[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-id-113":3,"doc-seo-237436-113":41,"doc-detail-237436-id":108},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":4,"slug":12},178,1,"Template","Faktur","faktur",{"id":14,"doc_module":9,"doc_module_name":10,"category_name":15,"show_sort_weight":4,"slug":16},192,"Formulir","formulir-192",{"id":18,"doc_module":9,"doc_module_name":10,"category_name":19,"show_sort_weight":4,"slug":20},180,"Media Sosial","media-sosial",{"id":22,"doc_module":9,"doc_module_name":10,"category_name":23,"show_sort_weight":4,"slug":24},179,"Poster","poster",{"id":26,"doc_module":9,"doc_module_name":10,"category_name":27,"show_sort_weight":4,"slug":28},176,"Presentasi","presentasi",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":4,"slug":32},177,"Resume","resume",{"id":34,"doc_module":9,"doc_module_name":10,"category_name":35,"show_sort_weight":4,"slug":36},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":38,"doc_module":9,"doc_module_name":10,"category_name":39,"show_sort_weight":4,"slug":40},183,"Umum","umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":42,"data":43},"ok",{"site_id":44,"language":45,"slug":46,"title":47,"keywords":48,"description":49,"schema_data":50,"social_meta":101,"head_meta":103,"extra_data":105,"updated_unix":107},113,"id","differences-in-students-critical-thinking-ability-using-pbl-assisted-by-mind-mapping-versus-pbl-assisted-by-powerpoint-quasi-experimental-study","PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN PBL BERBANTUAN MIND MAPPING DENGAN PBL BERBANTUAN PPT - Penelitian Kuasi-Eksperimen","","Rendahnya kemampuan berpikir kritis siswa menjadi dasar dilakukannya penelitian ini dengan tujuan membandingkan kemampuan berpikir kritis siswa kelas X di SMAN Jenggawah, Jember, pada pembelajaran ekonomi. Penelitian menerapkan metode quasi eksperimen dengan posttest nonequivalent control group, menggunakan purposive sampling, serta pengumpulan data melalui posttest, observasi, dan wawancara. Analisis menggunakan uji independent sample t-test. Rata-rata kelas dengan PBL berbantuan Mind Mapping (80,14) lebih tinggi dibanding PBL berbantuan PPT (74,29), sehingga model Mind Mapping berpengaruh signifikan, namun hasil dibatasi oleh sampel satu sekolah, durasi perlakuan singkat, serta metode pengukuran yang kurang beragam.",{"@graph":51,"@context":100},[52,68,83],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":27,"@type":58,"position":64},"https://docshare.wps.com/id/template/presentasi/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/differences-in-students-critical-thinking-ability-using-pbl-assisted-by-mind-mapping-versus-pbl-assisted-by-powerpoint-quasi-experimental-study/237436/",4,{"url":66,"name":47,"@type":69,"author":70,"headline":47,"publisher":73,"fileFormat":76,"inLanguage":45,"description":49,"dateModified":77,"datePublished":77,"encodingFormat":76,"isAccessibleForFree":78,"interactionStatistic":79},"DigitalDocument",{"name":71,"@type":72},"Kyle","Person",{"url":56,"name":74,"@type":75},"DocShare","Organization","application/pdf","2026-09-11",true,{"@type":80,"interactionType":81,"userInteractionCount":4},"InteractionCounter",{"@type":82},"ViewAction",{"@type":84,"mainEntity":85},"FAQPage",[86,92,96],{"name":87,"@type":88,"acceptedAnswer":89},"Apa tujuan utama penelitian ini?","Question",{"text":90,"@type":91},"Membandingkan kemampuan berpikir kritis siswa kelas X pada pembelajaran ekonomi melalui PBL berbantuan Mind Mapping dan PBL berbantuan PowerPoint.","Answer",{"name":93,"@type":88,"acceptedAnswer":94},"Metode apa yang digunakan dalam penelitian ini?",{"text":95,"@type":91},"Metode quasi eksperimen dengan posttest nonequivalent control group. Data dikumpulkan melalui posttest, observasi, dan wawancara, lalu dianalisis menggunakan uji independent sample t-test.",{"name":97,"@type":88,"acceptedAnswer":98},"Bagaimana hasil perbandingan kemampuan berpikir kritis kedua kelas?",{"text":99,"@type":91},"Rata-rata kelas dengan PBL berbantuan Mind Mapping sebesar 80,14 lebih tinggi dibanding kelas dengan PBL berbantuan PPT sebesar 74,29, dan menunjukkan pengaruh yang signifikan terhadap kemampuan berpikir kritis.","https://schema.org",{"og:url":66,"og:type":102,"og:title":47,"og:site_name":74,"og:description":49},"article",{"robots":104,"canonical":66},"index,follow",{"doc_id":106,"site_id":44},237436,1789112438,{"code":4,"msg":5,"data":109},{"doc_id":106,"user_id":110,"nickname":71,"user_avatar":111,"doc_module":9,"category_id":26,"category_name":27,"doc_title":47,"doc_description":49,"doc_content":112,"file_id":113,"file_url":114,"file_type":115,"file_size":116,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":117,"language":118,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":119,"faqs":120,"seo_title":121,"seo_description":49,"update_tm":107,"read_time":122},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN PBLBERBANTUAN MIND MAPPING DENGAN PBL BERBANTUAN PPT  \nIndah Lestari1, Sukidin 2, Dwi Herlindawati3 􀀍 Program Studi Pendidikan Ekonomi, Universitas Jember, Indonesia 123  \n􀀍 Corresponding Author Email: [dwiherlindawati@unej.ac.id](dwiherlindawati@unej.ac.id)3 Author Email: [indahlsty14@gmail.com](indahlsty14@gmail.com1)[1](indahlsty14@gmail.com1) , [sukidin.fkip@unej.ac.id](sukidin.fkip@unej.ac.id2)[2](sukidin.fkip@unej.ac.id2)  \nArticle History: Received: July 2025  \nRevision: April 2026  \nAccepted: April 2026  \nPublished: April 2026  \nKeywords: Problem Based Learning; Critical Thinking;  \nMind Mapping; Power Point;  \nEconomics Learning.  \nAbstract:  \nThe low level of students’ critical thinking skills served as the main rationale for conducting this study. This research aimed to compare the critical thinking abilities of tenth-grade students at SMAN Jenggawah, Jember, in economics learning through the implementation of the Problem-Based Learning (PBL) model supported by Mind Mapping and PBL supported by PowerPoint. Aquasi-experimental method with a posttest nonequivalent control group design was employed. The population included all tenth-grade students, with samples selected using purposive sampling. Primary data were collected through posttests, observations, and interviews, and analyzed using an independent sample t-test. The findings revealed that the average score of the class using PBL with Mind Mapping (80.14) was higher than that of the class using PBL with PowerPoint (74.29). These results indicate that PBL supported by Mind Mapping has a significant effect on students’ critical thinking skills. However, this study is limited by its single-school sample, short treatment duration, and limited measurement methods, which may affect the generalizability of the findings.  \nSejarah Artikel: Diterima: July 2025  \nDirevisi: April 2026  \nDisetujui: April 2026  \nDiterbitkan: April 2026  \nKata kunci:  \nPBL; Berpikir Kritis; Mind Mapping; PPT; Pembelajaran Ekonomi.  \nAbstrak:  \nRendahnya kemampuan berpikir kritis siswa menjadi dasar dilakukannya penelitian ini. Fokus penelitian ini adalah untuk membandingkan kemampuan berpikir kritis siswa kelas X SMAN Jenggawah Jember pada pembelajaranekonomi dengan implementasi model PBL berbantuan Mind Mapping dan model PBL dengan PowerPoint. Penelitian ini menerapkan metode quasi eksperimen dengann posttes nonequivalent control group. Populasi melibatkanseluruh siswa kelas X SMAN Jenggawah dengan sampel dipilih dengan metode purposive sampling. Data primer didapat dari posttes, observasi, dan wawancara. Uji hipotesis dilakukan melalui uji independent sample t-test. Hasil penelitian memperlihatkan rata-rata nilai pada kelas yang menggunakan model PBL berbantuan Mind Mapping lebih tinggi, yaitu sebesar 80,14 dibandingkan kelas yang mengimplementasikan model PBL berbantuan PPT sebesar 74,29 . Dapat diambil kesimpulan bahwa model PBL didukung Mind Mapping berpengaruh secara signifikan terhadap kemampuan berpikir kritis. Namun penelitian ini memiliki keterbatasan padajumlah sampel yang terbatas pada satu sekolah, durasi perlakuan yang singkat, serta menggunakan metode pengukuranyang kurang beragam sehingga memungkinkan perolehan hasil kurang representatif.  \nHow to Cite: Indah Lestari, Sukidin, Dwi Herlindawati. 2026. PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN PBL BERBANTUAN MIND MAPPING DENGAN PBL BERBANTUAN PPT. Jurnal Pendidikan Ekonomi (JURKAMI), 11 (1), DOI : 10.31932/jpe.v11i1 .5170  \nPENDAHULUAN  \nPembelajaran Abad 21 menjadi erapembelajaran yang menarik. Pada era ini; pembelajaran tidak terlepas dari pengaruhkemajuan teknologi informasi dankomunikasi. Puspitarini (2022)  \nberpendapat bahwa pada pelaksanaan kegiatan pembelajaran di abad 21; guru wajib menentukan antara model dan metode pembelajaran yang cocok dengankarakteristik siswanya. Dalam upayamendorong partisipasi dan menarik perhatian siswa dalam belajar; guru harus ","cbCain8PBTbwVBxf","https://ap.wps.com/l/cbCain8PBTbwVBxf","pdf",865497,15,"Indonesian","# PENDAHULUAN\n## Pembelajaran Abad 21 dan Kurikulum Merdeka\n## Masalah Kemampuan Berpikir Kritis di SMAN Jenggawah\n## Model Pembelajaran yang Diterapkan dan Indikator Berpikir Kritis","[{\"question\":\"Apa tujuan utama penelitian ini?\",\"answer\":\"Membandingkan kemampuan berpikir kritis siswa kelas X pada pembelajaran ekonomi melalui PBL berbantuan Mind Mapping dan PBL berbantuan PowerPoint.\"},{\"question\":\"Metode apa yang digunakan dalam penelitian ini?\",\"answer\":\"Metode quasi eksperimen dengan posttest nonequivalent control group. Data dikumpulkan melalui posttest, observasi, dan wawancara, lalu dianalisis menggunakan uji independent sample t-test.\"},{\"question\":\"Bagaimana hasil perbandingan kemampuan berpikir kritis kedua kelas?\",\"answer\":\"Rata-rata kelas dengan PBL berbantuan Mind Mapping sebesar 80,14 lebih tinggi dibanding kelas dengan PBL berbantuan PPT sebesar 74,29, dan menunjukkan pengaruh yang signifikan terhadap kemampuan berpikir kritis.\"}]","PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN PBL BERBANTUAN MIND MAPPING DENGAN PBL BERBANTUAN PPT - Penelitian Kuasi-Eksperimen | PDF",5]