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Jurnal Inovasi Pendidikan IPA, 3 (2), 2017, 212-223

Developing of Module Challenge Based Learning in Environmental Material to

Empower the Critical Thinking Ability
Sulton Nawawi
Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah
Palembang. Jl. Jendral, Ahmad Yani, 13 Ulu, Plaju, Kota Palembang, 30263, Indonesia
Email: [email protected]
Received: 29 September 2017; Revised: 17 October 2017; Accepted: 19 October 2017

Abstract
This research aimed to compile a product development, knowing the feasibility and knowing the
effectiveness of challenge-based learning (CBL) modules in an environmental material to empower
the critical thinking ability. The research was a research & development model of Borg & Gall.
Validation the product was done by material expert, expert of development and design module, expert
of device and evaluation of learning , a linguist and practitioner of learning of Biology. Subject of the
research was a student of grade X MIA Islamic State Senior High School Karanganyar. This research
results are: (1) module in the form of product module for teachers and students CBL based on
environmental material was developed based on CBL syntax and indicators of Fascione’s critical
thinking that visualized in the objective, material, activities , and evaluation items; (2) appropriateness
of module for teachers and student based on CBL environment material according to the validation
results of qualified as good until very good; (3) Modules based CBL environmental material is
effective to improve the ability of student critical thinking.
Keywords: challenge based learning, critical thinking ability, environmental material, module.

How to Cite: Nawawi, S. (2017). Developing of module challenge based learning in environmental material to
empower the critical thinking ability. Jurnal Inovasi Pendidikan IPA, 3(2), 212-223.
doi:http://dx.doi.org/10.21831/jipi.v3i2.15988

Permalink/DOI: http://dx.doi.org/10.21831/jipi.v3i2.15988
__________________________________________________________________________________________

INTRODUCTION The critical thinking ability is an intellect-

tual process of conceptualising, synthesizing,
The challenges in an era of dynamic,
analyzing, applying, and evaluating various
evolveing, and progressive knowledge require
information that derived from observations,
human resources with high intellectual ability.
experiences, reflections, where the outcome of
High intellectual abilities are characterized by
this process is used as a reason in taking action
abilities of logical, systematic, critical, thorough,
(Walker, 2006). Critical thinking ability plays
creative, and having well on competition skills
important role to the success of future learner
to communicate ideas and solve the problems.
life and is able to solve the problems.
Those abilities equipped the learner
The critical thinking ability of Indonesian
intellectual that may be developed through
students is still low. The indication is coming
education. In the era of knowledge, intellectual
from research conducted by Sadia (2008) that
capital, especially on higher order thinking skill
indicated the students’ critical thinking ability of
is a necessity as a reliable workforce in the 21st
SMP Negeri (State Junior High School) and
century (Galbreath, 1999).
SMA Negeri (State Senior High School) in Bali
The critical thinking ability is one of the
Province is still low. The research results Priatna
ability that required in the 21st century. Critical
(2003) and Suryadi (2005) showed that the
thinking ability has a role in equipping the
critical thinking ability of student in Bandung is
learners to handle the problems of social,
still low, and the research result from Hadi
scientific and practical issues effectively in the
(2013) shows that the critical thinking ability of
future (Snyder, Snyder, Snyder, & Snyder,
student in Malang is still low.
2008).

