The Implementation of Portfolio Assessment to Increase Critical Thinking Ability for High School Students on Human Coordination System Material

Critical thinking has an essential role in the development of 21st-century skills to form students who have a deep understanding of the subject being studied. The use of portfolio assessment is believed to be a means of mastering a subject. This study was aimed to analyze whether the implementation of portfolio assessment in Biology learning in human coordination systems material can improve students' critical thinking skills. This study used a pretest and posttest control group design. Based on the results of the analysis, it was found that the means posttest score of students' critical thinking skills in the experimental class was 78.28, and the control class was 63.36. The Independent Sample T-Test showed a significant mean difference between the experimental class and the control class. The improvement of critical thinking skills by implementing portfolio assessment was better than the control class. The regression test showed that the contribution of the portfolio assessment to the improvement of critical thinking skills was 19.1%. The results of the analysis showed that the portfolio assessment distributed students in three categories of critical thinking skills were 59.4% in the enough category, 31.3% in the good category, and 9.4% in the very good category. The conclusion is that the implementation of portfolio assessment has a positive effect on increasing students' critical thinking skills in the human coordination system material.

Download Full-text

Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?

Biosfer ◽

10.21009/biosferjpb.v13n1.86-100 ◽

2020 ◽

Vol 13 (1) ◽

pp. 86-100

Author(s):

Lia Junita Harahap ◽

Rizhal Hendi Ristanto ◽

Ratna Komala

Keyword(s):

High School Students ◽

Critical Thinking ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Many Sources

The broad scope of biology and the many sources of biology reading requires eleven grade students to think critically about sorting out information to develop and support students' critical thinking skills. CirGi is an integration of the cooperative integrated reading and composition (CIRC) learning model and guided inquiry (GI) that emphasizes reading and writing activities, accompanied by guidance from the teacher. This study aimed to analyze the influence of CirGi's learning model on students' critical thinking skills. This research uses a quasi-experiment method with pre-post control group design. The sampling technique used purposive sampling, namely 104 high school students. Data collection was carried out using instruments of critical thinking skills in the form of essays, questionnaire responses of students to learning, and observation sheets of syntax implementation. The data analysis technique used was one-way ANCOVA. After controlling for the pretest scores, the CirGi learning model's influence on students' critical thinking skills was influenced. This learning model was appropriate for learning biology, so it can regrow the activities of reading science books that impact students' critical thinking skills.

Download Full-text

PEMBELAJARAN METACOGNITIVE SCAFFOLDING SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP DALAM MEMECAHKAN MASALAH

Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika ◽

10.46306/lb.v2i2.81 ◽

2021 ◽

Vol 2 (2) ◽

pp. 214-224

Author(s):

Muhamad Zulfikar Mansyur ◽

Depi Ardian Nugraha

Keyword(s):

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Junior High ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Direct Learning

Critical thinking ability is an important ability to have. However, students' mathematical critical thinking skills are still low. Efforts that can be applied are through the Metagontive Scaffolding learning approach. The Metcagontive Scaffolding approach has been proven to be able to improve mathematical communication skills, mathematical literacy, and self-efficacy. This study was conducted to test whether Metagontive Scaffolding can improve the mathematical critical thinking skills of junior high school students better than direct learning. This study uses a quasi-experimental method with a nonequivalent control group design. The population in this study were all eighth grade students in one of the public junior high schools in Bandung. This study uses two classes as a sample from a number of class VIII randomly graded. The data in this study were obtained through the results of the answers to students' mathematical critical thinking abilities. significantly compared to students who participated in direct learning

Download Full-text

EFFECTIVENESS OF THE PBL MODEL WITH THE TPS REVIEWED FROM CRITICAL THINKING ABILITY OF GRADE 5 STUDENTS IN MATHEMATICS TEACHING

Jurnal Daya Matematis ◽

10.26858/jds.v7i2.9813 ◽

2019 ◽

Vol 7 (2) ◽

pp. 157

Author(s):

