Promoting critical thinking skills of chemistry learning students using preparing doing concluding (PDC) learning models

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

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IMPROVING STUDENTS' CRITICAL THINKING SKILLS THROUGH ARGUMENT MAPPING-BASED GUIDED INQUIRY ON HUMAN EXCRETORY SYSTEM

EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran ◽

10.37859/eduteach.v1i2.1972 ◽

2020 ◽

Vol 1 (2) ◽

pp. 65-78

Author(s):

Muhammad Jamhari Darhany

Keyword(s):

Critical Thinking ◽

Action Observation ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Excretory System ◽

Average Score ◽

Guided Inquiry ◽

Learning Models ◽

Argument Mapping

This study aims to analyze the improvement of students’ critical thinking skills in the features of focus, supporting reasons, reasoning, organization, conventions and integration through the implementation of argument mapping-based guided inquiry learning models. Type of this research is classroom action research, a systematic inquiry with the goal of informing practice in particular situation which adopted Kemmis and McTaggart’s models which follows the cycle of planning, action, observation and reflection. It was conducted in class XI-Avenzoar of SMA Unggulan CT Foundation Deli Serdang in the academic year 2019/2020. The sampling technique was done by total sampling consisting of 24 students with a composition of 6 boys and 18 girls. The instrument used the essay tests adapted from Finken based on Illinois Critical Thinking Essay Test and argument mapping based on van Gelder on the concept of human excretory system. The data collection methods were included the interview, observation and documentation. The whole data was employed by descriptive analysis developed by Miles and Huberman which includes three concurrent activities, data reduction, data presentation and conclusion drawing. The results showed that the features of focus and reasoning from critical thinking skills tests in Cycle I obtained the highest score of all, while the features of supporting reasons and conventions obtained the lowest score and showed no improvement at all. Meanwhile in Cycle II, the features of focus and reasoning increased significantly and obtained the highest score as well. However, the feature of supporting reasons increased simultaneously but conventions still remained. It definitely showed that there was a significant improvement between groups in Cycle I (65.42) and Cycle II (80.21) from the average score of students’ critical thinking skills through their argument mapping grading. The aspects of argument mapping, such as claims, reasons, objections, rebuttals and debates improved well between these cycles. It was strongly suggested that argument mapping could enhance students’ critical thinking skills in Biology. From the results and discussion, it could be concluded that the implementation of the argument mapping-based guided inquiry learning models on the concept of human excretory system had a very positive and significant improvement on students’ critical thinking skills. The students’ critical thinking skills were in the high category.

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The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽

10.18860/mad.v13i1.9342 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1-14

Author(s):

Triyo Supriyatno ◽

Dirga Ayu Lestari ◽

Ulfa Utami

Keyword(s):

Critical Thinking ◽

Science Learning ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Activities ◽

Guided Inquiry ◽

Learning Models ◽

Model Learning ◽

Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

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VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

Journal of Banua Science Education ◽

10.20527/jbse.v2i1.58 ◽

2021 ◽

Vol 2 (1) ◽

pp. 35-44

Author(s):

Nurul Hidayati ◽

Elly Yustina ◽

Sri Hendra Suryani ◽

Juli Eka Nugraheni

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Tools ◽

Learning Models ◽

Teaching Process ◽

Validation Criteria ◽

Final Score ◽

The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi. Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

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The development of chemistry learning devices based blended learning model to promote students’ critical thinking skills

Journal of Physics Conference Series ◽

10.1088/1742-6596/1521/4/042083 ◽

2020 ◽

Vol 1521 ◽

pp. 042083

Author(s):

S Hadisaputra ◽

M S Ihsan ◽

Gunawan ◽

A Ramdani

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Chemistry Learning

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Effects of REACT (Relating, Experiencing, Applying, Cooperating and Transferring) Learning Model Critical Thinking Skills and Creativity Skills of Millennial Students in High School

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i12-69 ◽

2021 ◽

Vol 04 (12) ◽

Author(s):

Wahyuni Abdul Razak ◽

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Student Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Models ◽

School Students ◽

Millennial Students

This research aims to find out the influence of react learning model on critical thinking skills and creativity skills of millennial high school students 6 Kerinci. This type of research is (quasi-expriment) research with the One Group Pretest-Posttest Design model. The study consisted of two classes: a control class and an experimental class. Before the learning process, the activity of reading the Qur'an and its translation related to student learning motivation. In the experimental class was given the treatment of react plus learning model (innovation, effectiveness of time and teacher as facilitator) and control classes using conventional learning models (lectures). The results showed (1) The value of critical thinking skills of students taught with the REACT model is higher than the critical thinking skills of students taught with conventional learning models in class X MIPA State High School 6 Kerinci. (2) Student learning creativity skills taught with react model are more effective than student learning creativity skills taught with conventional learning models in class X MIPA State High School 6 Kerinci.

