Development of the Case-Based Learning Model in Improving the

Critical Thinking Skills of Citizenship Course Students

Abdulah

1,2

, Atmazaki

and Afriva Khaidir

Department of Education Science at Graduate School, Universitas Negeri Padang, Padang, Indonesia

Department of Primary School Teacher Education, Universitas Muhammadiyah Muara Bungo, Indonesia

Department Faculty of Language and Literature Education, Universitas Negeri Padang, Indonesia

Department in the Faculty of Social Sciences, Universitas Negeri Padang, Indonesia

Keywords: Critical Thinking Skills, Citizenship.

Abstract: This study aims to see how the development of a Case-Based Learning (CBL) model in PKn courses shows

that the critical thinking skills of medical informatics students are still low, because civic learning that should

emphasize the active involvement of students by presenting the real world has not been carried out optimally.

An effort to overcome this problem was developed by developing a CBL model in civic learning. This study

uses a plomp development design consisting of preliminary research, prototyping phase, assessment phase.

The preliminary research stage was carried out to analyze the characteristics of the civic learning model,

curriculum analysis, analysis of student characteristics, and analysis of learning materials. The results of the

preliminary research stage on the analyzis of the characteristics of the civic. The results assessment phase

research in the validity test were obtained with the average percentage of each aspect in the model book,

lecturer's book, and student book respectively at (86,55); (90,69); and (89,04) with very valid criteria. The

results of the analyzis of the model practicality test based on the observation of learning implementation were

obtained on average 87,51, the model practicality questionnaire according to lecturers 87, 65, and the

practicality questionnaire according to students 81,35 with very practical criteria. Furthermore, the results of

the effectiveness test through descriptive analysis, are effective in improving students' critical thinking,

knowledge aspects, and motivation.

1 INTRODUCTION

The importance of thinking skills for students is one

of the abilities that must be had by

understudies within the 21st century in obtaining

information and data (Komalasari, 2019). Because if

students do not have critical thinking skills, it causes

them to be unable to explore the knowledge that exists

in them. As the results of research conducted by

(Abdulah et al., 2023) Stated that students' critical

thinking skills are skills that should be possessed by

students by thinking critically, students are able to

convey their ideas and ideas and are able to utilize

existing technology more wisely, students can acquire

knowledge and skills. As well as gaining knowledge

https://orcid.org/0000-0002-1949-1204

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https://orcid.org/0000-0003-1565-5133

from various sources available on the Internet

(Lautrup et al., 2019; Thornhill-Miller et al., 2023).

Several previous studies have shown that the CBL

model is able to improve students' critical thinking, as

was done (Ernawati et al., 2022; Heliawati et al.,

2022; Kibe et al., 2022). The researcher identified that

the elements that form the CBL model are able to

improve students' skills in analyzing cases, and

findings that can improve students' critical thinking.

Critical thinking encourage students to collaborate in

discussions in analyzing cases, scientifically and

innovatively. In line with the research conducted by

(Arisoy & Aybek, 2021) stated lecturers are

expectation to be able to create learning that builds

students' creativity which will later be able to

574

Abdulah, , Atmazaki, and Khaidir, A.

Development of the Case-Based Learning Model in Improving the Critical Thinking Skills of Citizenship Course Students.

DOI: 10.5220/0013407900004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 574-579

ISBN: 978-989-758-752-8

understand the learning material independently

through cases in each class meeting.

Results of observations in medical informatics

study program of the Faculty of Medicine,

Universitas Muhammadiyah Muara Bungo found that

the percentage of students still has low critical

thinking skills, showing that more than 50% of

students said that they do not have critical thinking

skills. This is certainly not a good impact on learning

where students must be able to think critically. As

conveyed by (Koehler et al., 2020; Syaifullah et al.,

2021) It generally occurs in today's world, where

critical thinking skills, analyzing cases in depth, to

gain new knowledge and continue to develop self-

competence are needed by students in learning. The

application of case-based learning is one of the

effective learning models in developing students'

critical thinking skills. This is because this model can

provide opportunities for students to play an active

role in learning, analyzing problems, and developing

effective solutions. Students can practice expressing

their ideas clearly, actively listening to others, and

providing useful criticism to their peers through

group discussions and presentations (Kirpalani et al.,

2020). In addition to improving the educational

process, this cooperative model prepares students for

real-world scenarios where communication and

teamwork are essential (Acharya et al., 2023; Khaidir

et al., 2024). And CBL allows students to establish

effective communication (Kanehara et al., 2020).

