scholarly journals Analisis sumbangan materi hidrokarbon terhadap keterampilan berpikir kritis siswa kelas XI MIA Tahun Ajaran 2018/2019 di SMAN 1 Lawang

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Reza Rewindi Amayliadevi ◽  
Herunata Herunata ◽  
Hayuni Retno Widarti
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Quantitative Research ◽  
Chemical Properties ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Carbon Compounds ◽  
The Subject

In the 21st century, students need to have one of life skill that is critical thinking that can be develop and trained through various aspects and one of which is chemistry aspect. One of the materials in the chemistry aspect is a hydrocarbon material. The purpose of this study was to measure the percentage of hydrocarbon contribution towards student's critical thinking skills and to know the level of critical thinking skills in 11th MIA grade students 2018/2019 academic year at SMAN 1 Lawang. The study used a descriptive quantitative research design. The research subjects which amount to 133 students. Instrument for assessing critical thinking skills used in hydrocarbon material developed by Rodliyah (2018) with critical thinking indicators Ennis (2011). The results of the analysis of the level of critical thinking skills of students using the number of students who scored three on reasoned multiple choice questions and score four on the description questions divided by the total number of sample students, then categorized by percentage according to Karim (2015). The results showed that the hydrocarbon material taught by the teacher was able to bring up the students' critical thinking skills with a level of think critically which was still very low with an average of 1) organic and inorganic carbon compounds by 39.10 percent, 2) identification and source of carbon compounds by 13.53 percent, 3) specificity of carbon atoms by 27.82 percent, 4) nomenclature of hydrocarbon compounds by 16.29 percent, 5 ) isomer hydrocarbon compounds by 9.62 percent, 6) physical and chemical properties of hydrocarbons by 29.32 percent for the subject matter of the physical properties of hydrocarbons, the subject matter of the hydrocarbon compound combustion reaction by 5.71 percent, the subject of substitution reactions alkane compounds by 0.94 percent, the subject matter of the reaction of alkene compounds by 11.58 percent, the subject matter of the reaction of alkaline compounds by 3.57 percent, and the sub-topics of identification were saturated and unsaturated hydrocarbons by 0.75 percent, and 7) the use of hydrocarbons by 14.43 percent. Salah satu kecakapan hidup yang harus dimiliki siswa pada abad 21 adalah keterampilan berpikir kritis yang dapat dikembangkan dan dilatih melalui beragam bidang, salah satunya adalah bidang kimia yaitu pada materi hidrokarbon. Tujuan penelitian ini mengukur persentase sumbangan materi hidrokarbon terhadap kemampuan keterampilan berpikir kritis siswa dan mengetahui tingkat kemampuan keterampilan berpikir kritis siswa kelas XI MIA tahun ajaran 2018/2019 di SMAN 1 Lawang. Penelitian menggunakan rancangan penelitian kuantitatif deskriptif dengan subjek penelitian 133 siswa. Instrumen penilaian keterampilan berpikir kritis yang digunakan pada materi hidrokarbon yang dikembangkan oleh Rodliyah (2018) dengan indikator berpikir kritis Ennis (2011). Data berupa skor 3 pada soal pilihan ganda beralasan dan skor 4 pada soal uraian yang telah diperoleh dianalisis sesuai dengan pengelompokkan pokok bahasan pada materi hidrokarbon lalu dikategorikan berdasarkan jumlah persentase menurut Karim (2015). Hasil penelitian menunjukkan bahwa materi hidrokarbon yang diajarkan oleh guru mampu memunculkan kemampuan keterampilan berpikir kritis siswa dengan tingkat kemampuan keterampilan berpikir kritis yang masih tergolong sangat rendah dengan rata-rata antara lain 1) senyawa karbon organik dan anorganik sebesar 39,10 persen, 2) identifikasi dan sumber senyawa karbon sebesar 13,53 persen, 3) kekhasan atom karbon sebesar 27,82 persen, 4) tata nama senyawa hidrokarbon sebesar 16,29 persen, 5) isomer senyawa hidrokarbon sebesar 9,62 persen, 6) sifat fisika dan kimia senyawa hidrokarbon pada sub pokok bahasan sifat fisika senyawa hidrokarbon sebesar 29,32 persen, sub pokok bahasan reaksi pembakaran senyawa hidrokarbon sebesar 5,71 persen, sub pokok bahasan reaksi substitusi senyawa alkana sebesar 0,94 persen, sub pokok bahasan reaksi senyawa alkena sebesar 11,58 persen, sub pokok bahasan reaksi senyawa alkuna sebesar 3,57 persen, dan sub pokok bahasan identifikasi senyawa hidrokarbon jenuh dan tak jenuh sebesar 0,75 persen, dan 7) kegunaan senyawa hidrokarbon sebesar 14,43 persen.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI IPA SMA Negeri 3 Palopo Pada Materi Pokok Larutan Asam Basa

