scholarly journals Profil Kemampuan Berpikir Kritis Mahasiswa Program Studi Pendidikan IPA dalam Kasus Grafik Kinematika Satu Dimensi

2019 ◽  
Vol 4 (3) ◽  
pp. 363
Author(s):  
Intan Ekananda Kirana ◽  
Sentot Kusairi
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Descriptive Model ◽  
One Dimensional ◽  
Test Instrument ◽  
Average Grade ◽  
Instantaneous Speed ◽  
Quantitative Descriptive

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to examine students' critical thinking skills on a one-dimensional kinematics graph. This quantitative descriptive model involved 51 final semester students and 32 early semester students. The test instrument was in the form of two description questions with 4 indicators of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The results show that students have critical thinking skills in the low category, with the average score of the final semester students being slightly higher than the average grade of the early semester students. Students have difficulty determining the instantaneous speed of the graph of the time and displacement position of the time velocity graph.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan menguji kemampuan berpikir kritis mahasiswa pada grafik kinematika satu dimensi. Model deskriptif kuantitatif ini melibatkan 51 mahasiswa semester akhir dan 32 mahasiswa semester awal. Instrumen tes berupa dua soal uraian dengan empat indikator kemampuan berpikir kritis, yaitu interpretasi, analisis, evaluasi, dan inferensi. Hasil menunjukkan bahwa mahasiswa memiliki kemampuan berpikir kritis pada kategori rendah, dengan nilai rata-rata mahasiswa semester akhir sedikit lebih tinggi dari pada nilai rata-rata mahasiswa semester awal. Mahasiswa kesulitan menentukan kecepatan sesaat dari grafik posisi waktu dan perpindahan dari grafik kecepatan waktu.</p></td></tr></tbody></table></div>

scholarly journals PENGEMBANGAN INSTRUMEN TES ESSAY KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IKATAN KIMIA KELAS X SMA/MA

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Jumadi Sihombing
Keyword(s):  
Critical Thinking ◽  
Chemical Bonding ◽  
Formative Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Difficulty Level ◽  
Average Score ◽  
Average Value ◽  
Test Instrument ◽  
Addie Model

This study aims to produce an essay test instrument for critical thinking skills on chemical bonding material and to know the validity, reliability, distinguishing features, and the difficulty level of the test instrument. The research method uses the ADDIE model with five stages namely analyze, design, develop, implementation, & evaluation. In this research formative evaluation is done, meaning that the evaluation stage is carried out at the end of each stage. The test developed in the study consisted of eight essay items, referring to 10 indicators of critical thinking according to Ennis. Validation of items was done by three validators. Based on the validity according to the experts obtained an average of every aspect, namely 95% material, 96.87% construction and 91.15% language with an overall average score of 94.34% validation has a valid category. Eight valid questions were tested on 20 students. The calculation of the reliability coefficient (r11) with the Alpha Cronbach formula was obtained at 0.65 in the high category, the distinguishing power had an average value of 0.26 in enough categories and the difficulty level of the questions had an average value of 0.42 in the medium category. The developed test instrument is declared valid, reliable, has a good differentiating power, and the level of difficulty of the questions that are being made so that it can be used as a measuring tool to determine students' critical thinking skills.Key word: Research & development, critical thinking test instrument,chemical bonding

scholarly journals KETERAMPILAN BERPIKIR KRITIS MAHASISWA MATA KULIAH EKOLOGI TUMBUHAN MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI

2018 ◽  
Vol 10 (2) ◽  
pp. 218-230
Author(s):  
Ayatusa’adah Ayatusa’adah
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Plant Ecology ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Group Design ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Answering Questions

The purpose of this study is to describe students' critical thinking skills in Plant Ecology courses through inquiry learning. This type of research is a quantitative descriptive research with one group pretest-posttest research design (single group design with pretest-posttest). Data collection techniques used pretest and posttest to measure students' critical thinking skills in understanding during learning. Research data on critical thinking skills from the pretest and posttest were analyzed by calculating the N-gain value. N-gain results indicate that the use of inquiry models can improve students' critical thinking skills. Students’ posttest data were analyzed descriptively to describe students' critical thinking skills through inquiry learning. The highest average score on the first indicator, which is focusing on questions,gotscore of 73.64, in the criteria of sufficient. The lowest average score is found in two indicators, namely the indicator asking and answering questions and the indicator considering whether the source is reliable or not. Both indicators got a score of 70 in the criteria of sufficient. On average all indicators of critical thinking skills of students got a score of 71.27 in the criteria of sufficient. The conclusion is that the Inquiry learning is able to improve students' critical thinking skills in the medium criteria.