Furthermore, case-based learning provides students

with the opportunity to investigate many different

points of view, resulting in a more comprehensive

understanding of the subject (Walker, 2020).

The urgency of students' critical thinking skills in

citizenship education courses in order to create

students who are capable of analyzing citizenship

issues. This course also wants students to have a love

for the Indonesian nation and have a national spirit in

accordance with the goals of citizenship education in

higher education (Abdulah et al., 2023). The

application of the CBL model to Civics learning

encourages students to think more critically, this

model has a good impact on Civics learning.

This study aims to prove that the CBL model is

effective in improving critical thinking skills of

students aged 18-22 years. Knowing students' critical

thinking skills is done by looking at student

development, by conducting daily assessments at the

time of study. The implementation of CBL learning

can be seen from the level of achievement of critical

thinking skills of medical informatics students. On

this basis, it is necessary to apply the CBL model at

the University of Muhammadiyah Muara Bungo in

group learning activities. There is also a question in

this study is how to design a CBL model to improve

students' critical thinking skills.

2 METHOD

2.1 Research Design

The type of research conducted is Research &

Development (R&D) with the aim of producing

products through certain stages. This research was

conducted to develop a product in the form of a CBL

model book that aims to improve students' activities

and critical thinking skills. This model book is used

as a support for civic learning. The development

model used in this study is a model adjustment. This

model consists of three stages, namely, preliminary

research (needs analysis, student analysis, curriculum

analysis, concept analysis, learning goal formulation

analysis), prototyping stage (product design and

validation), assessment stage (product trial to

determine product value), practicality and

effectiveness) (Ramadhan et al., 2021). This research

produces a learning model book based on the syntax

of the model that is renovated in advance according

to the needs and students and learning situations. This

product was developed based on the OBE curriculum.

2.2 Sample

The sampling technique uses Slovin with a

significance of 5% with a total population of 106

students from four study programs. In accordance

with the research implementation permit from the

Dean No. 111/II.3.AU/III.2/2024, this research has

been carried out well. According to the 2016 CIOMS

Guidelines, research is considered ethically

acceptable in accordance with the following seven

WHO standards, including: i) social values; ii)

scientific values; iii) fair assessment and benefits; iv)

risks; v) persuasion/exploitation; vi) confidentiality

and privacy; and vii) informed consent. This is shown

by the fulfillment of the indicators of each standard.

The research participant has given permission for his

or her data to be used to publish the research article.

The number of samples with the purposive technique

from Slovin formula produced a total of 22 samples:

Faculty of Teacher Training and Education. The

following are the details of the sample of the four

study programs in data collection described in Table

Development of the Case-Based Learning Model in Improving the Critical Thinking Skills of Citizenship Course Students

575

Table 1. Sample.

Department Respondent

Primary teacher education 38

English language

education

Healthy physical and

recreation

Medical informatics 22

Source: Dean of FKIP

3 RESULT AND DISCUSSION

3.1 Result

3.1.1 Descriptive Analysis

The results of the measurement of critical thinking

skills will provide an overview of benchmarking and

categorization of the level of critical thinking skills of

each respondent. The categorization was carried out

by calculating the distance at the standard deviation

from the data used, which was with a standard

deviation of 3.81. The results of the descriptive

analysis for categorization showed that students with

"low" critical thinking skills were 27 or 14%, while

with the category of "moderate" critical thinking

skills of 81 or 40%, and the category of "high" critical

thinking skills of 92 or 46%. It can be concluded that

the categorization of students' critical thinking skills

has been included in the "moderate" criterion with a

total average of 46,08. From these data, the

application of the CBL model makes a good

contribution in improving the critical thinking of

medical informatics students,It can be concluded that

the ability of students to think critically supports the

learning process to optimize the process at

UMMUBA.

