scholarly journals Hubungan Pola Asuh Orang Tua Dengan Kemampuan Berfikir Kritis Siswa

2021 ◽  
Vol 10 (1) ◽  
pp. 31-36
Author(s):  
Efrilia Nur Rahmawati
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Parenting Styles ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Coefficient Of Determination ◽  
Purposive Sampling ◽  
Third Grade Students

Abstrak Tujuan penelitian ini untuk mengetahui hubungan yang positif dan signifikan antara pola asuh orang tua terhadap kemampuan berfikir kritis siswa SDN Kecamatan Teras Kabupaten Boyolali. Penelitian ini merupakan penelitian korelasi dengan pendekatan kuantitatif. Subjek penelitian adalah siswa kelas III SDN Kecamatan Teras Kabupaten Boyolali. Populasi dalam penelitian ini berjumlah 190 siswa dan sampel berjumlah 128 siswa dengan teknik pengambilan sampel menggunakan teknik  purposive sampling. Teknik pengumpulan data menggunakan angket, dokumentasi, wawancara dan observasi. Teknik analisis data yang digunakan yaitu statistika deskriptif, uji hipotesis, dan koefisien determinasi. Hasil penelitian menunjukan bahwa terdapat hubungan positif dan signifikan antara Pola asuh orang tua terhadap kemampuan berfikir kritis siswa dengan koefisien korelasi sebesar 0,775 dan nilai signifikansi 0,00. Dari hasil penelitian dapat disimpulkan bahwa terdapat hubungan yang positif dan signifikan antara pola asuh orang tua dengan kemampuan berfikir kritis siswa kelas III SDN Kecamatan Teras Kabupaten Boyolali. Abstract The purpose of this research was to determine a positive and significant the correlation between parenting style on the ability to critical thinking skills with students of Elementary School Kecamatan Teras, Boyolali Regency. This study was a correlation research with a quantitative approach. The subjects of the study is the students third grade students elementary school, Teras District, Boyolali Regency. The population in this study amounted to 190 students and a sample of 128 students chosen by using sampling technique used purposive sampling. The data collection techniques used questionnaires, tests, interviews, and documentation. The data analysis techniques used descriptive statistics, hypothesis testing, and the coefficient of determination. The results showed that there was a positive and significant correlation between parenting styles and students' critical thinking skills with the correlation coefficient of 0.775 and a significance value of 0.00. From the results, it could be concluded that there was a positive and significance correlation between parenting styles and the learning discipline with critical thinking skills of the third grade students in Teras Subdistrict Elementary Schools, Boyolali Regency.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN SCRAMBLE BERBASIS KONTEKSTUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS IPS SISWA KELAS III SD NEGERI KEBONDALEM 01 BATANG

2017 ◽  
Vol 1 (3) ◽  
pp. 192
Author(s):  
Umul Farida ◽  
Ferina Agustini ◽  
Husni Wakhyudin
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Social Science ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Mastery Criteria ◽  
The Relationship ◽  
Better Than

The low level of of third grade learning results on Subjects of social science is encouraging in this research ?. The goal in this research is to know the effectiveness of contextual-based scramble learning model in improving the critical thinking skills of third grade Social Science of Kebondalem 01 Batang Elementary School. This type of research is quantitative. The research method used is one group pretest-posttest design. After the treatment obtained an average grade of 79,833, while for ttest with dk = 23 and α = 5% obtained tcount = 10,866 and ttable = 1,714. Because tcount > ttable so Ho rejected Ha accepted. The critical thinking skills of third grade social science reaches the minimum mastery criteria that is 65. In comparative test  the critical thinking skills of Social Science obtained tcount = 13,273 with ttabel = 1,680, so critical thinking skills of Social Sciences after using contextual-based scramble learning model better than before using contextual-based scramble learning model. Based on the calculation of double correlation of the relationship between creative character and cooperation to the critical thinking skills of Social Science of 0,2733. On the significant test of double correlation coefficient with Fcount = 8,469 this price is consulted with Ftabel = 3.47 with α = 5% dk numerator = 2 and dk denominator = 21. From the above calculation turns Fcount > Ftabel then there is a correlation between creative character and cooperation to the critical thinking. It can be concluded “that the contextual-based contextual scramble model effectively improves the critical thinking skills of third-grade Social Science of Kebondalem Elementary School 01 Batang”.

scholarly journals Working by projects: A way to enrich critical thinking and the writing process in a third grade eflclassroom

2014 ◽  
Vol 15 (2) ◽  
pp. 205
Author(s):  
Sandra Dolores Ruiz
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Project Work ◽  
Third Grade Students ◽  
Efl Students ◽  
Field Notes

This document presents the result of a qualitative action research developed with thirty-three third grade students at a public school in Bogota. This action research aimed at describing and analyzing the role of project work in the development of critical thinking in third grade efl students and to describe and document the way in which those students developed their writing skills through this methodology. The participants developed different inquiries related to topics they were interested in exploring and related to the recycling project of the school. The data were collected during eleven sessions carried out along eight months through field notes, artifacts, and audio recordings. The results show that through project work the students enhanced their emerging critical thinking skills and their writing process; improved their interactions with their classmates, discovered that learning English was something useful for their lives, and therefore they acquired more confidence in writing and speaking in English. Additionally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

scholarly journals PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI ELEKTROKIMIA

