Let's Play Poker: Hypothesis Testing and Critical Thinking

This study aims to determine the application of What 's In Here game based on the Team Games Tournament (TGT) model to foster critical thinking skills of fourth grade students at Gabus 04 SDN Pati. This research is quantitative research. This study uses One Group Pretest-Posttest Design. The population in this study were all fourth grade students at Gabus 04 Pati SDN totaling 31 students in the 2018/2019 school year. The instruments used are (1) Test. (2) Questionnaire, (3) Observation, and (3) Documentation. Data analysis using technical analysis of normality test data, hypothesis testing (t-test), and N-Gain Test. The normality test is used to find out whether the class is normally distributed or not. Hypothesis testing uses the t-test. The N- Gain test is used to calculate students' critical thinking abilities. The results of the research conducted can be concluded that the game What 's In Here can be applied to foster critical thinking skills of fourth grade students at Gabus SDN 04 Pati. This can be seen from the improvement of students' critical thinking skills. Besides that it is reinforced by the results of t-test calculations obtained by tcount for critical thinking skills of 7.232 and ttable of 1.694 because of tcount (7.232)> ttable (1.694), so this shows that the t test of critical thinking skills is significant. While the results of the observations carried out the highest aspects, namely the synthesizing skills of 78.2%.

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The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students' Critical Thinking Ability on Chemical Equilibrium Material

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.5.1.p.198-208 ◽

2021 ◽

Vol 5 (1) ◽

pp. 198

Author(s):

Fajrina Fauzi ◽

Maria Erna ◽

Roza Linda

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Hypothesis Testing ◽

Chemical Equilibrium ◽

Thinking Skills ◽

T Test ◽

Critical Thinking Skills ◽

Average Percentage ◽

Learning Techniques ◽

Significant Difference

The purpose of this study was to determine the differences in the improvement of students' thinking skills using collaborative learning techniques Think-Pair-Share and Group Investigation. The research used was a quasi-experimental research design with non equivalent control posttest design. The data collection technique used critical thinking skills questions consisting of 5 essay test questions. Based on the research results of hypothesis testing using paired simple t-test , the results obtained were sig (2-tailed) <0.05, which means that collaborative learning of GI and TPS techniques is effective on critical thinking skills than the control class. Hypothesis testing is to see significant differences between collaborative learning. TPS and GI techniques used independent sample t-test and the results obtained were sig (2-tailed) <0.05, which means that there is a significant difference between collaborative learning of GI and TPS techniques on critical thinking skills. For the average percentage of critical thinking skills in the collaborative learning class, the Think-Pair-Share technique is 80.57% and Group Investigation is 76.73%, and in the control class it is 68.45%, which means the application of collaborative learning techniques Think-Pair- Share is more effectively used in improving students' critical thinking skills on chemical equilibrium material.

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Analisis Kemampuan Berpikir Kritis Kelas IV B Tema Kayanya Negeriku Melalui Strategi Pembelajaran Jeopardy Review

EDUCARE: Journal of Primary Education ◽

10.35719/educare.v1i3.28 ◽

2020 ◽

Vol 1 (3) ◽

pp. 265-282

Author(s):

Nukhbatul Bidayati Haka ◽

Leni Rosida

Keyword(s):

Critical Thinking ◽

Hypothesis Testing ◽

Learning Strategies ◽

Random Sampling ◽

T Test ◽

Group Design ◽

Average Value ◽

Academic Year ◽

Cluster Random Sampling ◽

Class Iv

This study aims to improve the ability to think critically in class IV SDN 1 Sukamulya in science subjects through the application of learning strategies jeopardy review. This type of research is a quantitative study using the method research Quasy Experimental Design and the design used is pretest-poststest design. The population in this study were students of class IV (A, B, dan C) SDN 1 Sukamulya Academic year 2019/2020. Totaling 85 students, while the samples in this study were group IVB as the experimental class and class IVC as the control class. The sample was taken using cluster random sampling technique. In this study, the data collection tools used were test, observation, and dokumentation. The instrumen test used was critical thinking essay questions. Hypothesis testing using statistical analysis Independent Sample t-Test. Based on the result of the study obtained the average value of the experimental class 83,00 while the average value of the control class was 76,28. Results hypothesis testing using the analysis of Independent Sample t-Test with a significance level 5% (0,05), i,e. 0,000 < 0,05 so that H0 is rijected and Ha is accepted, so it can be drawn conclusion that there is an influence of the jeopardy review learning strategy on critical thinking skills of grade IV students on material wealth of energy sources in Indonesia at SDN 1 Sukamulya Academic Year 2019/2020. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis kelas IV SDN 1 Sukamulya pada materi IPA dalam tema kayanya negeriku dengan cara menggunakan strategi pembelajaran jeopardy review pada saat proses pembelajjaran berlangsung. Jenis penelitian yang digunakan oleh peneliti adalah penelitian kuantitatif dengan menggunakan metode penelitian Quasy Eksperimental Group Design dan menggunakan desain penelitian yakni Pretest-Posttest Group Design. Populasi pada penelitian ini adalah peserta didik kelas IV (A, B, dan C) SDN 1 Sukamulya Tahun Pelajaran 2019/2020 yang prserta didiknya secara keseluruhan berjumlah 85 peserta didik, sampel pada penelitian ini yakni kela IV B sebagai kelas penelitian dan kelas IV C berperan sebagai kelas kontrol. Sampel ini diambil dengan menggunakan cara cluster random sampling. Pada penelitian ini instrumen yang digunakan yaitu observasi, dan test, serta dokumentasi. Instrument test yang digunakan yakni soal dalam bentuk essay untuk mengukur kemampuan berpikir kritis. Uji hipotesis pada penelitian ini menggunakan analisis data statistik Independent Sample t-Test. Berdasarkan hasil penelitian diperoleh hasil nilai rata-rata kelas eksperimen sebesar 83,00 sedangkan nilai rata-rata kelas kontrol sebesar 76,28. Hasil uji hipotesis menggunakan analisis Independent Sample t-Test dengan menggunakan taraf signifikasi 0,05 (5%), yaitu 0,000 < 0,05 sehingga hasilnya H0 ditolak dan H1 diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh strategi pembelajaran jeopardy review terhadap kemampuan berpikir kritis peserta didik kelas IVB pada materi IPA tema kayanya negeriku di SDN 1 Sukamulya Tahun Pelajaran 2019/2020.

