The Effectiveness of the Self-Directed Learning Model on Students' Critical Thinking Skills in the Subject of the National Movement Towards Independence

Abstract

Critical thinking skills are important skills that students must have in order to face increasingly complex modern challenges. This study aims to 1) prove the feasibility of the self-directed learning model on students' critical thinking skills in the subject of the national movement towards independence; 2) proving the difference between the control class (not given the self-directed learning model or the conventional model) and the experimental class (given the self-directed learning model) in terms of students' critical thinking skills on the subject of the national movement towards independence; 3) prove the effectiveness of the self-directed learning model on students' critical thinking skills in the subject of the national movement towards independence. This study used a quantitative approach in the form of a quasi-experimental experiment. The research sample consisted of 48 students taken from a population of 166 students using purposive sampling. The results showed that: 1) The implementation of the self-directed learning model improved at each meeting with a very good rating. 2) The difference in critical thinking skills between the experimental class and the control class was proven by a significance value of < 0.005. 3) The effectiveness of the SDL model has an N-Gain interpretation of 76%, leading to the conclusion that the self-directed learning model improves students' critical thinking skills in National Movement Material