2020 ◽  
Vol 10 (2) ◽  
pp. 191
Author(s):  
Fathimatuz Zahroh
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Coefficient Of Determination ◽  
Control Group ◽  
Control Group Design ◽  
Test Analysis ◽  
Positive Effects

<em>Project Based Learning is a learning model that need collaboration from group member in each stage, so that students can develop their critical thinking skills. The aim of this study is to determine the effect of PjBL to students’ critical thinking skills on electrochemistry material.  The research design used true experimental design with pretest-posttest control group design and sampling technique is cluster random sampling. The data collection techniques used pretest-posttest to understand 10 critical thinking indicators, observation sheet used to understand students’ project activities and questionnaire to know students’s responses. Data Analysis techniques that used in this study are average difference test, significant test, product moment correlation test, coefficient of determination test. Analysis of product moment correlation value is 0,67 for students’ critical thinking skill with significant test result is 7,10 indicate the significant effect of PjBL to students’ critical thingking skills on electrochemistry material. The effect of PjBL to students’ critical thinking skills pointed by coefficient of determination  44,89%. Based on the results of the study, it was conclude that PjBL had positive effects on students’ critical thinking skills on electrochemistry material.</em>

scholarly journals The effect reciprocal teaching strategy of critical thinking skills in learning tematic calss v

2018 ◽  
Author(s):  
Yanti Fitria
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Research Results ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
Experimental Type

The purpose of this study was to investihated: the effect of reciprocal teaching strategies on the critical thingking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is purposive sampling . Data from the research results obstained from critical thingking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning.

scholarly journals Critical Thinking Skills of Prospective Elementary School Teachers in Integrated Science-Mathematics Lectures

2018 ◽  
Author(s):  
Yanti Fitria
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
First Semester ◽  
Science Integration ◽  
Post Test

The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R &amp; D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.

scholarly journals HUBUNGAN SELF CONFIDENCE DENGAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI SISTEM RESPIRASI

2021 ◽  
Vol 9 (2) ◽  
pp. 77-84
Author(s):  
Ela Nurlaela ◽  
◽  
Romy Faisal Mustofa ◽  
Ryan Ardiansyah
Keyword(s):  
Critical Thinking ◽  
Respiratory System ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Coefficient Of Determination ◽  
Self Confidence ◽  
Bivariate Correlation ◽  
System Concept ◽  
Analysis Technique

The material that supports the critical thinking process is the respiratory system concept, but students have difficulty answering questions about the respiratory system concept related to everyday life. This study aims to determine the correlation between self-confidence and students' critical thinking skills on the respiratory system matel. The research method used is a correlational study. The population in this research is all class XI MIPA SMA Negeri 9 Tasikmalaya. Sampling was carried out using a purposive sampling technique of 2 classes, namely XI MIPA 1 and XI MIPA 3. The data analysis technique used was a bivariate correlation regression test with 0,05. Based on the results of the study, shows that there is a correlation between self-confidence and students' critical thinking skills on the material of the respiratory system with a correlation coefficient (R) of 0,454 and a coefficient of determination (R2) of 0,207. So that the contribution of self-confidence to critical thinking skills is 20,7% and the rest is influenced by other factors not examined.

scholarly journals ASSESING CRITICAL THINKING SKILLS AND MASTERY CONCEPTS: THE CASE OF ECOSYSTEM

EDUSAINS ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 223-232
Author(s):  
Lia Junita Harahap ◽  
Ratna Komala ◽  
Rizhal Hendi Ristanto
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Purposive Sampling ◽  
Basic Concepts

PENILAIAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP PADA MATERI EKOSISTEMAbstractCritical thinking skills and mastery concepts are competencies that measure cognitive aspects. Both of these competencies support each other. This study aims to analyze critical thinking skills and mastery concepts of students in the ecosystem material. This was quantitative research. The sampling technique used Purposive Sampling, namely 60 high school students. Data was collected through the critical thinking skills test and mastery concept of ecosystem tests for students and interviews with the teacher. Based on the analyzed data, the average critical thinking skills and mastery concepts of an ecosystem are 53,15 and 61,10, which are in the low category. This is because students still have difficulty in understanding the basic concepts of ecosystems; students have not understood yet the terms in the ecosystem so that the terms with their meanings are often exchanged which has an impact on the low achievement of students.AbstrakKeterampilan berpikir kritis dan penguasaan konsep adalah kompetensi yang mengukur kemampuan kognitif. Kedua kompetensi tersebut saling berkaitan dan mendukung satu sama lain. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis dan penguasaan konsep peserta didik pada materi Ekosistem. Penelitian ini merupakan penelitian kuantitatif. Teknik pengambilan sampel yang digunakan adalah purposive sampling, yaitu 60 peserta didik SMA. Data diperoleh melalui tes tentang keterampilan berpikir kritis dan penguasaan konsep pada materi Ekosistem yang dikerjakan oleh peserta didik dan wawancara dengan guru. Berdasarkan analisis data, rata-rata keterampilan berpikir kritis dan penguasaan konsep materi Ekosistem peserta didik, masing-masing adalah 53,15 dan 61,10. Hasil tersebut termasuk dalam kaegori rendah. Hal ini disebabkan oleh sulitnya peserta didik dalam memahami konsep dasar Ekosistem, belum mengertinya istilah-istilah dalam ekosistem sehingga sering terjadi pertukaran istilah dengan maknanya yang berdampak pada rendahnya prestasi belajar siswa.  

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.

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