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Pengaruh Model Discovery Learning Berbantuan Media Benda Nyata terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep IPA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i1.11857 ◽

2019 ◽

Vol 4 (1) ◽

pp. 61

Author(s):

Henik Nur Khofiyah ◽

Anang Santoso ◽

Sa’dun Akbar

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Control Group ◽

Science Concept ◽

Learning Models ◽

Control Group Design ◽

Group Design ◽

Quasi Experiment

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439">Abstract: This research was aimed to get result about the effect of discovery learning assisted by real media to critical thinking and understanding science concept This studyis quasi experiment, the design of Posttest-Only Control Group Design. The technique for sampling is saturated sampling. Data analysis using t test. The conclusion is; (a) there are differences in critical thinking skills of students using discovery learning models assisted by media real with students by discovery learning models. (b) There are differences in understanding of concepts between students using discovery learning models assisted by media real with students by discovery learning models.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan media benda nyata terhadap keterampilan berpikir kritis dan pemahaman konsep IPA. Metode yang digunakan quasi experiment dengan rancangan Posttest-Only Control Group Design. Teknik pengambilan sampel adalah sampling jenuh. Analisis data menggunakan Uji t. Kesimpulan dari penelitian ini adalah (a) terdapat perbedaan keterampilan berpikir kritis siswa menggunakan model discovery learning berbantuan media benda nyata dengan siswa dengan model discovery learning dan (b) terdapat perbedaan pemahaman konsep antara siswa yang dibelajarkan menggunakan model discovery learning berbantuan media benda nyata dengan siswa yang dibelajarkan dengan model discovery learning.</td></tr></tbody></table></div>

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Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i7.12618 ◽

2019 ◽

Vol 4 (7) ◽

pp. 874

Author(s):

Sumardiana Sumardiana ◽

Arif Hidayat ◽

Parno Parno

Keyword(s):

Critical Thinking ◽

Mixed Method ◽

Thinking Skills ◽

Experimental Models ◽

Project Based Learning ◽

Critical Thinking Skills ◽

School Level ◽

Learning Models ◽

High School Level ◽

Model Project

Abstract: Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.Abstrak: Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran project based learning. Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan project based learning (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini Mixed method embedded experimental model. Dengan test kemampuan berpikir kritis berbentuk essay sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

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Peningkatan Pemahaman Mahasiswa Blok Keperawatan Jiwa Melalui Pembelajaran Kooperatif Tipe STAD (Student Teams Achievement Divisions) Pada Materi Terapi Modalitas Keperawatan Jiwa

Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) ◽

10.26699/jnk.v6i1.art.p084-092 ◽

2019 ◽

Vol 6 (1) ◽

pp. 084-092

Author(s):

Tutu April Ariani

Keyword(s):

Critical Thinking ◽

Action Observation ◽

Thinking Skills ◽

Heterogeneous Data ◽

Critical Thinking Skills ◽

Nursing Program ◽

Learning Models ◽

Mental Health Nursing ◽

Student Teams ◽

Health Nursing

Upaya yang dilakukan untuk meningkatkan kemampuan berpikir kritis yaitu dengan menerapkan model pembelajaran yang dipandang akomodatif bagi peningkatan kemampuan berpikir kritis mahasiswa maupun aktivitas belajar, yaitu dengan menerapkan model pembelajaran kooperatif. Tipe-tipe pembelajaran kooperatif diantaranya adalah Metode STAD (Student Teams- Achievement Divisions). Penelitian tindakan kelas ini dilaksanakan di Se- mester III Prodi S1 Keperawatan FIKES Universitas Muhammadiyah Malang, Kelas A. Kondisi lain yang terikat bahwa latar belakang mereka cukup beragam,mereka terdiri dari beragam suku, tempat asal, sehingga secara keseluruhan Semester III relatif cukup heterogen. Pengamatan dari ceklist merupakan data utama yang mengamati aspek: bekerjasama, menyampaikan gagasan, bertanya, memperhatikan pertanyaan teman, menanggapi, mampu mngerti secara mendalam tentang materi, berperan aktif dalam kelompok, dapat menjadi penengah, menjelaskan, menarik kesimpulan materi. Penelitian tindakan memiliki 4 tahapan yaitu: planning, doing action, observation dan reflection, yang berjalan melalui 2 siklus/ putaran (setiap putaran dilakukan 2 kali pertemuan). Tahap terakhir dari proses ini adalah: Reflection. Hasil dari observasi diorganisir dan dianalisis. Tahap ini dapat digunakan oleh instruktur untuk memberikan umpan balik berdasar hasil pengamatan. Berikutnya didiskusikan tindakan yang sudah sesuai untuk meningkatkan pemahaman mahasiswa di mata kuliah Keperawatan Kesehatan Jiwa. Many ways can improve to critical thinking skills of student are applying learning models that are considered accommodative for improving stu- dents’ critical thinking skills and learning activities by applying coopera- tive learning models. The types of cooperative learning include the STAD Method (Student Teams-Achievement Divisions). This action research was conducted in one class of third semester in Bachelor Graduate Nursing Program Study FIKES at the University of Muhammadiyah Malang, espe- cially Class A. Other conditions that were bound were that their back- grounds were quite diverse, they consisted of various tribes, places of ori- gin, so that overall Semester III was relatively heterogeneous. Data col- lected by observation sheets, among others, were observed: cooperation in groups, gave ideas, asked questions, pay attention to friend questions, gave responses, ability to understand material, participation in groups, ability to mediate if there are groups who misunderstand, ability to ex- plain and conclude material discussed. The action through 4 stages, are respectively: planning, action, observation, and reflection, carried out in two cycles (each cycle carried out twice meeting). The final stage of this process is Reflection. The results obtained in the observation phase are collected and analyzed. At this stage, the instructor can reflect on the results of observations and discussions to examine whether the actions taken can improve students’ understanding of the Mental Health Nursing course. The results of data analysts carried out in stages will be used as a reference for planning the next cycle. The results showed a decrease in misunderstanding, there were 3 people (11.11%) out of 27 students who did not reach comprehension of competency, because the accumulation of values <80. There was an increase in the passing of the competency test to 19 people (88.89%) with the above scores 80.00. It is expected that this STAD method can be applied to other subjects so that overall competency test graduation increases.

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