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The low of critical thinking ability is also Module is a solution for teaching
occurr in the students of MAN (State Islamic material problem at MAN Karanganyar. The
Senior High School) Karanganyar. Based on module contains a series of systematic acti-
preliminary test results using six aspects of vities that appropriate to the critical thinking
critical thinking from Facione (1990) in MAN character which can be learned through
Karanganyar obtained data that shows the low of special designed instruction and practice. Mo-
students’ critical thinking ability, from 112 dules are compiled according to the students’
students the students critical thinking ability on development in order they are easy to under-
high qualified are only 7%, medium qualified of stand and support the students learning.
critical thinking ability is 11% and 82% of Module are a solution to empower the
students critical thinking ability are low students critical thinking ability because module
qualified. From each aspect of critical thinking, contains a material that completed by a series of
there are 19.64% on interpretation aspect, activity, training, and self-assessment to monitor
41.07% on analysis aspect, 48.21% on evalua- the mastery level of student learning, and more
tion aspect, 45.83% on conclusion aspect, potential as a means to empower the critical
29.91% on explanation aspect, and 58.92% on thinking ability in achieving maximum learning
self management. output. A series of activities and training in
The low ability of student critical thinking modules are integrated with challenge based
has also seen in the results of the National learning (CBL) model.
Examination (UN), based on the analysis of the The challenge based learning model is a
UN’s score 2013/2014 showed that in environ- learning model that combines problem-based
mental materials, especially on the "Environ- learning, project-based learning, and contextual
ment" indicator, the average score obtained by learning which focus on problems solving of a
students MAN Karanganyar is 66.03, the city’s daily life. This kind of learning creates a space
rate score is 79.00, and the provincial’s rate where learners think critically and actively to
score is 80.46, out of 156 students of MAN seek solutions to solve existing challenges.
Karanganyar IPA who followed the National Module with challenge-based learning model is
Examination year 2013 / 2014, 66.03% passed a module that characterized by the syntax of
and 33.97% did not pass the exam (National CBL learning including: giving big ideas or
Education Standards Agency, 2013). main ideas, delivering important questions,
Then, the analysis results of teaching challenges, guidance questions, guidance
materials at biology subject in MAN Karang- activities, guidance sources, solutions, and
anyar especially on the basic competence of publications (Johnson & Adams, 2011).
“Environmental” to train the critical thinking The advantages of CBL learning model
ability indicators (Facione, 1990) as follows: (1) integration include active learners in learning
interpretation aspects are 26.46% , 46.59% and where learners think how to solve the problems,
24.26% in low category; (2) analysis aspects are the problems arise from everyday life or comes
10.58%, 37.16% and 13.45% in low category; from global issues, and making a plan to solve
(3) evaluation aspects are 18.74%, 8.33%, and the problems. The completion is in real action
12.5% in low category; (4) conclusion aspects and solutions derived from simple things they
are 14.42%, 9.61%, and 12.49% in low usually find in their daily, in the process of
category; (5) explanation aspects are 14.28%, problem solving occurs a high-level thinking
85.70%, 16.06% in low category; and 6) self process which is critical thinking.
management aspects are 19.73, 19.73%, and Thus are in line to the research conducted
13.15% in low category. by Swiden (2013), Baloian, Breuer, Hoeksema,
Based on the percentage of analysis of Hoppe, & Milrad (2004), Jou, Min, Hung, Chen
teaching materials at MAN Karanganyar may be Kang, Lai (2010) and Sodikin (2013) show the
concluded, thus are not comply the aspect of CBL learning model can increase the motivation
critical thinking maximally, predicted as less and learning achievement of students, and the
potential to help learners’ success and success in research results O'Mahony et al. (2012), Luis &
the future, and then it needs a development. Marrero (2013), Tajuddin, Siti Mariam, Azrol
Teaching materials may be used in empowering (2013) show that CBL learning model is able to
critical thinking ability and students’ improve the learning student output.
independent which are modules.

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METHOD results. The qualitative data and the analysis

