Efektivitas Model Case-Based Learning dalam Meningkatkan Berpikir Kritis Siswa SMA dalam Pembelajaran PAI Elemen Sejarah

Muhammad Zaid Haritsahrizal; Edi Suresman; Muhammad Rindu Fajar Islamy

doi:10.55681/nusra.v7i4.6730

Authors

Muhammad Zaid Haritsahrizal Universitas Pendidikan Indonesia
Edi Suresman Universitas Pendidikan Indonesia
Muhammad Rindu Fajar Islamy Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i4.6730

Keywords:

Case-Based Learning, Critical Thinking, History of Islamic Civilization, Islamic Religious Education, Senior High School

Abstract

Islamic Religious Education history element instruction in high schools is often dominated by rigid, conventional methods that hinder students' critical thinking skills. The Case-Based Learning (CBL) model offers an innovative solution through interactive real-case analysis. This study aims to analyze students' critical thinking skills before and after the implementation of CBL, and to test the significance of its effectiveness compared to the conventional model. A quantitative quasi-experimental approach with a Non-Equivalent Control Group Design was conducted at SMA Negeri 25 Bandung. Samples were selected via purposive sampling, consisting of an experimental class (CBL) and a control class (conventional). Data were collected through 18 multiple-choice critical thinking questions and analyzed using descriptive analysis and the non-parametric Mann-Whitney U test. Descriptively, the experimental group's mean score increased higher (71 to 83) than the control group (70 to 76). However, the Mann-Whitney U test yielded a significance value of 0.281 (> 0.05). While CBL implementation shows positive descriptive impacts, statistically there is no significant difference in effectiveness between the CBL and conventional models. Limiting factors include short intervention duration, students' prior knowledge capacity, and written evaluation instrument constraints.

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