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PENGARUH MEDIA DAKOTA TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI KPK DAN FPB MATA PELAJARAN MATEMATIKA KELAS IV SDN 01 GEMUHBLANTEN

Jurnal Sinektik ◽

10.33061/js.v2i2.3328 ◽

2019 ◽

Vol 2 (2) ◽

pp. 150

Author(s):

Winda Putri Ardhia ◽

Dwi Prasetiyawati ◽

Sunan Baedowi

Keyword(s):

Critical Thinking ◽

Hypothesis Testing ◽

Research Design ◽

Fourth Grade ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Fourth Grade Students

The purpose of this study was to determine the effect of dakota media on students' critical thinking skills in KPK and FPB material. This type of research is quantitative with the research design of One-Group Pretest-Posttest Design. The population were all fourth grade students of SDN 01 Gemuhblanten. The sample taken was 19 fourth grade students. The data in this study were obtained through tests, interviews, observations, and documentation. The results of hypothesis testing on students' critical thinking abilities show that tcount 19.851 and ttable 2.086 with a significancy level of 5%. Because tcount> ttable is 19.851> 2.086, then Ha is accepted, that is, dacota media has an effect on students' critical thinking abilities.

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EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERMEDIAKAN LEMBAR KERJA PESERTA DIDIK TERHADAP HASIL BELAJAR KIMIADAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMA

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v9i1.1558 ◽

2021 ◽

Vol 9 (1) ◽

pp. 18-26

Author(s):

RAMLAN SILABAN ◽

FREDDY TUA MUSA PANGGABEAN ◽

ESRIDA HUTAHAEAN ◽

FELIA MUTIARA HUTAPEA ◽

IRVING JOSAFAT ALEXANDER

Keyword(s):

Critical Thinking ◽

Hypothesis Testing ◽

Learning Outcomes ◽

Hypothesis Test ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

The Difference ◽

Parametric Statistical Test

The aim of this research is to know the effectivenessproblem based learning model (PBL) using student worksheet on learning outcomes and students’critical thinking skills on the teaching Reaction Rate. The population in this research was grade 11th of SMA Negeri 6 Medan. Classes sample was taken by random sampling, and two classes were selected as a sample. Those two classes will be taught with Problem Based Learning model, the difference is the first class will be used students worksheets and the other class is not. The instrumentto conduct this researchwas by test and non-test. Based on parametric statistical test, the result of pretest, postest, and students’ critical thinking skills data from those two classes have a normal distribution and homogeny. Hypothesis was tested by using one tailed test with significant level ( ) =0,05. The data from hypothesis testing learning outcomes is tcal ttable (3,101 1,669), means Hois rejected and Ha is accepted. Hypothesis testing result on students’ learning outcomes using student worksheets is higher than the non-using student worksheet. Critical thinking hypothesis test is tcal ttable (4,754 1,669), means Hois rejected and Ha is accepted. Hypothesis testing result oncritical thinking using student worksheet is higher than the non-using student worksheet. Contribution of students’ critical thinking to the ups and downs of learning outcomes on the experiment class is 81,5%.

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The Effectiveness of Two Stay Two Stray (TSTS) Cooperative Learning Model in Improving Students 'Critical Thinking Skills

Journal of Science Education Research ◽

10.21831/jser.v4i1.34240 ◽

2020 ◽

Vol 4 (1) ◽

pp. 40-43

Author(s):

Diaz Apriakanti ◽

Mobinta Kusuma ◽

Muriani Nurhayati

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Hypothesis Testing ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Group Method ◽

Learning Models

The purpose of this study was to determine (1) the differences in students' critical thinking skills in natural science subjects between those who use the Two Stay Two Stray cooperative learning model (TSTS) and those who use the Problem Based Learning (PBL) learning model (2) the effectiveness of Two Stay Two Stray (TSTS) type of cooperative learning models and Problem Based Learning (PBL) learning models in improving students' critical thinking skills. This type of research was an experiment with a Posttest-Only Control Design group method. The sampling technique used was Cluster Random Sampling to determine the experimental class and the controlled class. Data collection techniques were the test. Furthermore, the research instrument used the final test to measure students' critical thinking skills. From the results of data analysis, it was obtained the results of hypothesis testing and hypothesis testing on the effectiveness of students' critical thinking skills. The calculation results of the hypothesis test for differences in critical thinking skills of students using the Independent Samples t-test showed tcount> ttable (14.710> 1.674) and a significance value of 0.000 <0.05, while the results of the effectiveness test on students' critical thinking skills used the One Sample t-test. The test shows the value of tcount> ttable (11.654> 1.708) and a significance value of 0.000 <0.05. Thus, it can be concluded that the Two Stay Two Stray (TSTS) cooperative learning model can improve students' critical thinking skills.

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