scholarly journals Development of Learning Skills by Using a Computer Assisted Instruction on Problem Solving with Equations to Enhance Critical Thinking Skills of the Fifth Grade Students

2021 ◽  
Vol 1835 (1) ◽  
pp. 012072
Author(s):  
Pannee Paengtip ◽  
Sittichai Paengtip ◽  
Praewsree Dermrach
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Fifth Grade ◽  
Computer Assisted ◽  
Learning Skills ◽  
Fifth Grade Students ◽  
Assisted Instruction

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals The Effectiveness of Computer Assisted Instruction in Critical Thinking

2004 ◽  
Vol 24 (3) ◽  
Author(s):  
David Hitchcock
Keyword(s):  
Critical Thinking ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Guided Practice ◽  
Single Section ◽  
Traditional Format ◽  
Assisted Instruction

278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results.

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MELALUI MODEL AUDITORY, INTELLEKTUALY, REPATITION (AIR) BERBANTUAN KOMIK IPA DI SEKOLAH DASAR

2020 ◽  
Vol 11 (1) ◽  
pp. 121-126
Author(s):  
Yunita Sari ◽  
Zulela MS ◽  
Vina Iasha ◽  
Jeane Kalengkongan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Observation Data ◽  
Learning Models ◽  
Auditory Learning ◽  
Fifth Grade Students ◽  
Normalized Gain

This study aims to improve critical thinking skills by using Auditory, Intellectually, Repatition (AIR) learning models assisted by science comics. This research is a Classroom Action Research (CAR). The subjects of the research were the fifth grade students of Beji 03 Public Elementary School, totaling 27 students. Data collection techniques include tests in the form of evaluation questions and non-test techniques, using observation. Data analysis of critical thinking skills using evaluation questions. To calculate the increase in students using a normalized Gain test. The results obtained by students' critical thinking skills, in the first cycle completeness of 40.74% and the average achieved by 58.96 then in the second cycle the completeness of students increased to 85.18% and the average achieved to be 73.70 it can be concluded that the use of the Auditory learning model, Intellectually, Repatition (AIR) assisted by science comics can improve the critical thinking skills of fifth grade students of Beji 03 Elementary School.

scholarly journals The effectiveness of the cooperative problem-based learning in improving the elementary school students’ critical thinking skills and interpersonal intelligence

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Khalis Amrullah ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Fifth Grade Students

This research aims to find out the effect of the cooperative problem-based learning on the improvement of the critical thinking and interpersonal intelligence of the fifth-grade students. This research was a quasi-experiment with the pretest-posttest control group design. The subjects were all fifth-grade students of SDN Liang Anggang 1, Pandahan 1, and Pandahan 2, Bati-Bati District of South Kalimantan in the second semester of the academic year 2015/2016. Data collection techniques that used were test and scale technique. The test was used to find out the critical thinking and the scale were used to find out the interpersonal intelligence.The hypothesis was tested using t-test and MANOVA with 0.05 significant levels. The result of this research shows that the use of the cooperative problem-based learning model in natural science teaching is effective in improving critical thinking and interpersonal intelligence of the fifth-grade students. Based on the result of t-test in posttest, the experimental I and II with control group show that the sig. < 0.05 and the result of the MANOVA in the experimental I and II with control group show that the significant value 0.000 ˂ 0.05.

scholarly journals Peningkatan Kemampuan Berfikir Kritis Melalui Model Pembelajaran Kooperatif Tipe Group Investigation pada Mata Pelajaran IPS Di Sekolah Dasar

2020 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Indani Damayanti ◽  
Murni Winarsih ◽  
Deasyanti Deasyanti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Model Group ◽  
Student Activities ◽  
Fifth Grade Students