results are used for correction materials through
This research is part of Research and
revision in order to have appropriate modules.
Development (R & D). The development’s pro-
cedure of this research is the development of the RESULTS AND DISCUSSIONS
development model of Borg & Gall (Borg,
The results of research and development
Walter R, Gall, 1996) which is modified into
that have been implemented are a form of
nine stages. The steps of module development
biology learning module based on Challenge
activities of Challenge Based Learning (CBL)
Based Learning on environmental materials to
are as follows:
improve the critical thinking ability. The
The first stage is introduction and data
observation initial result of critical thinking
collection. The second stage is planning include-
ability Facione (1990) on the students in MAN
ing: compiling the matrix, determining the
Karanganyar obtained the results.
learning objectives of the module based on the
Based on Table 1, the results of the initial
indicators, defining the sub subject of the
observation of critical thinking ability (Facione,
Environmental material, determining the format
1990) show the critical thinking ability of
and visualization of the CBL-based content
students in MAN Karanganyar are not optimally
module, determining the learning device format,
empowered.
and determining the procedures of the research.
The third stage is initial module develop- Table 1. Initial Observation Result of Critical
ment that focuses on the suitability of module Thinking Ability
characteristics such as self-directed, content Aspects of Critical
unity, independent, adaptive. The fourth stage is Results
No. Thinking Ability Category
initial module trial; validation is carried out by (%)
Facione (2013)
the module material expert, development 1. Interpretation 19.64 Low
validation expert, design and readability of 2. Analysis 41.07 Medium
module, device learning expert and module 3. Evaluation 48.21 Medium
evaluation, as well as linguist validation. 4. Conclution 45.83 Medium
The fifth stage is revision I. The data 5. Explanation 29.91 Low
obtained from the initial module trials, and then 6. Self Management 58.92 Medium
it used as an correction material for revision I. Average 40.59 Medium
The sixth stage is limited module trials before The results of initial module trials have
the module is used on a wider scale. Limited done by expert validations, the detail is in the
module trials are conducted by validator Table 2.
individual educational practitioners (Biology Table 2.Test Initial Module Results
teacher) and small group test (learners).
Average Qualifi-
The seventh stage is revision II. Data Expert validations
(%) cation
obtained from module trials, then used as Material validation of 9.18 Very
correction materials for revision II. The ninth teacher modul Good
stage is operational trials that are conducted to Material Validation of 88.88 Very
determine the effectiveness of Challenge Based teacher modul Good
Learning module products for class X students Development validation, 83.69 Very
on environmental materials. Design and readability of Good
The design in the operational test is teacher and student module
Pretest-Posttest Control Group Design, because Device validation 90.24 Very
there are two randomly selected groups, a Learning and evaluation Good
Teacher module
control class and a experimental class. Control
Device validation 97.71 Very
class (using existing school modules) and a Learning and evaluation Good
experi-mental class (using Challenge Based Student module
Learning module). The sample in the trial Module linguist validation 79.16 Good
consists of a class for experimental class and a Teacher and student
class for control class that selected by cluster The first product revision result is the
random sampling. revision of experts of material module, develop-
The last stage is revision III. The third ment, design and readability of modules,
product revision is based on operational test learning tools and module evaluation, and

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linguist, that obtained proper first-model module ed higher average pretest and posttest than class
products. Based on the revision results of the using school module.
expert, it is concluded that the first product Anacova test in the research is Univariate
module has ready to be tested in field trial stage. Analysis of Variance aims to know the
The field test results were a validation difference of posttest score to experiment class
from education practitioners and limited trial to and control. Based on the results of Anacova test
15 students. shows that there is difference of posttest score
between experiment and control class because
Table 3. Limited Field Trial Results
the significance level is lower 0.05, which may
Expert Validation
Average
Qualification
be concluded that there is different score of
(%) posttest between classes of Challenge Based
Education 98,00 Very Good Learning module to school module.
practitioners 1 The parameter estimation result shows the
Education 93,00 Very Good control class that does not use the Challenge
practitioners 1
Based Learning module on environmental
15 students 81,55 Very Good
material has lower postest score of 9.96 than the
Based on the results of the limited field
experimental class.
test and second product revision, it can be
Based on the results of operational field
concluded that CBL-based module does not
trials showed the class using Challenge Based
need to be revised, but need to improve the print
Learning module effectively trained the critical
of word/sentence, picture clarity and picture
thinking ability of students of 51.7% score
description.
compare to control class.
Table 4. Descriptive Results of Score Statistical The third product revision result is a final
Pretest & Posttest Class X MIA 1 (Experiment) product that is feasible to use because it has
and X MIA5 (control) been through expert validation stage, test of
educational practitioner, small group test and
Min Max Average
Class Interval
Score Score (%) operational field test result and revised based on
Pretes X 43 30 73 54,42 suggestions by experts.
MIA 1 The developed module is a Challenge
Postes X 26 60 86 71,70 Based Learning module that contains critical
MIA 1 thinking indicators on environmental teaching
Pretes X 44 26 70 53,14 materials. Challenge Based Learning Module is
MIA 5 developed based on the results of biology
Postes X 33 43 76 61,04 material analysis in MAN Karanganyar
MIA 5 especially KD "Environment" shows that the
Table 5. Anacova Test content of teaching materials only contains a
collection of materials and exercise questions
Variable F
Significance
Level
Partial eta
Squared Results that less empowering to the critical thinking
Class of 83. 0.000 0.517 H0
ability of students, moreover the picture is not
Experiment, 47 (sig < ditolak interesting, image is not clear, there is no
control 0.05) conclusion, self assessment and having not yet
Table 6. Class Estimation Parameter Experiment comply the six aspects of critical thinking
in Control Class maximally.
Teaching modules using CBL learning
Score Class Result Sig model is able to teach students’ critical thinking
Average of Experiment 71,70 - ability. The teaching module contains learning
postest Class activities which is designed using CBL learning
Control 61,04 -
syntax and it capable of optimizing the critical
Class
thinking ability in learning, because student
Estimation Experiment 9,96 0,00(<0,05)
Class think how to solve the problems, in the process
Control 0,00 - of problem solving occurs a high-level thinking
Class process which is called as critical thinking and
Based on the descriptive statistical test able to help student in learning independently
using Challenge Based Learning module obtain- (New & Consortium, 2009; Sukiman, 2012).

