scholarly journals EFFECT OF ARGUMENT MAPPING METHOD AND SELF EFFICACY ON CRITICAL THINKING ABILITY

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 217-225
Author(s):  
Siti Mulya Agnah ◽  
Rusdi Rusdi ◽  
Yanti Herlanti
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Mapping Method ◽  
Critical Thinking Ability ◽  
Argument Mapping ◽  
Thinking Ability ◽  
The Subject ◽  
Essay Test

PENGARUH METODE PETA ARGUMEN DAN EFIKASI DIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS  AbstractThe aim of this study is to know the effect of argument mapping method and self efficacy on critical thinking ability and interaction between argument mapping method and self efficacy on critical thinking ability. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are critical thinking ability essay test and self efficacy questionnaire. The subject of this study is students of XI IPA 1 and 3 from SMAN in Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of argument mapping method on critical thinking ability with p< 0,05, p = 0,000. 2). There is effect of self efficacy on argument mapping method and self efficacy on critical thinking ability with p< 0,05, p = 0,000. 3) There is no interaction between argument mapping method and self efficacy on critical thinking ability with p> 0,05, p = 0,602.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis, serta interaksi antara pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis. Metode yang digunakan pada penelitian ini adalah kuasi eksperimen dengan desain ANAVA dua arah dengan rancangan faktorial 2x2. Populasi penelitian ialah XI MIPA SMA Negeri di Jakarta dengan sampel penelitian sebanyak dua kelas, yaitu XI MIPA 1dan 3 yang berisi 72 peserta didik. Instrumen yang digunakan pada penelitian ini berupa tes uraian dan kuesioner efikasi diri. Berdasarkan analisis data hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh metode peta argumen terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (2) terdapat pengaruh efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (3) tidak terdapat interaksi pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p>0,05, p = 0,602. 

scholarly journals Pengaruh Model Pembelajaran Student Facilitator And Explaining Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas VIII MTs Hafizul Ikhsan Aek Paing

2021 ◽  
Vol 7 (1) ◽  
pp. 33-40
Author(s):  
Indah Fitria Rahma ◽  
Siti Suharni Simamora ◽  
Shena Shena
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Simple Random Sampling ◽  
T Test ◽  
Critical Thinking Ability ◽  
Paired Samples ◽  
Normality Test ◽  
Thinking Ability ◽  
Class Viii

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa kelas VIII MTs Hafizul Ikhsan Aek Paing sebelum diberi perlakuan (pretes) dan sesudah diberi perlakuan (postes) pada kelas eksperimen. Penelitian ini merupakan penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh kelas VIII MTs Hafizul Ikhsan Aek Paing yang berjumlah 74 orang. Sedangkan sampel yang digunakan pada penelitian ini adalah kelas VIII-A berjumlah 37 orang. Sampel penelitian ditentukan dengan teknik simple random sampling. Pengumpulan data dengan menggunakan tes kemampuan berpikir kritis matematis dengan soal uraian berjumlah 4 butir. Data dianalisis menggunakan uji normalitas dan uji hipotesis yaitu paired samples t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest adalah 75,76 lebih tinggi dari rata-rata nilai pretest 32,52 dan presentase kenaikannya adalah 132,96%. Dari hasil uji normalitas diperoleh bahwa data berdistribusi normal yaitu 0,248>0,05 dan uji hipotesis diperoleh nilai Ttabel<Thitung (2,028<13,31). Dapat disimpulkan bahwa adanya perbedaan yang signifikan menunjukkan bahwa terdapat pengaruh dengan menggunakan model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa. This study aims to determine whether there is influence of learning model of Student Facilitator and Explaining on mathematical critical thinking ability of grade VIII students of MTs Hafizul Ikhsan Aek Paing before being treated (pretest) and after being treated (postes) in experiment class. This research is a quasi-experimental research. The population in this study is the entire class VIII MTs Hafizul Ikhsan Aek Paing which amounted to 74 people. While the sample used in this study is class VIII-A amounted to 37 people. The sample is determined by simple random sampling technique. Data collection using mathematical critical thinking ability test with 4 item description description. Data were analyzed using normality test and hypothesis test that paired samples t-test. The results showed that the average posttest value was 75.76 higher than the average pretest value of 32.52 and the percentage increase was 132.96%. From the normality test results obtained that the normal distribution data that is 0.248>0.05 and hypothesis test obtained value Ttable<Thitung (2.028<13.31). It can be concluded that the existence of significant differences indicate that there is influence by using student facilitator and explaining learning model to student’s mathematical critical thinking ability.