Elza Pristy Latifah ◽

Wahyudi Wahyudi ◽

Yohana Setiawan

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Models ◽

School Students ◽

Control Group Design ◽

Average Value

The purpose of this study was to examine the differences in effectiveness of PBL learning models with TPS in terms of the critical thinking skills of elementary school students in mathematics. This research is a quasi-experimental study. In this study, the Non-equivalent Control Group Design design is used to investigate the effects of the two variables used. In this study 19 students at Bacem Elementary School and 19 students at Waru Elementary School, Jepon District, Blora Regency. The two groups were given different treatments, namely the PBL learning model was treated in the experimental group at Bacem SDN, and the TPS model was treated in the control group at Waru Elementary School. Based on the results of the study, H_oditotak and H_a were accepted. The analysis in this study used the Ngain test to determine the increase in the average value of the results of the pretest and posttest. This is based on the results of the NGain analysis showing an increase in value after being given PBL treatment of 0.64, while the increase in value after being given TPS treatment was 0.53. Based on all analysis results, it can be concluded that there are significant differences in effectiveness in this study. Evidently the application of PBL learning models has a higher level of effectiveness when compared to the TPS learning model of the critical thinking skills of fifth grade students in mathematics

Download Full-text

STEM-INQUIRY BRAINSTORMING: CRITICAL AND CREATIVE THINKING SKILLS IN STATIC FLUID MATERIAL

Periódico Tchê Química ◽

10.52571/ptq.v17.n36.2020.506_periodico36_pgs_491_505.pdf ◽

2020 ◽

Vol 17 (36) ◽

pp. 491-505

Author(s):

Antomi SAREGAR ◽

Sri LATIFAH ◽

Muhammad Nur HUDHA ◽

Fina SUSANTI ◽

Nur Endah SUSILOWATI

Keyword(s):

High School Students ◽

Critical Thinking ◽

Creative Thinking ◽

Sampling Technique ◽

Simple Random Sampling ◽

Thinking Skills ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Significance Score

The Science, Technology, Engineering, and Mathematics (STEM) approach has become an interesting research object. Several studies have proven that the STEM approach has overcome various learning problems. It involves many teaching and learning aspects, either the cognitive, affective, or psychomotor domains, positively affecting the students' learning outcomes. This study aimed to describe the effect of the STEM approach with the Brainstorming method on critical thinking and creative thinking skills of students in physics learning. This study employed quasi-experimental research with a non-equivalent control group design. The sampling was done through the simple random sampling technique with a total sample of 60 high school students. The instrument used in this study was an essay test instrument to measure critical thinking and creative thinking skills. The Multivariate Analysis of Variance (MANOVA) was used as the research hypothesis testing technique. The results showed that the significance score of critical thinking skills was 0.001, and the significance score of creative thinking skills was 0.019. So, it can be concluded that the application of the STEM approach with the Brainstorming method is effective in improving students' critical thinking and creative thinking skills in learning physics, both through multivariate tests and separate tests.

Download Full-text

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

Jurnal Prima Edukasia ◽

10.21831/jpe.v6i1.11253 ◽

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.

Download Full-text

Perbedaan Model Problem Based Learning dan Konvensional terhadap Keterampilan Berpikir Kritis Siswa

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i8.12688 ◽

2019 ◽

Vol 4 (8) ◽

pp. 1125

Author(s):