scholarly journals MODEL INKUIRI TERBIMBING MENGGUNAKAN LKS BERORIENTASI KETERAMPILAN BERPIKIR KRITIS UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI PADA MATERI EKOSISTEM

2017 ◽  
Vol 5 (1) ◽  
pp. 703
Author(s):  
M. Salahudin Al’ Ayub ◽  
Rahardjo Rahardjo ◽  
Toeti Koestiari
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Gain Score

The aimed of this research to describe the student learning outcomes and critical thinking skills through guided inquiry model using student worksheet oriented of critical thinking skills. This Research was conducted on two stages, are development of teaching materials using Dick and Carey model, and the implementation stage into the classroom using one group pretest-posttest design with subjects were 30 students on X class of SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. The parameter is feasibility of lesson plan, student activity, learning outcomes, critical thinking skills and constraints for teaching and learning activities. Data collecting were using observation method, test, and questionnaire. After the data were analiyzed with this result: The feasibility of lesson plan could be categorized as good, student activity with instrument reliability classified as good, learning outcomes test to know mastery of student learning on Ecosystems with the average score as good and gain score high gain, critical thinking test with the average score as good and gain score high gain. Based on this research, it can be concluded that guided inquiry model using student worksheet of critical thinking skills can improve student learning outcomes and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa dan keterampilan berpikir kritis siswa melalui model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis. Penelitian ini dilaksanakan dalam dua tahap, yaitu tahap pengembangan perangkat yang menggunakan model Dick & Carey, kemudian dilanjutkan dengan tahap implememtasi model di dalam kelas menggunakan rancangan One group Pretest-Posttest Design dengan subjek penelitian 30 siswa kelas X SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. Parameter yang diukur meliputi keterlaksanaan RPP, aktivitas siswa, hasil belajar siswa, keterampilan berpikir kritis siswa, respon siswa dan hambatan selama kegiatan belajar. Pengumpulan data menggunakan metode observasi, tes, dan angket. Selanjutnya data dianalisis secara deskriptif. Hasil penelitian menunjukkan Keterlaksanaan RPP dengan kategori baik, aktivitas siswa, dengan reliabilitas instrumen berkategori baik, ketuntasan belajar siswa pada materi ekosistem dengan nilai rata-rata baik dan gain score rata-rata  gain tinggi, ketuntasan keterampilan berpikir kritis dengan rata-rata nilai baik dan gain score rata-rata gain tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis dapat meningkatkan hasil belajar dan keterampilan berpikir kritis siswa.

scholarly journals IMPLEMENTATION OF GENERATIVE LEARNING MODEL TO IMPROVE STUDENT’S OF ISLAM ABHARIYAH JUNIOR HIGH SCHOOL CRITICAL THINKING SKILLS

2016 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Sri Yuliyanti ◽  
Saiful Prayogi ◽  
Bq. Azmi Sukroyanti
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Generative Learning ◽  
Learning Material ◽  
Average Value ◽  
Model Research

This research aims to enhance students’ critical thinking skills of SMP Islam Abhariyah on the academic year 2015/2016 through the application of the generative learning model. Research method used was classroom action research (PTK). This research was conducted in two cycles. Each cycle consist of planning, implementating, observating, and reflecting. Data learning activities of the students and teachers’ activities obtained by observation, while data on students’ critical thinking skills test was obtained by an evaluation at the end of each cycle. The subject of this study was 28 students in VIII-B class. Application of the generative learning model in this study considered as successful if the value of critical thinking skills of the students at a minimum categorized as critical. The data for student’s critical thinking skills was accomplished by using an essay test, and the average value of students is 41.96 (categorized very less critical) whit classical completeness achieved only 3,57% in the cycle I and in the cycle II showed the average value of the students is 68,92 (categorized critical) whit classical completeness increased to 85,71%. Research data of student’s activities was taken by using the student’s observation sheet. The average score in the cycle I is 46.50 (categorized as fairly active) and in the cycle II is 66.00 (categorized as active). The data of teacher’s activities was taken by using teacher’s observation sheet. The presentation of learning material is 64,28% (categorized as good) in the cycle I and 91,06% (categorized as very good) in the gathering II. Thus, the conclusion to this study is the application of the generative learning model can improve students’ critical thinking skills.