scholarly journals PENGARUH ADVERSITY QUOTIENT (AQ) DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP PRESTASI BELAJAR MATEMATIKA

2017 ◽  
Vol 28 (1) ◽  
pp. 55
Author(s):  
Leonard, Niky Amanah
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Simultaneous Impact ◽  
Thinking Ability ◽  
The Impact

Abstract: This research aimed at analyzing the impact of the Adversity Quotient (AQ) and critical thinking ability onmathematics learning achievement. This is a correlational survey research design, with population was the student 8thgrade in SMPN 251 Jakarta, and was done from March until July 2014. Study sample is 57 students were drawn from apopulation with simple random sampling technique. The instruments were in the forms of questionnaires and documentation.The data were analyzed using multiple regressions. The result showed: Adversity Quotient (AQ) and critical thinkingabilities had positive and significant simultaneous impact on mathematics learning achievement; adversity quotient had apositive and significant impact on mathematics learning achievement; critical thinking ability had a positive and significantimpact on mathematics learning achievement. Keywords: adversity quotient, critical thinking ability, learning achievement, mathematic

scholarly journals Penerapan Model Pembelajaran Blended-Problem Solving melalui Aplikasi Moodle untuk Meningkatkan Kemampuan Berpikir Kreatif Kelas XI IPA 4 SMA N 3 Surakata Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Samuel Agus Triyanto ◽  
Baskoro Adi Prayitno ◽  
Riezky Maya Probosari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Action Observation ◽  
Self Regulation ◽  
Analytical Techniques ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Subject ◽  
Essay Test ◽  
Academic Year

<p>This study is aimed to improve critical thinking ability of the X-1 class of SMA N 3 Surakarta through the implementation of Blended-Problem Solving through Moodle application. This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research was the students of X-1 class at SMA N 3 Surakarta in academic year of 2012/2013. The data was obtained through the test (essay test) and non-test (interviews and documentations). And be analyzed with descriptive analytical techniques then validated by triangulation techniques. The results showed that students critical thinking ability was increased in Pre-cycle, Cycle I, and Cycle II. Critical thinking consist of six aspects are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The improvement in interpretation aspect increased from 42,19% to 66,41%. Analysis aspect increased from 36,72% to 78,13%. Evaluation aspect increased from 33,59% to 78,91%. Inference aspect increased from 40,63% to 64,06%. Explanation aspect increased from 30,47% to 73,44%. Self-regulation aspect increased from 43,75% to 78,91%. The conclusion of this study explained that the implementation of Blended-Problem Solving with moodle could improve critical thinking ability of the X-1 class at SMA N 3 Surakarta.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Blended-Problem Solving, Moodle, Critical Thinking</p>

scholarly journals HIGHER ORDER THINGKING (HOT) PROBLEMS TO DEVELOP CRITICAL THINKING ABILITY AND STUDENT SELF EFFICACY IN LEARNING MATHEMATICS PRIMARY SCHOOLS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Triana Jamilatus Syarifah ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Primary Schools ◽  
Higher Order ◽  
Critical Thinking Ability ◽  
Learning Mathematics ◽  
Thinking Ability

