scholarly journals Promoting the model introducing, connecting, applying reflecting, and extending using Rasch analysis (ICARE-R) to improve students’ critical thinking skills on physics concepts

2021 ◽  
Vol 1806 (1) ◽  
pp. 012032
Author(s):  
L H Sa’diyah ◽  
P Siahaan ◽  
A Samsudin ◽  
E Suhendi ◽  
V R Riani ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Rasch Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Physics Concepts

scholarly journals Profile of Problem Based Learning to Improve Students' Critical Thinking Skills

2021 ◽  
Vol 2 (6) ◽  
pp. 682-699
Author(s):  
Shofiyatul Masruro ◽  
Elok Sudibyo ◽  
Tarzan Purnomo
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Increase ◽  
Literature Study ◽  
Collection Method ◽  
Physics Concepts

This article was created to identify the effect of the Problem Based Learning model in improving students' critical thinking. The data collection method is in the form of a literature study. This article explains that problem-based learning is a learning model that focuses on students' solving problems in physics concepts. Critical thinking is the student's ability to analyze and evaluate the information received to conclude appropriately. The results of the literature study showed an increase in students' critical thinking skills in the learning process with the Problem Based Learning (PBL) learning model. The application of Problem Based Learning has an average increase of about 50% after the learning pattern is applied. The existence of the PBL learning model is effectively used to improve students' critical thinking, which incidentally in solving physics concepts requires the ability to analyze and evaluate to conclude.

scholarly journals Analysis of Students' Critical Thinking Skills in Dynamic Electrical Material

2019 ◽  
Vol 1 (2) ◽  
pp. 103-110
Author(s):  
Misbah Misbah ◽  
Saiyidah Mahtari ◽  
Mustika Wati ◽  
Muhdi Harto
Keyword(s):  
Critical Thinking ◽  
Rasch Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
The Mean ◽  
Quantitative Descriptive ◽  
The City ◽  
The Rasch Model ◽  
Descriptive Method

Student learning achievement does not only depend on students' ability to solve problems. Learning achievement also depends on the suitability of the good questions, so the questions need to be tested for empirical validity. This study aims to analyze the problem of critical thinking skills. The research method is quantitative descriptive method. The subjects of the trial were 32 students of class XII IPA in high school in the city of Banjarmasin. The technique of collecting data uses a test of critical thinking skills. The results of the research data are processed using the RASCH model with the Winstep program to obtain information related to infit, outfit, and undimensionality items. The results showed that with the mean MNSQ OUTFIT criteria of 1.07, ZSTD OUTFIT 0, reliability based on item separation was 1.78 with special categories and proved to be fit tests with the model. The reliability of the question using apron cronbach is 0.64. Based on the RASCH analysis there are 3 questions that are outliert. The results of the study show that critical thinking skills in dynamic electrical material can be used with improvement.

scholarly journals Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students

2020 ◽  
Vol 13 (6) ◽  
pp. 117 ◽  
Author(s):  
Johar Maknun
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Vocational High School ◽  
School Students ◽  
Physics Concepts

This research aims to implement the guided inquiry learning model to improve the understanding of concepts and critical thinking skills of Vocational High School (SMK) students. The quasi-experiment method with the randomized pretest-posttest control group design was used to obtain data from students of one of the Vocational High Schools (SMK) in Bandung, West Java, Indonesia. The sample consisted of 28 experiment and control class students that carried out a guided inquiry and conventional learning, respectively. The result shows an average increase in understanding of physics concepts and critical thinking skills of the experimental class by 0.71 (high category) and the control class by 0.28 (low category). Based on the average test results using the independent sample t-test method, the understanding of physics concepts and the critical thinking skills of the experimental class was eminent to the control class. Furthermore, the research instruments were tests of understanding concepts and critical thinking skills with an average increase of 0.71 in the high category and 0.28 in the low category, respectively. The result showed that the implementation of guided inquiry learning models has the ability to significantly improve the understanding of static fluid concepts and critical thinking skills of Vocational High School students compared to conventional learning. This was because it provided the opportunity for students to independently construct a concept through problem presentation, formulation of hypotheses, data collection, analysis, and conclusions.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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