scholarly journals Pembelajaran Kooperatif Tipe Think Talk Write: Pengaruhnya terhadap Kemampuan Berpikir Kritis Peserta Didik SMK SMTI Bandarlampung

2018 ◽  
Vol 1 (3) ◽  
pp. 263-270
Author(s):  
Ririn Febriana ◽  
Mukarramah Mustari
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Significance Level ◽  
Test Instrument ◽  
Significant Research ◽  
Essay Test ◽  
Quasi Experiment Study

Abstract:This study aims to determine the effect of cooperative learning model Think Thalk Write on the ability of critical thinking among students of class X SMK SMTI Bandar Lampung. Research by the author is Quasi Experiment study. The study involved two groups of learners who totaled 31 students to a class experiment and 30 learners to grade control. The collection of data obtained using a test instrument. Shaped test instrument shaped essay test critical thinking skills. The results show that there are significant research critical thinking skills of learners after using cooperative learning model Think Talk Write. T test obtained tcoll > t table is 2.930 > 2.00 with a significance level of 5%. So H1 received, which indicates that there are significant cooperative learning model Think Talk Write mode on the ability of critical thinking among students of Class X. Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh  model pembelajaran kooperatif tipe Think Thalk Write terhadap kemampuan berpikir kritis pada peserta didik kelas X SMK SMTI Bandar Lampung. Penelitian yang penulis lakukan merupakan penelitian Quasi Eksperimen. Penelitian ini melibatkan 2 kelompok belajar peserta didik yang berjumlah 31 peserta didik untuk kelas Eksperimen  dan 30 peserta didik untuk kelas kontrol. Pengumpulan data diperoleh dengan menggunakan instrument tes. Instrument tes berbentuk essay berbentuk test kemampuan berpikir kritis. Diperoleh hasil penelitian bahwa terdapat pengaruh kemampuan berpikir kritis peserta didik setelah menggunakan model pembelajaran kooperatif tipe Think Talk Write. Uji t diperoleh t hitung > ttabel yaitu 2,930 > 2,00 dengan taraf signifikan 5%. Jadi H1 diterima, yang menandakan bahwa terdapat pengaruh model pembelajaran Kooperatif Tipe Think Talk Write terhadap kemampuan berpikir kritis pada peserta didik Kelas X . 

scholarly journals Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

2020 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Oktariani Oktariani ◽  
Asyti Febliza ◽  
Nurul Fauziah
Keyword(s):  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Education Students ◽  
Ability Test ◽  
Chemistry Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were  chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th  semester  were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed  poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel.  Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41.  Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan  performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

scholarly journals Penerapan Model Pembelajaran Problem Based Learning untuk Mengukur Kemampuan Berpikir Kritis Mahasiswa Calon Guru pada Mata Kuliah Psikologi Pendidikan

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Uus Toharudin ◽  
Iwan Setia Kurniawan
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Educational Psychology ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Test Results ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

This study aims to determine the critical thinking skills of prospective teachers of biology at Pasundan University in the course of educational psychology. Implementation of Problem Based Learning learning model aims to measure students' critical thinking skills. The method used in this study is a quasi-experimental design with Randomized Control Group Posttest, data obtained based on the analysis, the data is described to obtain information or a description of the results of this research. The population in this study were 104 students, the sample in this study were 39 students for the experimental group-1 and 39 students for the experimental group-2. Data collected test data obtained from the test results of students who are given a score based on the indicators. results of research show that the critical thinking skills of prospective teachers of biology in educational psychology courses including category sufficient for the experimental group-1 and category well for the experimental group-2. The average score of the experimental group-1 amounted to 2.73, and the average score of the experimental group-2 by 3.05. Indicators of critical thinking skills at the highest indicator 3 (I-3) with an average of 3.38 for the experimental group-1 and 3.41 for the experimental group-2. Indicators of critical thinking skills are the lowest in two indicators (I-2) that is equal to 2.23 for the experimental group-1 and 2.74 for the experimental group-2. The average percentage of absorption problems in the experimental group-1 amounted to 51.25%, while the experimental group-2 amounted to 57.21%. The results of significance test p-value (0.008). Based on the significance of the test results can be concluded that the experimental group-2 has the critical thinking skills is better than the experimental group-1.