This study aims to improve students' critical thinking skills in social science subjects in fifth grade students of SDN Majalengka Kulon I through the cooperative learning model type of group investigation. This study uses an action research method using the Kemmis and Mc.Taggart model which consists of four stages, namely, planning, action, observation and reflection which is carried out for two cycles. Data collection techniques using field notes, documentation, observation of teacher activities and observation of student activities, tests and non-tests. The subjects in this study were fifth grade students of SDN Majalengka Kulon I. The results showed an increase in critical thinking skills. This is evidenced by the average percentage of students in the first cycle of action that is 69.9%. Teacher activities according to the steps of this method reached 67.5% and student activities reached 65%. An increase in the second cycle reached 88% of teacher activity according to the steps of this method reached 90% and student activity reached 87.5%. The implication of this research is a group investigation cooperative learning model to improve critical thinking skills. In the teaching material theme 5 is proud as Indonesia. The results of this study indicate an increase in students' critical thinking skills through the cooperative learning model group investigation type. Keywords: Critical Thinking Ability;Model Group Investigation ; Action Research. Abstrak Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa dalam mata pelajaran ilmu pengetahuan sosial pada siswa kelas V SDN Majalengka Kulon I melalui model pembelajaran kooperatif tipe group investigation. Penelitian ini menggunakan metode penelitian tindakan dengan menggunakan model Kemmis dan Mc.Taggart yang terdiri dari empat tahap yaitu, perencanaan, tindakan, observasi dan refleksi yang dilakukan selama dua siklus. Teknik pengumpulan data menggunakan catatan lapangan, dokumentasi, observasi aktivitas guru dan observasi aktivitas siswa, tes dan non tes. Subyek dalam penelitian ini adalah siswa kelas V SDN Majalengka Kulon I. Hasil penelitian menunjukan adanya peningkatan kemampuan berpikir kritis. Hal ini dibuktikan dengan rata-rata presentase siswa pada tindakan siklus I yaitu 69,9 %. Aktivitas guru sesuai langkah-langkah metode ini mencapai 67,5% dan aktivitas siswa mencapai 65%. Mengalami peningkatan pada siklus ke II mencapai 88% aktivitas guru sesuai langkah-langkah metode ini mencapai 90% dan aktivitas siswa mencapai 87,5%. Implikasi dari penelitian ini adalah model pembelajaran kooperatif tipe group investigation untuk meningkatkan kemampuan berpikir kritis. Pada meteri ajar tema 5 bangga sebagai Indonesia. Hasil penelitian ini menunjukan adanya peningkatan kemampuan berpikir kritis siswa melalui model pembelajaran kooperatif tipe group investigation. Kata Kunci: Kemampuan Berpikir Kritis; Model Group Investigation ;Penelitian Tindakan.  

scholarly journals TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPA

2019 ◽  
Vol 3 ◽  
pp. 85
Author(s):  
Dwi Nugraheni Rositawati ◽  
Gregorius Ari Nugrahanta
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Affective Disposition ◽  
Six Elements ◽  
Inquiry Method

<p class="AbstractEnglish"><strong>Abstract: </strong>This research applies a guided inquiry method that is used to improve critical thinking skills in cognitive categories, general and special affective disposition categories and to determine the difference in the proportion of scores of six critical thinking elements in the cognitive category of fifth-grade students in four Kanisius elementary schools in Yogyakarta. The type of research used quantitative research. Critical thinking ability in the cognitive category is known from the results of the pretest and posttest scores which are arranged based on the test essays of a case. Whereas to measure the critical thinking skills of general and special affective disposition categories, a questionnaire with a Lickert scale was used which was filled out by the students. The application of the inquiry method in the science course further enhances critical thinking skills in the cognitive category compared to critical thinking skills in general and special affective disposition categories of fifth-grade students in four Kanisius Elementary Schools in Yogyakarta. There is a difference in the proportion of the increase in the score of six elements of critical thinking in the cognitive category in class V students in four Kanisius Elementary Schools in Yogyakarta. The increase in the six elements can be sorted from the highest to the lowest increase, namely interpretation, analysis, self-regulation, inference, evaluation, and explanation.</p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini menerapkan metode inkuiri terbimbing yang digunakan untuk meningkatkan kemampuan berpikir kritis pada kategori kognitif, kategori disposisi afektif umum dan khusus serta untuk mengetahui perbedaan proporsi skor enam unsur berpikir kritis kategori kognitif siswa kelas V di empat SD Kanisius Yogyakarta. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Kemampuan berpikir kritis pada kategori kognitif diketahui dari hasil nilai Pretest dan posttest yang disusun berdasarkan test essay suatu kasus. Sedangkan untuk mengukur kemampuan berpikir kritis kategori disposisi afektif umum dan khusus digunakan kuesioner dengan skala Lickert yang diisi oleh para siswa. Penerapan metode inkuiri pada matapelajaran IPA lebih meningkatkan kemampuan berpikir kritis pada kategori kognitif dibanding kemampuan berpikir kritis pada kategori disposisi afektif umum dan khusus dari para siswa kelas V di empat SD Kanisius Yogyakarta. Ada perbedaan proporsi kenaikan skor enam unsur berpikir kritis kategori kognitif pada siswa kelas V di empat SD Kanisius Yogyakarta. Kenaikan yang terjadi pada enam unsur tersebut dapat diurutkan dari yang paling tinggi kenaikannya sampai yang paling rendah, yaitu interpretasi, analisis, regulasi diri, inferensi, evaluasi, dan eksplanasi.</p>

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

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