3.1.2 CBL Model Design

Development of case-based learning model design.

Based on the results of the needs analysis, an

innovative and interactive learning model is needed

that suits the needs and situations of students. This

learning model can be used as an alternative that can

be used in civic learning. The learning model is

developed using a learning model that contains

learning materials. The CBL learning model is

developed by applying the case method and the use of

the CBL model to support the learning process

(Procentese et al., 2019). The model is in the form of

learning materials made using cases related to

citizenship issues. The learning process directly uses

cases for the interaction process between lecturers

and students and students. Here's the design

according to (Sterman et al., 2019). The CBL model

can be seen in Figure 1.

Figure 1: CBL Model Design.

Based on the figure above, the design of the case-

based learning model shows the steps: the first is

orientation in learning carried out by lecturers, the

second is case analysis by students, the third students

are divided into several groups to discuss and find

answers to problems, the fourth is looking for

literature reviews, the fifth is conducting group

investigations, the sixth is presenting the results of

group discussions in front of the class and the seventh

lecturer and students are reflecting on the the results

of the discussion that has been carried out by students.

With this syntax, students can carry out discussions

because the CBL steps make students independent in

analyzing cases.

3.1.3 Practicality of Learning Models

After the preliminary research stage and the

prototyping phase are completed, the product is

validated first. Based on the validation results, it was

found that the learning model was valid and the

lecturer's response was positive with the model. After

that, an assessment stage is carried out to test the

developed learning model. The assessment stage is

carried out to determine the practicality and

effectiveness of the learning model when used during

learning. To find out the practicality of the learning

model, lecturers assess learning activities by filling

out a questionnaire that has been given by the

researcher. The questionnaire is filled out after the

learning process is complete. The practicality

questionnaire contains statement items developed

based on the practicality indicators of the learning

model. The practicality of the learning model was

assessed by four lecturers. The results of the analysis

based on the questionnaire on the practicality of the

learning model by lecturers can be seen in Table 2.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

576

Table 2: Practicality of Learning Models by Lectures.

The results of the table above show that the CBL

model is easy to use in learning so that there is an

increase in critical thinking with a percentage of

84.72 very good criteria, the CBL model is useful for

improving critical thinking with a percentage of 86.46

very good criteria, as well as the CBL model book is

also used by students with a percentage of 83.33 very

good criteria, the role of lecturers in Pkn learning is

good with a percentage of 87.50 with very good

criteria, so that the overall result of the CBL model

pragmatism percentage is 85.50. The practicality of

the learning model by students is collected after the

civic learning activities using the case-based learning

model are completed. Practicality data collection is

carried out through filling out questionnaires by

students. Through filling out questionnaires, students

provide their assessments and opinions about the

learning models that have been used in the learning

process. The practicality of the learning model

assessed by students includes aspects of comfort and

practicality of time. This practicality questionnaire

was filled out by 22 students. After students fill out

the questionnaire, a recapitulation and calculation are

carried out to find out the practical value.

Furthermore, an analysis was carried out based on the

items of the statement, and an overall analysis was

carried out. The results of this analysis can be seen in

Table 3.

The results of the table above show that the CBL

model is easy to use in learning so that there is an

increase in critical thinking with a percentage of

85.19 very good criteria, the CBL model is useful for

improving critical thinking with a percentage of 85.7

very good criteria, as well as the CBL model book is

also used by students with a percentage of 81.79 very

good criteria, the role of student in Pkn learning is

good with a percentage of 82.29 with very good

criteria, so that the overall result of the CBL model

pragmatism percentage is 83.58. For this practical

value, in addition to filling out questionnaires by

lecturers and students, observations are also made on

learning activities carried out by lecturers and assisted

by researchers. Student learning activities are

obtained through observation using observation

sheets of student learning activities. The observation

sheet consists of statement items related to student

learning activities using the stages of the learning

model developed using the learning model, namely

the case-based learning model. Data on student

activities are collected by lecturers as the first

observer, and researchers as the second observer. This

observation aims to see the suitability of activities

that are expected to appear in students who study

citizenship. Application of the syntax of the case-

based learning model, Utilization of the support

system of the case-based learning model, Student

Involvement in Learning, Achievement of

instructional and companion impacts through the

case-based learning model, Closing Activities. After

the data is obtained, the analysis is carried out based

on the results of the observations made. The results of

the observation of the learning process using the

developed learning model can be seen in Table 4.