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MENGEMBANGKAN PEMBELAJARAN SETS TERINTEGRASI KEARIFAN LOKAL

2017 ◽  
Vol 1 (2) ◽  
pp. 121
Author(s):  
Shanta Rezkita ◽  
Nadziroh Nadziroh ◽  
Endah Marwanti
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Cultural Value ◽  
Descriptive Research ◽  
Thinking Ability ◽  
School Learning ◽  
Quantitative Descriptive ◽  
Fair Poor

The demand of KKNI curriculum in the 21st century is about the equality of learning achievement covering attitudes and values, work ability, scientific mastery, authority and responsibility. For that, PGSD graduates of Sarjanawiyata Tamansiswa University (UST) Yogyakarta are expected to be able to design the learning activities, which is in line with the development of science, and technology, which is on the same time, are able to bring Indonesian cultural value into it. The graduates’ competence are presented in their abilities to develop elementary school learning activities based on the Science Environment Technology and Society (SETS) and integrate local wisdom into it. The purpose of this research is to describe the skills of critical thinking of PGSD students in developing SETS-based learning integrated with local wisdom and also along with the indicators that appear in each skill aspect. This is a type of quantitative descriptive research with non-test data collection techniques, observation, and documentation. While the main instruments are in the form of Student Worksheet (LKM), the observation sheet towards the indicators of critical thinking skills. Data analysis techniques is done by using descriptive statistics interpretation through several answering criteria: very good, good, fair, poor, and very poor which is then the results are presented in the form of tables. The results showed that the average critical thinking ability of PGSD UST students was 69.24% with can be categorized in good criteria. Indicator of every critical thinking skills aspect has appeared, even though some targets of achievements have not been optimally gained yet.

scholarly journals IMPROVING STUDENTS' CRITICAL THINKING SKILLS THROUGH ARGUMENT MAPPING-BASED GUIDED INQUIRY ON HUMAN EXCRETORY SYSTEM

2020 ◽  
Vol 1 (2) ◽  
pp. 65-78
Author(s):  
Muhammad Jamhari Darhany
Keyword(s):  
Critical Thinking ◽  
Action Observation ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Excretory System ◽  
Average Score ◽  
Guided Inquiry ◽  
Learning Models ◽  
Argument Mapping

This study aims to analyze the improvement of students’ critical thinking skills in the features of focus, supporting reasons, reasoning, organization, conventions and integration through the implementation of argument mapping-based guided inquiry learning models. Type of this research is classroom action research, a systematic inquiry with the goal of informing practice in particular situation which adopted Kemmis and McTaggart’s models which follows the cycle of planning, action, observation and reflection. It was conducted in class XI-Avenzoar of SMA Unggulan CT Foundation Deli Serdang in the academic year 2019/2020. The sampling technique was done by total sampling consisting of 24 students with a composition of 6 boys and 18 girls. The instrument used the essay tests adapted from Finken based on Illinois Critical Thinking Essay Test and argument mapping based on van Gelder on the concept of human excretory system. The data collection methods were included the interview, observation and documentation. The whole data was employed by descriptive analysis developed by Miles and Huberman which includes three concurrent activities, data reduction, data presentation and conclusion drawing. The results showed that the features of focus and reasoning from critical thinking skills tests in Cycle I obtained the highest score of all, while the features of supporting reasons and conventions obtained the lowest score and showed no improvement at all. Meanwhile in Cycle II, the features of focus and reasoning increased significantly and obtained the highest score as well. However, the feature of supporting reasons increased simultaneously but conventions still remained. It definitely showed that there was a significant improvement between groups in Cycle I (65.42) and Cycle II (80.21) from the average score of students’ critical thinking skills through their argument mapping grading. The aspects of argument mapping, such as claims, reasons, objections, rebuttals and debates improved well between these cycles. It was strongly suggested that argument mapping could enhance students’ critical thinking skills in Biology. From the results and discussion, it could be concluded that the implementation of the argument mapping-based guided inquiry learning models on the concept of human excretory system had a very positive and significant improvement on students’ critical thinking skills. The students’ critical thinking skills were in the high category.

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