scholarly journals Development of STEM Model Student Worksheets with PhET Simulation on Hooke’s Law Material to Improve the Ability Students’ Critical Thinking

2021 ◽  
Vol 2110 (1) ◽  
pp. 012023
Author(s):  
F R Agustina ◽  
Dwikoranto
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Guided Inquiry ◽  
School Students ◽  
Hooke’S Law ◽  
Hooke's Law ◽  
D Model

Abstract This research aims to describe the feasibility of STEM model student worksheets in guided inquiry learning with PhET Simulation media on Hooke’s Law material in terms of validity, effectiveness and practicality, due to the lack of critical thinking skills of students. This development research uses a four-D model with the following steps: design, define, develop and disseminate with high school students as research targets. Data were analyzed descriptively quantitatively. The results showed that: (1) The level of validity of student worksheets get a score of 86.36% with a very valid category; (2) Practicality level of student worksheets get through observation sheets and questionnaire responses from students get a practicality score of 88% with a very practical category; and (3) The level of effectiveness of the worksheets obtained from the N-gain calculation get a score of 0.56 in the medium category. Based on these things, it can be concluded that the developed student worksheets are feasible to be used to improve the ability students’ critical thinking.

scholarly journals Development of Guided Inquiry-based Physics Teaching Materials to Increase Critical Thinking Skills of Highschool Students

2018 ◽  
Vol 14 (1) ◽  
pp. 18-25 ◽  
Author(s):  
E. K. Nisa ◽  
B. Jatmiko ◽  
T. Koestiari
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Physics Teaching ◽  
School Students ◽  
Is Research

This study aims to produce teaching materials based on inquiry physics to improve the critical thinking skills of high school students. This type of research is Research and Development and refers to the 4-D development model. This study was tested in class X. The results of this study obtained some findings include: 1) the validation of teaching materials obtained categories are very valid and reliable; 2) test legibility of physics teaching materials categorized high readability; and 3) N-gain improves students' critical thinking skills. Based on the results of this research, it can be concluded that the guided inquiry-based physics teaching materials worthy of use in learning and can improve the critical thinking skills of high school students.

scholarly journals The Development of Science Learning Devices with Guided Inquiry Model through Flipbook Media on Human Respiratory System Material to Train Critical Thinking Skills of Junior High School Students

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Indah Nafilatul Ilma ◽  
Endang Susantini ◽  
Tarzan Purnomo
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
School Students

This study aimed to produce a guided inquiry learning science model through flipbook media which is appropriate for training critical thinking skills for junior high school students on the Human Respiratory System material. The development of the device is a modification of the 4-D model which was tested on eighth grade students of the junior high school even semester semester 2019/2020 and was repeated twice. This is One-Group Pretest-Posttest Design research design and the data collection uses the method of validation, observation, tests, and questionnaires. The research data generated are validity, practicality, and effectiveness of learning devices analyzed descriptively quantitative and qualitative. The results showed that (a) learning devices developed were categorized as very valid, (b) learning activities were carried out very well with an average score of 3.69, (c) student activities in learning were carried out very well, (d) student responses to learning inquiry was very good (95.99%), and (e) the results of students' critical thinking tests had a high increase, critical thinking skills increased from 28.37 (Very Less Critical) to 81.21 (Critical). The conclusion of the science learning device with guided inquiry learning model through the developed flipbook media is appropriate to be used to train students' critical thinking skills.

scholarly journals Pengembangan Bahan Ajar dengan Model Inkuiri Terbimbing untuk Melatih Kemampuan Berpikir Kritis Peserta Didik

2021 ◽  
Vol 5 (2) ◽  
pp. 94
Author(s):  
Norisa Afrida Rianti ◽  
Mustika Wati ◽  
Suyidno Suyidno ◽  
Fauzia Sasmita
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Inquiry Teaching ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Plan Implementation ◽  
Hooke’S Law ◽  
Hooke's Law

