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"Salah satu metode pembelajaran yang digunakan pada institusi keperawatan ialah problem-based learning. Namun, penelitian mengenai pengaruh problem-based learning dengan kemampuan berpikir kritis bagi mahasiswa keperawatan masih terbatas. Penelitian ini bertujuan untuk mengetahui hubungan antara pengalaman pembelajaran metode problem-based learning dengan kemampuan berpikir kritis mahasiswa keperawatan. Metode yang digunakan dalam penelitian adalah cross sectional dan bersifat kuantitatif. Sampel penelitian ini adalah sebanyak 159 mahasiswa fakultas ilmu keperawatan Universitas Indonesia angkatan 2016 dan 2017. Analisa data dengan menggunakan chi-square. Hasil penelitian menunjukan bahwa terdapat hubungan yang bermakna antara pengalaman pembelajaran metode problem-based learning dengan kemampuan berpikir kritis mahasiswa keperawatan Universitas Indonesia.

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One of the learning methods used in nursing education is problem-based learning. But the research on the effect of problem-based learning and critical thinking skiils among nursing student is still limited. This study aimed to determine the relationship between experience of the problem based learning method and the critical thinking skills of nursing student. This researsh used quantitative cross sectional method. The research sample consisted of 159 undergraduate students of the Faculty of Nursing Universitas Indonesia, batch 2016 and 2017. Data analysis used chi-square. The results showed there was a significant relationship between learning experience of the problem based learning method and critical thinking skills of nursing students at the Universitas Indonesia."

"Kemampuan berpikir kritis merupakan keterampilan yang penting untuk dimiliki mahasiswa di pembelajaran abad 21 guna menghadapi tuntutan akademik di perguruan tinggi. Akan tetapi, penelitian terdahulu menemukan bahwa mahasiswa tahun pertama memiliki kemampuan berpikir kritis yang rendah. Penting bagi mereka untuk mengembangkan kemampuan berpikir kritis sedini mungkin agar dapat beradaptasi di perguruan tinggi. Penelitian ini ingin menjelaskan bagaimana peran motivasi akademik sebagai mediator dalam hubungan antara mindfulness dan kemampuan berpikir kritis. Kemampuan berpikir kritis diukur dengan Tes Analog yang dikembangkan oleh Suleeman dan Christia (2016), mindfulness diukur dengan 15-Item Five Facet Mindfulness Questionnaire (FFMQ-15) oleh Baer dkk. (2012) yang telah diadaptasi peneliti ke dalam bahasa Indonesia, dan motivasi akademik diukur dengan Academic Motivation Scale versi pendek yang telah diadaptasi ke dalam bahasa Indonesia oleh Natalya (2018). Partisipan penelitian ini terdiri dari 186 mahasiswa tahun pertama berusia 18 – 23 tahun (M = 18.9), dengan partisipan perempuan berjumlah 145 orang (78%). Penelitian ini merupakan penelitian non-eksperimental dengan metode analisis regresi sederhana. Hasil penelitian menunjukkan bahwa motivasi akademik (M = 65.97, SD = 8.283) berperan memediasi sepenuhnya hubungan antara mindfulness dengan kemampuan berpikir kritis (indirect effect = 0.0305, BootSE = 0,0190, CI [0.0010,0.0739]). Hasil dari penelitian ini menyarankan mahasiswa tahun pertama untuk mengembangkan kemampuan berpikir kritisnya melalui mindfulness serta motivasi akademik

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Critical thinking is an essential skill for college students in this 21st century learning, in order for them to cope with academic demands. However, previous studies have found that first-year students have low critical thinking skills. It is important for them to develop critical thinking skill as early as possible in order to adapt well in college. This study aims to explain the role of academic motivation as a mediating variable between mindfulness and critical thinking among first-year undergraduate students. Critical thinking skill was measured with Analog Test by Suleeman dan Christia (2016), mindfulness was measured with 15-Item Five Facet Mindfulness Questionnaire (FFMQ-15) by Baer et al. (2012) that has been adapted to bahasa Indonesian, and academic motivation was measured with Academic Motivation Scale Short Version that has been adapted to bahasa Indonesia by Natalya (2018). This study consisted of 186 first-year students aged between 18-23 years old (M = 18.9), with 145 female participants (78%) . This study was non-experimental with a simple regression method. Based on the analysis result, it was found that the relationship between mindfulness and critical thinking was fully mediated by academic motivation (indirect effect = 0.0305, BootSE = 0,0190, CI [0.0010,0.0739]). This study suggested first-year college students develop their critical thinking skill with mindfulness practice that will lead to academic motivation enhancement, which will accelerate the critical thinking skill"