Efektivitas Model Pembelajaran Problem Posing Setting Think Pair Share pada Materi Bangun Ruang Sisi Datar terhadap Kemampuan Berpikir Kritis dan Kepercayaan Diri

Abstract

This study aims to determine the effectiveness of the problem-posing learning model with the Think Pair Share (TPS) setting on flat-sided solid geometry material in relation to students' critical thinking skills and self-confidence. The study employs a pretest-posttest control group experimental design. The sample was randomly selected, followed by a pretest to measure initial abilities and a posttest to evaluate learning outcomes. The research instruments include lesson plans (RPP), student worksheets, pretest and posttest critical thinking tests, as well as a self-confidence questionnaire. Data were analyzed using a t-test for critical thinking skills and the Mann-Whitney test for self-confidence. The results show that the TPS learning model is more effective than conventional teaching methods in improving students' critical thinking skills and self-confidence in the flat-sided solid geometry material at SMP 23 Sinjai. Based on pretest data for critical thinking skills and self-confidence between the experimental and control classes, no significant average differences were observed. However, posttest analysis results indicate significant values of 0.021 for critical thinking and 0.002 for self-confidence, both of which are less than 0.05. This indicates that the problem-posing learning model with the TPS setting is more effective than conventional methods in enhancing students' critical thinking skills and self-confidence