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Developed Modules in the form of printed checking and determining, and then, the entire
media that uses a Basic Competency is the indicators may probably not be derive to
environmental material. The developed modules material toward the effectiveness maintaining
are based on the characteristics (Sukiman, 2012) module that is called as critical thinking which
including self-instruction, self-contained, stand- is not limited to only accept the facts and
alone, adaptive, and user friendly. Developed knowledge (Puspitasari, 2014; Khatib,
modules are in the form of teacher modules and Muhammad, Iman, 2012).
CBL-based student modules. Challenge Based Learning module may
The analysis results of teaching materials makes the students active in teaching learning
on the range of fulfillment of critical thinking process because students think how to solve the
aspects between the CBL-based modules and problems, in the process of problem solving, it
modules in the school are quite high. The range may occurs a high-level thinking process that is
shows the increasing of the fulfillment of critical critical thinking (New & Consortium, 2009).
thinking aspects on module products. This is in line with research Hanson & Wolfskill
CBL-based modules on environmental (2000) that problem solving through teamwork
teaching materials are developed based on the is able to improve the student's ability of
syntactic stages of the CBL learning model thinking. A research Gagne (1979), the problem
using critical thinking indicators. The stage of solving activities in the learning process may
syntax CBL learning model using critical think- trains the thinking ability because the learning
ing indicators is visualized into teaching mo- process allows student to generate new ways of
dules on the aspects of objectives, materials, solutions, unconventional thinking, and prob-
activities and evaluation exercise of sub- lems is raised from ill-defined issues.
environmental on environmental change, The student critical thinking ability may
environmental pollution, and systematically be presented through organized and systematic
conservation of the environment. questions in assessing a topic, and it making the
students becomes independent and credible
Table 7. Indicators Average Comparison of
conclusions. Organized and systematic questions
Critical Thinking Module Challenge Based
allow learners to engage in activities that help
Learning and School Module
them to gain a deep understanding. The ques-
Challenge tions should be in sequences to help students in
Critical School
Based Range examining and understanding of each problems,
Thinking Module
Learning (%) issues, projects or decisions (Johnson, 2002).
Aspect (%)
Module (%) This is in line with opinion Rustaman (2005)
Interpretation 92,64 32,43 60,21
which states that using effective ques-tions
Analysis 85,57 20,39 65,38
Evaluation 89,58 13,19 76,39
means encouraging the students to think and
Conclusion 93,26 12,17 81,09 make reasons. Similarly, an opinion Nasution
Explanation 89,28 38,68 50,60 (2011) state asking is a stimulus to encourage
Self- 88,5 17,53 70,97 the children to think and learn, by asking,
instruction learners or students will gain knowledge.
Table 7 shows the high of the critical The increasing of critical thinking aspect
thinking aspect in the range fulfillment between shows the success of research in developing the
Challenge Based Learning module and school product of Challenge Based Learning module to
module. The range shows an increasing in the enhance the critical thinking ability in 21st cen-
fulfillment of critical thinking aspects of module tury demands which enable students to handle
products. Overall, the incrasing of critical ptoblems of social, scientific and practical issues
thinking aspect of Challenge Based Learning effectively in the future (Snyder, Snyder, Snyder
module has increased above 50% with highest & Snyder, 2008).
score in the conclusion aspect. The increaing The eligibility of Challenge Based Learn-
does not reach 100% because in the material ing modules to train the critical thinking ability
aspect there are some considerations which not on environmental teaching materials is tested
all indicators are derived from critical thinking through the following stages: (a) Preliminary
aspects and factual dimensions knowledge, trials: module material validation, development
conceptual, procedural may be visualized into validation, module design and readability, learn-
module materials such as indicators of identify- ing device validation and module evaluation,
ing, experimenting, analyzing, evaluating,