<p>Kompetensi dalam kurikulum 2013 adalah mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat sehingga, siswa perlu dibekali dengan kemampuan-kemampuan tertentu untuk mengembangkan dan mengevaluasi argumen dalam suatu pemecahan masalah tertentu. Salah satu kemampuan yang harus dikembangkan untuk mencapai tujuan tersebut adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan untuk mengidentifikasi, menganalisis, dan memecahkan masalah secara kreatif dan logis sehingga mampu menghasilkan keputusan yang tepat. Sementara itu, kemampuan berpikir kreatif dipengaruhi oleh keyakinan akan kemampuan diri yang dinamakan <em>self efficacy. </em><em>Self-efficacy </em>ini berbeda dengan aspirasi (cita-cita), karena cita-cita menggambarkan sesuatu yang ideal yang seharusnya (dapat dicapai), sedang efikasi menggambarkan penilaian kemampuan diri. Untuk mengembangkan kemampuan berpikir  kritis dan <em>self efficacy</em>, pembelajaran matematika haruslah mengarah pada soal-soal tidak algoritmik dan komplek dalam menyelesaikan suatu masalah atau tugas, dan juga tidak dapat diprediksi, pendekatan latihan yang tepat, atau petunjuk yang tegas yang disarankan oleh tugas, petunjuk tugas atau contoh jalan keluar. Soal-soal yang seperti itu dikategorikan soal <em>Higher Order Thingking</em> (HOT). Oleh karena itu, soal kategori <em>Higher Order Thingking</em> (HOT) dapat digunakan untuk mengembangkan kemampuan berpikir kritis dan <em>self efficacy </em>siswa dalam pembelajaran matematika siswa di sekolah dasar.</p>

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) BERBASIS AUTENTIK ASESMENT UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

2016 ◽  
Vol 4 (2) ◽  
pp. 55
Author(s):  
Fujiah Fujiah ◽  
Saiful Prayogi ◽  
Samsun Hidayat
Keyword(s):  
Critical Thinking ◽  
Action Observation ◽  
Authentic Assessment ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Mean ◽  
Based Instruction ◽  
Essay Test ◽  
Academic Year ◽  
Planning Action

The objective of this research was to know the improvement of students critical thinking ability in MA Islahul Ummah NW Bunut Baok, academic year 2015/2016 by using PBI based on authentic assessment. This research used Classroom Action Research (CAR) and it consisted of two cycles. Each cycle consisted of planning, action, observation, and reflection. The data of student’s critical thinking ability was taken by giving student test, it was form of essay test. The results were obtainedseveral findings namely: 1) at first cycle: the mean score of students’ critical thinking abilitywas 54,41 and categorized into low category; 2) at second cycle:the mean score of students’ critical thinking ability was 85,29and categorizedintohigh category. Based on the results of this research can be concluded thatPBI based on authentic assessment can improve students’ critical thinkingability at the X grade students of MA. Islahul Ummah NW Bunut Baok, academic year 2015/2016.

scholarly journals The Effect of Audiovisual Learning System on Self-Efficacy and Critical Thinking Ability in Science Lessons on Human Digestive System Materials Science

2021 ◽  
Vol 2 (3) ◽  
pp. 328-339
Author(s):  
Yasin Yasin ◽  
Abin Syamsudin ◽  
Daeng Arifin ◽  
Waska Warta
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Digestive System ◽  
Materials Science ◽  
Learning System ◽  
Critical Thinking Ability ◽  
Audiovisual Media ◽  
Thinking Ability ◽  
Human Digestive System ◽  
Media Learning

tudents' critical thinking ability in teaching and learning activities on human digestive system material is still low, where students are less skilled in collecting and analyzing data, relevant facts and identifying problems, so students have difficulty in solving problems with alternatives that fit the logic. Based on the results of the hypothetical test analysis obtained t hit > t daf (1.67), then accept. Hi means that there is an influence on the use of audiovisual learning media on critical thinking ability in human digestive system materials in grade VIII students of SMP Negeri 1 And SMP Negeri 2 Sindang Indramayu Regency. From the calculation of t test above obtained t count = 4,957 while t table at the level of trust 95% (significance 5%) with dk numerator is 1.70. Because t count (4,957) > t table (1,70) Hi accepted means there is an influence on the use of audiovisual learning media on self-efficacy in human digestive system materials in grade VIII students smp negeri 1 Filled And SMP Negeri 2 Sindang Indramayu. The result of this study is a description of the efficacy of students of grade VIII SMP Negeri 1 Filled And SMP Negeri 2 Sindang Indramayu Regency, by using audiovisual media learning system in human digestive system materials belongs to high category. There is an influence of audiovisual media learning system on self-efficacy on human digestive system materials in students VIII SMP Negeri 1 Filled And SMP Negeri 2 Sindang Indramayu.

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