lies in the third indicator that is planning the strategy in the experimental class while the lowest
percentage achievement in the fourth indicator is implementing the strategy in the control class.
Then it can be explained that the indicators in the experimental class are better than the control
class.
Ha 1 accepted that Students' problem solving abilities that are modeled with problem
based learning model with concept map better than conventional learning students
Is the critical thinking ability of physics students who are taught by the problem-based
learning model assisted with concept maps better than the students who were taught by
conventional learning?
Table 4. Average Results Critical thinking skills and Posttest control and experiment class
Class Pretes Average Std. Dev. Postes Std. Dev.
Average
Control 39.26 9.06 66.18 7.29
experiment 39.41 9.75 71.03 7.86
Based on table 4 above, it is evident that the critical thinking ability of physics students
who are taught by the problem based learning model with concept map is better than students
who are taught by conventional learning.
Based on the data descriptions of students problem solving skills and critical thinking
students can conclude that the indicator of problem solving ability experiment class indicator
plan strategy higher students are more capable or more can plan strategies, if connected to the
indicator of critical thinking students who have plan and strategies Either it is not able to infer
the problem and seen in the indicator of critical thinking is at the lowest percentage. The result
of this research can be concluded that problem solving ability which is learned with problem
based learning model assisted by concept map shows better result than students taught by
conventional learning in line with Sahyar research (2017); Nduru (2016); Parandiangan, R, N.
(2016) and critical thinking skills taught by problem-based learning models with concept maps
show better results than students taught by conventional learning in line with Masek, A and
Sulaiman, Y, research. (2011).
 CHAPTER III
DISCUSSION / ANALYSIS

A. Discussion of Journal Content

1. According to a review journal Education is one of the basic needs of human being and
cannot be separated in daily life. Education is one of the things that have a very important role
in order to improve and produce quality of human resources. Sanjaya (2011) said that education
is a conscious and planned effort to create an atmosphere of learning and learning process so
that learners actively develop their potential to have spiritual power of religion, self-control,
personality, intelligence, noble character, and skill that needed him, Society, nation and state.
Efforts to improve the quality of education in schools should be through a planned and well-
planned learning process will facilitate and help students to develop the potential that is in
students themselves, so that learning objectives can be achieved. One form of business to
improve the quality of education is to carry out teaching and learning activities in schools,
because the school as a formal educational institution in a systematic way to plan the
educational environment to perform various learning activities.
Whereas according to the comparison journal Education is one effort to improve the
quality of human resources. Education, in the sense of a conscious and planned effort to realize
the lifelong learning process, touches all levels of society, all walks of life and all ages.
Awareness of the importance of education has encouraged the efforts and concerns of the entire
community towards the development of education, especially the development of information
technology, where the knowledge of physics that is closely related to science and technology
needs to be developed from the basic level to be able to resolve and survive in the ever-evolving
era of time to time, so the learning process should be able to develop students' resolving skills
in order to have good quality human resources to face challenges.
So both journals have the same opinion about education, Education is one effort to
improve the quality of human resources
2. According to a review journal the problem-based learning model is a model of learning
that develops thinking skills and problem-solving skills, and the intellectual skills, studies the
roles of adults by experiencing them through simulated real situations or situations and
becoming self-reliant and autonomous learners. Characteristics of problem-based learning are
(1) asking questions or problems, making questions related to the problem and enabling the
emergence of various solutions to solve the problem. (2) focus on interdisciplinary linkages,
students review the issues from different subjects. (3) Authentic inquiry students must analyze,
establish problems, develop hypotheses and make predictions, collect and analyze information,
carry out experiments and draw conclusions. (4) produce products and publish, demanding
learners to produce certain products in the form of real work or demonstrations that can
represent the solution of problems they find. (5) Collaboration, students work together, most
commonly forming pairs in small groups. Work together to motivate sustainably in more
complex assignments. Problem based learning have five phases: phase (1) Provide orientation
about the problem to the students, phase (2) Organize students to research, phase (3) Assist
independent and group investigation, phase (4) Develop and present artifacts and an exhibit and
phase (5) Analyze And evaluate the problem-solving process. Whereas according to the
comparison journal Problem Based Learning Model is an innovation in teaching because of the
student’s problem solving skills learning and teaching process of work group or team that is
systematic, so that studen can impower, honing, testing, and develop the capacity to think on
an sustainably.
3. The type of research used in these three journals is the same quasi experimental. Quasi
experiments are experiments that have treatments, outcome measures, and experimental units
but do not use random placements
4. The subjects in the journal in the review are all students of class X SMA Negeri 3
Padangsidimpuan. Samples are taken 2 classes are determined by random cluster sampling
technique, that is experiment class applied problem modeling with concept map and control
class applied conventional learning. taken by random sampling while. And subjek taken by
comparative journal is from two classes of X-8 class of asexperiment class with 23 students and
X-7 class as control class with 26 students.
5. the results of the presentation in the journal in the review
Indicator
1 2 3 4 5
Model Maximum
Score
20 20 20 20 20
 Problem Based Learning
Assisted Concept 68.24% 72.65% 76.47% 62.94% 70.88%
Maps
Conventional Learning 61.03% 59.41% 62.06% 68.64% 71.32%
whereas according to the comparison journal based on the result obtained from the data
analysis and hypotesis testing, it can be summed up as follows: (1) The avarage result of
students on experiment class were treated with problem based learning increase from 26.52 to
74.34. (2) Based on the calculation t test showed that tcount > ttable 3.02 > 1.67 so Ha is accepted.
Based on the data obtained it can be concluded that there is the effect of using problem solving
skills of student topic in dynamic electric in class X SMA Negeri I Sidikalang A.Y 2015/2016
(3) The result of authentic problem solving skills of student using problem based learning model
is better than convensional learning topic in dynamic electric thats in experiment class 74.34
and control class 68.07

B. Advantages and disadvantages of journals

1. From the aspect of the scope of the contents of the journal is good because in the journal
discusses the purpose of mathematics education, problems that arise in mathematics.
2. From the grammar aspect, the journal is in accordance with the EYD and for writing in
accordance with the provisions of making a journal even written in English.
3. In this journal there are also shortcomings such as: This journal does not explain the
difficulties experienced by students in problem-solving skills. This journal also does not
show the results of student work that describes the location of student error in solving
problems based on mathematical troubleshooting indicators.
 CHAPTER IV
COVER
A. CONCLUSION
Every piece of paper must have different characteristics from one to another, be it in
terms of its language, its merits, and its deficiencies. The journal must contain information that
the authors have clearly described regardless of the shortcomings contained in each journal, but
it is certain that each journal will bring benefits to the reader in terms of more information
revenues.
In both journals, there is a very abundant information which makes the reader interested
in reading or analyzing this journal as I have done. Above we have conveyed the summary and
also the advantages and disadvantages of each journal that is expected to be a comparison
between the opinion of the reader of the journal.

B. RECOMMENDATIONS
In the advantages of both journals to be more maintained and strengthened again, and the lack
of journals to be more researched again to achieve maximum results.
 BIBLIOGRAPHY

Masdalipa., Harahap, M, B., Derlina. (2017). The Effect of Problem-Based Learning Assisted
Concept Map to Problem-Solving Ability and Critical Thinking Ability. IISTE. Volume
8 No 19
Harahap, M, B., Silalahi, N, S. (2016). The Effect of Problem Based Learning Model Assisted
Concept Map To Authentic Problem Solving Skills Topic On Dynamic Electric Grade
X SMA Negeri I Sidikalang A.Y 2015/2016. IKALFI UNIMED. Volume 2 No 2