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and linguist validation; (b) Limited field trials: need to have revision. Expert validation result of
education practitioners and small group testing. learning device and evaluation of student teach-
Based on the result of the assessment of er module obtained an average of all aspects of
the expert team of educational practitioners and 90.24%, with very good qualified and conclud-
students about the module, it had a result from ing as no need to have revision. Based on the
good category untill very good. The results of results of expert validation of learning device
the assessment team of educational practitioners and evaluation of teacher module and student
and students also may needs some improvement. module may be concluded that there are no
The result of the material expert vali- revision required. But there are some sugges-
dation on the student’s module obtained the tions from experts such as spreading of the
average score of each aspect of 88.88% shows material levels; the exercise of the material is
very good qualified and concluding as not to associated with daily life.
have revision. The validation result of material Exercise is a variety of learning activities
expert on the teacher’s module obtained average that must be done by learners after reading the
score of each aspect of 92.18% shows very good previous description. Exercise is useful for
qualified and concluding as not to have revision. establishing the student’s knowledge, skills,
The preparation of the module material values, and attitudes. The purpose of the exer-
should pay attention in the aspect of depth and cises, the learners learn actively and eventually
breadth of material coverage. The material master the concept that is being discussed in the
breadth describes the material size of the learning activities (Sungkono, 2003).
module, meanwhile the material depth concerns The result of linguist validation obtained
the details of the concepts of module which the an average score of 79.16% that shows good
students must learn (Depdiknas, 2008). Learning qualified. The conclusion of linguist validation
materials need to be properly identified in order result is no revision required. CBL-based
the student competencies achievement is able to modules use a communicative language, easy to
be measured. In addition, by identifying the understand by learners, clear language structure
types of material, the teacher will understand the and accordance with EYD. Language becomes
accuracy in the learning model selection. The an important symbolic language as a means to
content or learning materials is related to the communicate the aim of developed modules.
strategy of organizing learning materials. The result of educational practitioner
According to Mehrens (1984) strategy is defined validation (teacher 1) obtained an average of
the way to sequence and synthesize facts, 98.00% with very good qualified and no need to
concepts, procedures, and related principles. have revision, meanwhile the result of edu-
Expert validation results to the develop- cational practitioner validation (teacher 2)
ment design and readibility of module of teacher obtained an average 93.00% with excellent
and student obtained an average score of qualification and no need to have revision. The
83.69% which shows very good qualified. In the result of educational practitioner validation may
expert's validation of development, module still have some suggestions and inputs from
design and module readability, there is a revi- education practitioners such as using large
sion of the product. Suggestions, criticisms and letters in the module and material extension.
inputs from expert's validation of development, Based on the result of educational practitioner
module design and module readability have validation concluded the CBL-based modules is
been revised. The improvements are related to no need to have revision and ready to use.
the images, cover and display modules are made The results of small group trials obtained
more interesting. It is in line with opinion an average score of 81.55% with good qualified
Prastowo (2012) state the images may supports and no need to have revisition. The results of
and clarify the contents of the material which is small group trials still have some suggestions
needed because the images have functutions to and inputs such as picture sentences, clearance
clarify the description of the material, increasing pictures and wrong in punctuation. And then, the
the students’ attractiveness, and reduce the tested product is revised based on the student's
boredom of students in learning. suggestion.
Validation result of instructional device It is in line with opinion Prastowo (2012)
expert and student module evaluation obtained state the images may supports and clarify the
an average score of all aspects of 97.71% which contents of the material which is needed because
shows very good qualified and concluding as no the images have functutions to clarify the des-