Devi Tri Lukitasari ◽

Sudarmiatin Sudarmiatin ◽

Muhammad Zainuddin

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

T Test ◽

Critical Thinking Skills ◽

Control Group ◽

Skills Acquisition ◽

School Students ◽

Control Group Design ◽

Group Design

Abstract: This study aims to determine the differences in the ability to think critic of elementary school students by applying the model of Problem Based Learning (PBL) and Conventional. This type of research that is a quasi-experimental design Nonequivalent Control Group Design. Number of respondents 72 students, 36 students in grade control (conventional) and the experimental class of 36 students (PBL). Instruments used the descriptions written tests. Based on research results using the Independent Sample T-Test results obtained 0.000 <0.05. This means that there are difference significant between critical thinking skills in the classroom with the conventional model and PBL. These results are supported by the acquisition of the average yield of critical thinking skills acquisition experimental class with a mean = 14.2, while the control class to get mean = 12.4. So it could be concluded that there were significant differences of critical thinking skills class with PBL and conventional models.Abstrak: Penelitian ini bertujuan guna mengetahui perbedaan kemampuan berpikir ktitis siswa SD dengan menerapakan model Problem Baased Learning (PBL) dan Konvensional. Jenis penelitian ini yakni kuasi eksperimen berdesain Nonequivalent Control Group Design. Jumlah responden 72 siswa, 36 siswa kelas kontrol (dengan konvensional) dan 36 siswa kelas eksperimen (dengan PBL). Instrumen yang dipakai yakni tes tulis uraian. Berdasarkan hasil penelitian menggunakan Independent Sample T-Test diperoleh hasil 0,000 < 0,05. Hal tersebut berarti ada perbedaan yang significan antara kemampuan berpikir kritis pada kelas dengan model konvensional dan PBL. Hasil tersebut didukung dengan perolehan hasil rata-rata keterampilan berpikir kritis kelas eksperimen dengan perolehan rerata = 14,2 sedangkan kelas kontrol mendapatkan rerata = 12,4. Sehingga bisa disimpulkan ada perbedaan signifikan keterampilan berpikir kritis kelas dengan model PBL dan konvensional.

Download Full-text

Improving Elementary School Students’ Critical Thinking Skill in Science through HOTS-based Science Questions: A Quasi-Experimental Study

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i3.30891 ◽

2021 ◽

Vol 10 (3) ◽

pp. 378-386

Author(s):

Y. Sidiq ◽

N. Ishartono ◽

A. Desstya ◽

H. J. Prayitno ◽

S. Anif ◽

...

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Elementary School Students ◽

Thinking Skills ◽

Critical Thinking Skills ◽

School Level ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Quasi Experimental

There have been many efforts to improve elementary school students’ critical thinking skills in science through various learning methods. However, only a few research results show efforts to improve critical thinking skills through HOTS-based science questions for elementary school students. Therefore, the purpose of this study is to test the effectiveness of student habituation with HOTS-based science questions in improving elementary school students’ critical thinking skills in science. Quasi-experimental methods were employed in this research with a nonequivalent control group design involving a treatment class and a control class. The treatment class gets treatment in HOTS-based science questions habituation during the learning process, while the control class in conventional approaches. A total of 60 students is from one of the elementary schools in Surakarta, Indonesia. To take data related to students’ critical thinking skills, they were given pretest and posttest where each test used HOTS-based science questions in an essay. The obtained data from the tests were then analyzed using descriptive and inferential statistical techniques. This study showed that the average of critical thinking skills in science of students in the experimental class was higher than the control class, with a positive mean difference of 0.4226. Based on these results, it is recommended that the results of this study can provide an overview to educational practitioners at the elementary school level and researchers in the field of science education related to efforts to improve elementary school students’ critical thinking skills in science through the habituation of HOTS-based science questions.

Download Full-text

Pengaruh Model Pembelajaran Berbasis Penemuan terhadap Kemampuan Berpikir Kritis Matematis dan Self Concept dengan Mengontrol Kemampuan Awal Peserta Didik Kelas VII SMP pada Materi Bangun Datar

Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) ◽

10.26740/jrpipm.v1n2.p95-105 ◽

2019 ◽

Vol 1 (2) ◽

pp. 95

Author(s):

Widayati Widayati

Keyword(s):

