scholarly journals Developing and Validating the Assessment Instruments to Measure Students’ Analytical Thinking Ability and Chemical Literacy on Colligative Properties

2021 ◽  
Vol 1788 (1) ◽  
pp. 012027
Author(s):  
Yandriani ◽  
R U Rery ◽  
Maria Erna
Keyword(s):  
Assessment Instruments ◽  
Analytical Thinking ◽  
Thinking Ability ◽  
Colligative Properties

scholarly journals The implementation of LKS based on the concept attainment model to improving student's analytical thinking ability

2020 ◽  
Vol 8 (2) ◽  
pp. 102
Author(s):  
Raddina Aprilia Putri ◽  
Yunin Hidayati ◽  
Irsad Rosidi ◽  
Wiwin Puspita Hadi
Keyword(s):  
Concept Attainment ◽  
Analytical Thinking ◽  
Thinking Ability

scholarly journals Pengaruh Model Pembelajaran Problem Posing terhadap Kemampuan Berpikir Analisis Pendidikan Kewarganegaraan

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Yuliana Putri ◽  
Ismail Ismail ◽  
Rispawati Rispawati
Keyword(s):  
Civic Education ◽  
Learning Model ◽  
Problem Posing ◽  
Second Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Analytical Thinking ◽  
Significant Difference ◽  
Thinking Ability

Penelitian   ini   bertujuan   untuk   mengetahui   ada   tidaknya   pengaruh   model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran Pendidikan Kew arganegaraan (PKn) di SMKN 6 Mataram. Jenis penelitian yang digunakan dalam penelitian ini adalah quasi eksperiment dengan nonequivalent  control  group  design.  Instrumen  yang  digunakan  dalam  penelitian  ini adalah  instrumen  tes bentuk  pilihan ganda  sebanyak  25 item  untuk  mengukur kemampuan berpikir analisis sisw a. Berdasarrkan hasil analisis data menggunakan uji t diperoleh nilai thitung = 2,256 > ttabel = 1,683, dengan dk = n1 + n2 – 2= 39 pada  taraf  signifikan  5%, artinya  terdapat  perbedaan  yang  signifikan antara kemampuan berpikir analisis sisw a kelas eksperiemen dan kelas kontrol pada mata pelajaran  PKn.  Kemudian  hasil dari analisis menggunakan uji N-Gain diperoleh nilai N-Gain  sisw a kelas eksperimen sebesar 0,604 dengan kategori sedang dan kelas kontrol  sebesar  0,492  dengan kategori  sedang.  Meskipun  kategori  kedua kelas tersebut  adalah sedang  namun nilai  N-Gain  kelas eksperimen  lebih tinggi dibandingkan dengan kelas kontrol. Berdasarkan hasil penelitian tersebut menunjukkan bahw a ada pengaruh model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran PKn di SMKN 6 Mataram.  AbstractThis research aims to find out the influence of Problem Posing learning model on students’  analytical  thinking  ability  in  Civic  education  at  the  second  grade  of SMKN 6 Mataram. The type of research is Quasi Experiment by using Non-equivalent Control Group Design. The research instrument used w as multiple choice test w hich consisted of 25 items to measure students' analytical thinking ability. Based on the data analysis by using t-test, it resulted that t-ratio = 2.256 > t-table = 1.683 w ith dk  = n1+n2–2=39  on 5% significant  level, w hich means there is a significant difference  betw een  students’  analytical  thinking  ability  on  Civic  education  at experimental  class  and  control  class.  Then,  the  result  w as  tested  by  N-Gain analysis. It show ed that the N-gain value of Experimental class is 0.604 as medium category  w hile  Control  class  is  0.492  as  medium  category.  Although both categories  w ere same,  the N-Gain value of Experimental class w as higher than Control  class.  Regarding  to  the  result,  it  can  be  concluded  that  there  is  an influence of Problem Posing learning model on students’ analytical thinking ability in Civic education at the second grade of SMKN 6 Mataram.Key words: Problem Posing Learning Model, Analytical Thinking Ability

scholarly journals Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Analitis Siswa Kelas X MIA 6 SMA MTA Surakarta Tahun Pelajaran 2013/2014 pada Materi Pencemaran Lingkungan

BIO-PEDAGOGI ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 31
Author(s):  
Ulya Granit Pramudita ◽  
Riezky Maya Probosari ◽  
Sri Widoretno
Keyword(s):  
Problem Based Learning ◽  
Class Action ◽  
Data Presentation ◽  
Analytical Thinking ◽  
Thinking Ability ◽  
Research Procedure ◽  
The Subject ◽  
Academic Year ◽  
Data Result ◽  
Year 2013