Belum tersedianya bahan ajar yang dapat melatihkan kemampuan berpikir kritis menyebabkan kemampuan berpikir kritis peserta didik masih tergolong rendah. Penelitian ini bertujuan menghasilkan bahan ajar materi Elastisitas dan Hukum Hooke melalui pengajaran inkuiri terbimbing yang layak digunakan untuk melatih kemampuan berpikir kritis peserta didik. Penelitian ini menggunakan model pengembangan ADDIE dengan 29 orang peserta didik kelas XI MIPA 2 SMAN 12 Banjarmasin sebagai subjek uji coba penelitian. Data diperoleh melalui wawancara, lembar validitas bahan ajar, lembar pengamatan RPP, lembar aktivitas peserta didik, dan tes hasil belajar yang mengacu pada indikator kemampuan berpikir kritis. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) validitas bahan ajar berdasarkan komponen RPP, LKPD, materi ajar dan THB memperoleh skor 3,345 dengan berkategori valid; (2) kepraktisan bahan ajar berdasarkan keterlaksanaan RPP memperoleh skor 3,47 dengan berkategori sangat baik; dan (3) efektivitas bahan ajar berdasarkan nilai N-Gain memperoleh skor 0,30 dengan berkategori sedang, serta aktivitas peserta didik yang memperoleh skor 60,06 dengan berkategori baik. Dengan demikian, dapat disimpulkan bahwa bahan ajar materi Elastisitas dan Hukum Hooke melalui pengajaran inkuiri terbimbing layak digunakan untuk melatih kemampuan berpikir kritis dan dapat diimplementasikan dalam proses pembelajaran. The lack of teaching materials availability that can train critical thinking skills causes students' critical thinking skills in low category. This research aims to produce Elasticity and Hooke's Law teaching materials through guided inquiry teaching that is eligible for training students' critical thinking skills. This research used the ADDIE development model with 29 students from XI MIPA 2 class at SMAN 12 Banjarmasin as the research trial subjects. The data were obtained through interview, teaching materials validity sheet, lesson plan observation sheets, student activity sheets, and learning outcomes tests that refer to critical thinking skills indicators. Data analysis was carried out by descriptive qualitative and quantitative. The results showed that: (1) the teaching materials validity based on the components of lesson plam, worksheet, teaching materials and learning outcome test obtained 3,345 in valid category; (2) the teaching materials practicality based on lesson plan implementation obtained 3.47 in very good category; and (3) the teaching materials effectiveness based on the N-Gain value obtained 0.30 in medium category, and students’ activity that obtained 60.06 in good category. Thus, it can be concluded that Elasticity and Hooke's Law teaching materials through guided inquiry teaching are eligible to be used to train critical thinking skills and can be implemented in the learning process.

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.

scholarly journals Perbedaan Keterampilan Generik Sains Antara Model Pembelajaran Berbasis Masalah Dengan Inkuiri Terbimbing Ditinjau Dari Kemampuan Berpikir Kritis Siswa SMA

2019 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
Susilawani Susilawani ◽  
Aris Doyan ◽  
Syahrial Ayub
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
School Students ◽  
Better Than

This study aims:1) To determine the differences in generic science skills of high school students in the problem-based learning model and guided inquiry, 2) To determine the differences in generic science skills of students who have high critical thinking skills are better than generic science skills students who have low critical thinking skills, 3) To find out the interaction between learning models with the ability to think critically about the generic skills of science of high school students. The type of research used in this study was an experiment. Sampling in this study was carried out by cluster random sampling divided into two classes, namely the first experimental class applied to problem-based learning models and the second experimental class using guided inquiry learning. From the results of this study it can be concluded that the generic science skills of students who use the guided inquiry learning model are better than the problem-based learning model, generic science skills students with high critical thinking skills are better than generic science skills students with low critical thinking skills, and there is no interaction between problem-based learning models and guided inquiry with the ability to think critically towards generic science skills of high school students.

scholarly journals Pengembangan LKS Inkuiri Berbantuan Media PhET untuk Melatihkan Keterampilan Berpikir Kritis

2021 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Ismu Sukamto ◽  
Hervin Maulina
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Public High School ◽  
School Students ◽  
Gas Kinetic Theory ◽  
The One ◽  
D Model

This study aimed to develop a PhET-assisted Student Worksheet (LKS) in training students' critical thinking skills. This development uses a 3-D model (Define, Design, and Develop). The product development, which has been validated and revised, was then tested on 44 students of class XI public high school in Surabaya using the One Group Pretest-Posttest design. Based on the research data, it can be concluded that the PhET assisted inquiry worksheets on the supported gas kinetic theory teaching materials are declared valid in quality in training high school students' critical thinking skills with an increase in skills reaching 80%.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

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