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cription of the material, increasing the students’ learning provides a tools for students to analyze
attractiveness, and reduce the boredom of the problems, evaluate their ideas as part of
students in learning. reflective thinking, manage data as a process of
Based on the preliminary field results: metacognition practice, and present their pro-
module material validation, development vali- posed (Gallagher, Sher, Stepien, & Workman,
dation, module design and readability, validation 1995). In line with previous research, Yuan,
of learning device and module evaluation, Kunaviktikul, Klunklin, & Williams (2008)
linguist validation and limited test: educational problem-based learning leads students to self-
practitioners and students may conclude that study in order to enhance the critical thinking
CBL modules are good to excellent qualified ability and is able to analyze the problems in the
and has proper/ready to use. The module feasi- real world. And the research from Sinprakob &
bility is determined by validators, practitioners, Songkram (2015) problem-based learning is able
students and teachers. to improve the critical thinking ability of
The effectiveness of Challenge Based students.
Learning module on Environmental Pollution is The CBL syntax of the challenge stage
based on the increasing of score the critical (The Challenge), Guiding Question (Guiding
thinking ability. The module effectiveness is Resources), (Guiding Resources), (Solution) is
also seen from the difference of significance contextual teaching and learning, this learning is
data (score) before and after using CBL module. focused on problem solving of daily life.
Anacova test results indicate a posttest’s Contextual learning will contribute to the deve-
score difference between experimental class lopment of critical thinking ability due to CTL
using CBL modules and control class using assists the students to develop their intellectual
school module due to significance level 0.000 potential (Johnson, 2002). In line with the
less than 0.05. Based on the anacova test results research conducted by Sadia (2008) shows the
may conclude that CBL module is effective to use of contextual learning model is proven able
train the critical thinking ability on environ- to improve the ability of critical thinking ability.
mental material. And a research is from Suryawati, Osman, &
The Estimated Parameter table shows the Meerah (2010). Contextual learning frameworks
classes that do not use Challenge Based Learn- are able to improve the students critical thinking
ing module obtained on a lower posttest score of ability and train them to be more different and
9.96 than class using CBL modules. Based on evaluative.
Estimation Parameter table conclude that CBL The CBL syntax of the stage of Assess-
module is effective to train the critical thinking ment and Publishing is combination of project-
ability of class X students MAN Karanganyar on based learning. Project-based learning leads
environmental material of 51,7%. students to practice and understand the complex
CBL module is effectively to train the thinking and know how to integrate in the skills
critical thinking ability compared to school which are often linked to real life, able to search
modules because CBL modules are systema- and use the sources, think critically and good on
tically arranged based on objectives, materials, problems solving (Yesildere, Sible, Turnuklu,
activities, evaluation aspects using CBL syntax 2006). Similarly research, Musa, Mufti, Latiff,
and critical thinking indicators on dimensions of & Amin (2012) states the project-based learning
factual, conceptual and procedural. has enabled the students to share and exchange
The Challenge Based Learning model is a their ideas in finding the solutions related to the
new learning that combines problem-based problems, and project-based learning contribute
learning, project-based learning, and contextual to the development of soft skills accordance to
learning and thus is focused on problem solving the workplace which seems needing in the 21st
of everyday life. Thus learning creates a space century.
where students think critically and actively to The CBL syntax in Challenge Based
seek the solutions and solve the existing Learning based is effectively to trains the
challenges. students critical thinking ability because in each
In CBL syntax, the Big Idea stage and CBL syntax it is able to empower the critical
Essential Question are combination of problem- thinking ability. This is in line with research
based learning. Problem-based learning will results of Johnson and Adams (2011) show that
contribute greatly to the development of critical CBL learning model applied to 65 teachers and
thinking ability due to the problem-based 1.239 students, are able to improve the critical