<p>This study was aimed to improve the students’ analytical thinking ability of biology subject in X MIA 6 of SMA  MTA Surakarta academic year 2013/2014 through the implementation of Problem Based Learning.  This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The subject of this research is the students in X MIA 6 of SMA  MTA Surakarta academic year 2013/2014. The data colecting techniques of this research are using observation, interview and documentation. The data validation of this research is using triangulation method. The data result of observation, interview and documentation are analyzed by using qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research procedure is using spiral method. The results show that students analytical thinking ability is increased in Pre-cycle, Cycle I, Cycle II and Cycle III. The average of students analytical thinking ability increase from 21,45 % to 47,51%. Identifying elements aspect increase from 22, 42% to 53, 33%. Grouping and describing elements in categories aspect increase from 23, 64% to 46, 67%. Describing process aspect increase from 21, 21% to 46, 06%. Interpreting simple series of data aspect increase from 20% to 49,09%. Expressing information in simple tables or graphs aspects increase from 20% to 42,42%.  This research’s conclusion is the implementation of Problem Based Learning can improve analytical thinking ability of the student in X MIA 6 class at SMA SMA  MTA Surakarta.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: problem based learning, analytical thinking</p>

scholarly journals PENERAPAN MODEL GUIDED INQUIRY LEARNING DIPADU DENGAN CONCEPT MAP UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR ANALITIS SISWA KELAS X-6 SMA NEGERI KEBAKKRAMAT

BIO-PEDAGOGI ◽  
2016 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Setya Maulani ◽  
Murni Ramli ◽  
Dewi Puspita Sari ◽  
Priyadi Dwi Parwanto
Keyword(s):  
Concept Map ◽  
Inquiry Learning ◽  
Research Use ◽  
Guided Inquiry ◽  
School Year ◽  
Analytical Thinking ◽  
Thinking Ability ◽  
The Subject ◽  
Observation Method ◽  
Learning Concept

<pre>The purpose of this research is to increase the analytical thinking of X-6 students of SMA Negeri Kebakkramat by using guided inquiry learning model combined with concept map. This research is classroom action research  execute in 3 cycles. Each cycles consist of 4 stages, the 4 stages is scheming, implementation, observation and  reflection. The procedure of this research use Kemmis and Mc Taggart method. The subject of this research is X-6 students of SMA Negeri Kebakkramat school year 20014/2015 which amounts to 34 students consist 8 boys students and 26 girls students. This data of this research be obtained by using analytical thinking observation method, analytical thinking test, interview and documentation.This results of this research by using guided inquiry learning combined with concept map shows increase analytical thinking X-6 students of SMA Negeri Kebakramat from pra cycle, cycle I, cycle II and cycle III. The overall score the analytical thinking increase from 4,88 (40,69%) become 7,31 (60,91%). Differentiating aspect increase from 1,32 (47,79%) become 2,28 (56,99%), organizing aspect increase from 1,91 (47,79%) become 2,87 (71,69%) and attributing aspect increase from 1,65 (41,18%) become 2,16 (54,04%). Based on result of this research by using guided inquiry learning combined with concept map can increase the analytical thinking of X-6 students SMA Negeri Kebakkramat.</pre><p><strong> </strong></p><p><strong><em>Keywords: </em></strong>guided inquiry learning, concept map, analytical thinking ability<em></em></p>

scholarly journals INTEGRATED MEASUREMENT OF STUDENTS' ANALYTICAL THINKING SKILLS AND SCIENCE PROCESS SKILLS

2018 ◽  
Author(s):  
Irwanto Irwanto
Keyword(s):  
Thinking Skills ◽  
The Other ◽  
Assessment Instruments ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Other Hand ◽  
Analytical Thinking ◽  
Chemistry Learning

The learning of chemistry which becomes increasingly complex in the 21 century demands the students to develop a number of cognitive as well as psychomotoric skills throughly. There are skills which students have to master such as analytical thinking skills and science processing skills. However, in reallity, there are many obstacles faced by the teachers to measure those two variables. Therefore, a test which is able to measure the ability of the students both in cognitive and psychomotoric and to optimalize the potency of the students is needed. The objective of this study is to solve the problem of assessment in chemistry learning which only measures thinking skills on lower level and gives little attention on science processing skills of students. The interview results conducted towards chemistry teachers in several SMA/MA in Yogyakarta, show that the teacher have not been fully assessed in correct manner in practical learning procces. On the other hand, one of competencies which teachers must possesed is to develop assessment instruments. Moreover, there are a lot of learning results, instruments used by the teachers which have not been able to measure the students analytical thinking skills and science processing skills effectively and efficiently. A good assessing instrument is an instrument which is able to develop the students‟s ability to solve the problems, to find solutions, as well as to increase their analytical thinking skills through chemistry learning based on science processing skills. Therefore, the measurement of analytical thingking skills and science process skills of the students integratively has to be conducted to embrace the demand of 21 century chemistry learning.

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