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Self Concept ◽

Control Group ◽

Learning Models ◽

School Students

Abstrak.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan self concept dengan mengontrol kemampuan awal peserta didik SMP pada materi bangun datar pada tahun pelajaran 2016/2017. Metode penelitian yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan rancangan Posttest Only Control Group Design. Sampel dalam penelitian ini berjumlah 96 orang peserta didik yang dipilih dengan menggunakan teknik cluster random sampling dengan tiga kelas sampel. Metode pengumpulan data dalam penelitian ini diperoleh melalui pemberian tes kemampuan awal, tes kemampuan berpikir kritis matematis, dan angket self concept yang telah divalidasi dan diuji reliabilitasnya. Data diolah menggunakan analisis kovarians (ANKOVA) dan dilanjutkan dengan Uji-t terkoreksi. Hasil penelitian yang diperoleh menunjukkan bahwa 1) Ada perbedaan pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan sel concept dengan mengontrol kemampuan awal peserta didik SMP kelas VII, 2) Kemampuan berpikir kritis matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional, (2) Self Concept matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional. Abstract.This study aimed to determine the effect of discovery-based learning models on junior high school students’ self-concept and mathematical critical thinking skills by controlling the initial ability on learning polygon. The research method used in this study was a quasi-experimental method with the design of Posttest Only Control Group Design. Ninety six students of grade VII selected by using cluster random sampling technique with three sample classes. The data in this study were obtained through the provision of initial ability tests, mathematical critical thinking skills tests, and self-concept questionnaires that had been validated and tested for reliability. Analysis of Covariance (ANACOVA) continued with corrected t-test were used to process the data. The results showed that 1) There were differences in the influence of discovery-based learning models on mathematical critical thinking skills and self-concept by controlling the initial ability of junior high school students of grade VII, 2) Students’ critical thinking ability who learnt using guided discovery learning models are better than the ability of students who learnt using guided inquiry learning model and conventional learning models, 3) Mathematical self-concept of students who learnt by using a guided discovery learning model are better than the ability of students who learnt by using a guided inquiry learning model and conventional learning models

Download Full-text

Pengembangan Model Pembelajaran Inquiry Berbasis Saintifik Terhadap Kemampuan Berpikir Kritis Siswa

JTP - Jurnal Teknologi Pendidikan ◽

10.21009/jtp.v21i1.8674 ◽

2019 ◽

Vol 21 (1) ◽

pp. 12-23

Author(s):

Devi Afriyuni Yonanda

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Research And Development ◽

Learning Process ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Teachers And Students

This research is based on the problem of still low critical thinking skills of elementary school students. Students in the learning process are still required to memorize facts, concepts, and theories on the material they study. The purpose of this study is to improve students' critical thinking skills through a Scientific Based Inquiry models (IBS). The type of research used is Research and Development (R & D) or research and development. The research procedure used the Borg & Gall model. Product validation tests are carried out by a team of experts or material experts, linguists, and practitioners. Practicality test is carried out by using questionnaire responses of teachers and students after the learning process. Effectiveness testing on limited trials using experimental design pretest-posttest control group design. The results of this development study obtained product validity test obtained a score of 3.4 with the criteria of "very good". The practicality of the product in the learning process through the teacher's response and student responses obtained scores of 3.33 and 3.27 with the criteria of "very good". The effectiveness of the product through limited trials at Majalengka UPTD Elementary School through N-Gain analysis showed that students' critical thinking skills in the control class were 0.60 "medium" criteria and 0.96 "high" criteria in the experimental class. Based on the results of the research conducted it can be concluded that the development of the IBD model is valid, practical, and effective in improving the critical thinking skills of elementary students.

Download Full-text

The Impact Of Application Of Value Clarification Technique (VCT) Towards Ecoliteracy And Critical Thinking Skill Student Of Social Science In Primary School

EDUTEC : Journal of Education And Technology ◽

10.29062/edu.v3i1.4 ◽

2019 ◽

Vol 3 (1) ◽

pp. 31-46

Author(s):

Dadang Iskandar ◽

Deasy Rahmawati ◽

Acep Roni Hamdani

Keyword(s):

Critical Thinking ◽

Social Science ◽

Study Groups ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

School Students ◽

Control Group Design ◽

And Control ◽

The Impact

The purpose of this study was to determine the effect of the application of Value Clarification Technique (VCT) to ecoliteracy and critical thinking skills of elementary school students in learning Social Science. The method used in this study is a quasi experimental design with non-equivalent control group design, using the two study groups. Subjects in this study were students of class IVSDN Cijerah Indah, Bandung Kulon District Bandung City. The experimental group was given the treatment of learning Value Clarification Technique (VCT) and the control group was given conventional learning. The results showed that in general there is a difference between learners ecoliteracy experimental class and control class and critical thinking skills among learners experimental class and control class after each class has been getting treatment that has been set.

Download Full-text