Table 3: Practicality of Learning Models by Students.

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577

Table 4. Student Learning Activities.

Assessment Average result Criteria

perception and Motivation

83.33

Very Practical

Competency delivery,

activity plans and

assessments

90.10

Very Practical

pplication of the reaction

rinci

le of the CBL model

87.50

Very Practical

pplication of CBL model

syntax

89.58

Very Practical

tilization of the support

stem for the CBL model

87.50

Very Practical

Student involvement in

learnin

89.58

Very Practical

chievement of

instructional and

companion impact

through a CBL model

95.83

Very Practical

Closing activities

91.67

Very Practical

Average

89.38

Very Practical

The results of table 4 explain that Aperception and

Motivation got a percentage of 83.33 very good

criteria, Competency delivery, activity plans and

assessments got a percentage of 90.10 with very good

criteria, Application of the reaction principle of the

CBL model with a percentage of 87.50 very good

criteria, Application of the reaction principle of the

CBL model got a percentage of 89.58 with very good

criteria, Application of the reaction principle of the

CBL model with a percentage of 87.50 very good

criteria, Student involvement in learning with a

percentage of 89.58 very good criteria, Achievement

of instructional and companion impact through a CBL

model with a percentage of 95.83 very good criteria,

Closing activities with a percentage of 91.67 very

good criteria. The overall result was 89.38 with very

good criteria.it is concluded that the learning model

developed is practically used to improve student

learning activities

3.2 Discussion

Based on the results of the research conducted, it was

found that a practical CBL model is used in civic

learning to improve critical thinking skills. It can be

seen that students are active in the learning. The use

of case-based learning models has been widely used

in the learning process based on previous research

such as those conducted by (Chen et al., 2022), There

are also cases that are used with the CBL model, such

as national integration material where students

conduct discussions related to national integration

topics, for example about the Aceh Independence

movement, students are asked to analyze the

substance of the problem in the case, what students

think about the case and how to solution so that this

case does not happen again. Furthermore, research

conducted by (Sari et al., 2021). Stating that through

a case-based and student-engaging learning model,

encouraging students to think critically through

mental activities, therefore the use of case-based

learning can support students to develop their ability

to respond to the information received by considering

all aspects related to the information. Furthermore,

the research conducted (Roza et al., 2022) The CBL

model in the Service Marketing course using the case

method can improve students' critical thinking, this

condition is very necessary in the current uncertain

conditions.

4 CONCLUSIONS

The development of a CBL model to improve the

critical thinking of students of the University of

Muhammadiyah Muara Bungo, effective in

stimulating critical thinking skills, is evidenced by the

average difference in the practicality of the model.

The implementation of the assessment is carried out

through observation activities when students carry

out the learning process, assessment of observations

from the results of activities when analyzing cases,

and assessment with a checklist. From the results of

the evaluation, it can be seen that the standard level

of achievement of critical thinking skills can develop

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

578

as expected so that an average of 89% of all aspects

of assessment after using CBL to improve critical

thinking. Application of the CBL can create active

group learning so that it can improve students' critical

thinking. Case activities carried out by students

develop student potential and creativity as well as

conceptual understanding can be realized through

problem solving along with case activities within a

specified period of time. Cases related to PKn

material such as national integration, the constitution

and rights and obligations become easier for students

to understand Case-based learning carried out by

students in group activities can increase learning

independence and be responsible for the tasks given,

so that students develop and are stimulated optimally.

ACKNOWLEDGEMENTS

Thank you to the promoter and co-promoter who have

guided very well in completing this article, and also

thank you to LPPM UNP and the Ministry of

Education and Culture, Research, Technology and

Higher Education in completing the dissertation.

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