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thinking ability. Another research conducted by 50.60%, the explanation aspect is the ability to
Baloian, Breuer, Hoeksema, Hoppe, & Milrad declare a person's position or justify a position
(2004) suggests that the implementation of CBL based on evidences, criterias, or contextual
learning model encourages students to have a abilities to convince and use insight criteria to
strong focus on learning, cooperation and support the decision (Facione, 1990).
thinking differently about self-learning. And the The increased critical thinking aspect in
results of the study Martin, Rivale, & Diller the fourth range is self-instruction of 70.97%,
(2007), O'Mahony et al. (2012) show the use of the self-instruction aspect represents the
CBL model is more effectively to develop the outcome of person's consideration process, the
innovation and thinking ability than the use of ability to justify the reasons is based on
traditional learning models and powerpoint evidences, concepts, methodologies, a certain
slides. And, other research results Swiden criterion and consideration reasonable, and the
(2013), Jou, Min, Hung, Chen Kang, Lai (2010) ability to present a person's reason for a
and Tajuddin, Siti Mariam, Azrol (2013) CBL convincing argument (Facione, 1990). Self-
model is able to increase the activity, motivation instruction is an individual's ability to monitor
and learning outcomes of students. personal cognitive activities and to ensure
Challenge Based learning module is himself or herself that invlove in critical
effective to empower the critical thinking. The thinking or not (Ricketts & Rudd, 2005). Self-
pretest and posttest results show an increasing of instruction plays a role in self-directed to assist
each critical thinking indicator. the students in managing their thinking,
behaviors and emotions in order to achieve the
Table 8. Average Comparison Results of
successful of the learning experience and
Increased Critical Thinking Indicators
achieve goals (Zumbrunn, Tadlock, & Roberts,
Critical Thinking Pretest Posttest Range 2011). The previous research Elliot & Dweck
Aspects (%) (%) (%) (2005) states the students who have high
Interpretation 61.02 73.84 12,58 achievement have a strategy in self instruction,
Analysis 60.51 66.66 6.15 especially in learning. Self instruction is impor-
Evaluation 44.10 74.48 30,38
tant for the learning process because of self-
Conclusion 29.74 71.79 42,05
Explanation 57.94 70.76 12,82
instruction, may have a significant impact on
Self-instruction 73.84 79.48 5,64 academic outcomes (Zimmerman, 2008). This
Table 8 shows the high fulfillment the may help students to make better learning habits
range of critical thinking aspects between pre- and strengthen their learning abilities (Wolters,
test-postest using Challenge Based Learning 2003).
module. The range shows increasing the fulfill- The increased critical thinking aspects in
ment of critical thinking aspects of students. The the fifth range is the aspect of analysis of
highest increasing of fulfillment of critical 65.38%, the aspect of analysis is to identify the
thinking aspect is in conclusion aspect of intentions and conclusions in the relationship
42.05%. Students who have the ability to among statements, concepts, descriptions, or
conclude are more competent in making con- forms of statements that are expected to declare
clusions or hypotheses based on facts, trust, despair, experience, reason, information or
judgments, beliefs, principles, concepts or opinion (Facione, 1990). Students who have
representations (Ricketts & Rudd, 2005). analytical ability are better to identify the
The increased of critical thinking aspects relationships among statements, questions,
in the second range is evaluation aspects of concepts or descriptions to declare confidence,
30.38%, evaluation aspect is the ability to assess assessment or reason (Ricketts & Rudd, 2005).
the credibility of the statement or other presen- The increased critical thinking aspect in
tation by assessing or describing person’s the lowest range is the interpretation aspect of
perception, experience, situation, decision, trust 60.21%, the interpretation aspect is the ability to
and assess the logical power from the understand the meaning and significance of
relationship inferential inferences or actual various situations, data or events, this ability to
inferential relationships among statements, categorize, determine the significance, and
descriptions, statements or other forms of clarify the meaning (Facione, 1990). Students
representation (Facione, 1990). who have interpretatation ability are more
The increased of critical thinking aspect capable to understand and express the meaning
in the third range is explanation aspects of about experiences, beliefs, data, rules and others

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during the learning process (Ricketts & Rudd, has a role in identifying the relationships among
2005). the concepts of belief, judgment or reason, the
The overall improvement in critical think- evaluation ability has a role to assess the
ing aspects of the Challenge Based Learning credibility of statements, representations of
module has increased over 50% increase with others and assessing the logical strength of
the highest score on the conclusions and the statements, descriptions or questions, conclud-
lowest score on explanation aspect. The increas- ing abilities has a role in drawing conclusions or
ed score does not reach 100% because in the hypotheses based on facts, judgments, beliefs,
material aspect there are some considerations; principles, concepts or representations, explain-
not all indicators derived from the critical ing ability has a role to describe the phenomena,
thinking aspects and the knowledge dimensions causal relationships and reinforcement argu-
of factual, conceptual, and procedural may be ments using empirical data as the basis of
visualized into module materials such as explanation, and self-instruction abilities has a
indicators to identify, experiment, analyze, role in self-directed to assist student in manag-
evaluate, check and determine, and then, all the ing thoughts, behaviors and emotions in order to
indicators does not probably to be the material successfully guide the learning experience to
due to the reason of maintain the effectiveness achieve the goals. A person with critical think-
of the module that critical thinking is not limited ing is usually curiosity, open minded, flexible,
to only accept the facts and knowledge honest in dealing with something, wise in judg-
(Puspitasari, 2014; Khatib, Muhammad, Iman, ment, reconsidering with other insights, diligent
2012). in finding relevant information, reasonable in
The Challenge Based Learning module is choosing criteria, focus on investigation, and
more effective than the school module in persistent to seek an information as accurately as
empowering the critical thinking ability because possible about the subject (Facione, 1990).
have clear objectives and materials, valid of the The increased of critical thinking aspect
evaluation questions and targeted activities. The show the success of research in developing
activities are derived from the CBL model Challenge Based Learning module products to
syntax and critical thinking aspect indicators in improve the critical thinking ability according to
accordance with the factual, conceptual and 21st century demands that enable learners to
prosedural dimensions. CBL modules are also handle the problems of social, scientific and
equipped with practicum activities. Practicum practical issues effectively in the future (Snyder,
make the students active in solve the problems, Snyder, Snyder, & Snyder, 2008).
critical thinking in analyzing the existing Challenge Based learning module will
problems and facts, and finding the concepts and train the students to solve the problems, not only
principles based on real experience, and then limited to the context of the module but also
learning becomes more meaningful (Hayat, other problems related to the daily life. Some-
2011). times, students are faced with problem situa-
The Research of Brooke (2006) explains tions, incomplete information and unanswered
the critical thinking may also be improved by questions. The design is designed in order to ask
providing problems in learning in order the the students how to solve it, such as defining,
learners are encouraged to use their critical describing the problems, making hypotheses,
thinking ability to analyze and solve the prob- tracing data and developing the solutions. And
lem. Is it supported by the results of the research then, students are required to conduct the
Hanson & Wolfskill (2000) suggest the process of scientific thinking through critical
problem-solving through teamwork is able to thinking especially the ability to analyze,
improve the students’ critical thinking ability, including: the ability to test ideas; recognize the
reduce the misconceptions, seek the information arguments, reasons and statements (Facione,
and construct an active understanding and 1990). Thinking process is passed by students to
provide high-level reasons. assist them in their future life in society.
Challenge Based Learning modules on
CONCLUSION
environmental materials encourage the student
to have the critical thinking ability: the inter- Challenge Based Learning module pro-
pretation ability has role to observe the duct to empower the critical thinking ability at
characteristic, interpret the data and express the class X on environment materials MAN
meaning of various experiences, analytical skills Karanganyar is developed based on Borg and

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 Jurnal Inovasi Pendidikan IPA, 3 (2), 2017 - 221
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Gall development procedure that is modified https://doi.org/10.1016/j.tsc.2009.07.002

into 9 stages, using Challenge Based Learning Gagne, R. M. (1979). Learnable aspects of
syntax and Fascione critical thinking indicator human thinking. New York: The Eric
that is visualized on purposes, materials, Science, Mathematics and Environmental
activities, and evaluation questions. Education Clearing House.
The feasibility of Challenge Based Learn-
Galbreath, J. (1999). Preparing the 21st Century
ing module on environmental material at class X
worker: The link between computer-based
MAN Karanganyar has been tested through test
technology and future skills sets.
of expert validation, education practitioner vali-
Educational Technology, 39, 14–22.
dation, small group test and operational field test
Retrieved from
with qualified of good to very good.
http://eric.ed.gov/?id=EJ595512
Challenge Based Learning module is
effective to empower the critical thinking ability Gallagher, S. A., Sher, B. T., Stepien, W. J., &
on environmental teaching material compared to Workman, D. (1995). Implementing
class using school module of class X MAN problem-based learning in science
Karanganyar because it shows postest score with classrooms. School Science and
F Table (0.05) < F Count (0.05). Mathematics, 95(3), 136–146.
https://doi.org/10.1111/j.1949-
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