2017 ◽  
Vol 18 (2) ◽  
pp. 20
Author(s):  
Nurasia Nurasia
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Subject Matter ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Model ◽  
Acid Base ◽  
Base Solution ◽  
The Subject

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran dan gaya belajar terhadap keterampilan berpikir kritis peserta didik kelas XI  IPA SMA Negeri 3 Palopo pada materi pokok larutan asam basa.  Jenis penelitian adalah eksperimen semu dengan menggunakan desain Faktorial 2x3. Populasi penelitian adalah seluruh peserta didik kelas XI IPA SMA Negeri 3 Palopo tahun ajaran 2013/2014 yang berjumlah 180 orang. Pengambilan sampel dilakukan dengan simple random sampling dan kelas yang terpilih adalah kelas XI IPA D dan XI IPA F. Pengujian hipotesis dilakukan dengan program SPSS 20 menggunakan analisis ANACOVA. Hasil penelitian ini menunjukkan bahwa (1) Ada pengaruh model pembelajaran terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (2) Tidak ada pengaruh gaya belajar visual, auditorial dan kinestetik terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (3) Tidak ada interaksi antara model pembelajaran dengan gaya belajar dalam mempengaruhi keterampilan berpikir kritis peserta didik kelas XI IPA SMA Negeri 3  Palopo pada materi larutan asam basa. Rata-rata  keterampilan berpikir kritis peserta didik yang diajar dengan menggunakan model pembelajaran inkuiri lebih tinggi dari pada yang diajar dengan menggunakan model pembelajaran langsung. Rata-rata keterampilan berpikir kritis peserta didik yang memiliki gaya belajar audiotori lebih tinggi dari pada peserta didik yang memiliki gaya belajar visual dan kinestetik.Kata kunci: Model pembelajaran, Gaya belajar, Keterampilan berpikir kritis ABSTRACTThis research aims to identify the influence of instructional model and learning style to critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution. This type of research is quasi-experimental using factorial design 2x3. Population of the research was all students in class XI Science SMAN 3 Palopo school year 2013/2014 which amounted to 180 students. The sample was taken by simple random sampling and the selected class is XI D Science and XI F Science. The Hypothesis test was conducted by SPSS 20 Program using The ANACOVA (Analysis of Covariance) analysis. The results of this study show that (1) There is an influence of instructional model to critical thinking skills of students in class XI Science at SMAN 3 Palopo in the subject matter acid-base solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution, (3) There is no interaction between the instructional model and learning styles in influencing the critical thinking skills of students in class XI Science SMAN 3 Palopo the acid base solution material. Average critical thinking skills that students taught using inquiry learning model is higher than those taught using direct instructional model. Average score critical thinking skills of learners who have learning styles auditory higher than the learners who have visual and kinesthetic learning styles.Keywords: Instructional model, Learning style, Critical thinking skills

scholarly journals PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA

2020 ◽  
Vol 4 (1) ◽  
pp. 64-74
Author(s):  
Pintaka Kusumaningtyas ◽  
Rezky Oktafiani ◽  
Mukhamad Nurhadi ◽  
Sekar Sulistyaningwarni
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Acid Base ◽  
The Subject

The aim of this study was to determine the influence of sosioscientific issues in discovery learning model toward critical thinking skills of students on the subject matter of acid-base. The research method used was quasi experimental, with the type of research design was posttest only control group design. The population in this study was all students of class XI MIPA SMAN 13 Samarinda in the 2018/2019 school year, amounting to 66 students, which were divided into 2 classes. The samples were taken using saturated sampling technique. The technique used to measure critical thinking skills of students was post-test technique in form of essay test. Data were analyzed by normality test, homogeneity test, and independent sample t-test. The results showed the average posttest score in the control class was 72.06 (good category) and the experimental class was 79.36 (good category). Statistical analysis using t-test showed tcount, 3.15 > ttable, 1.66, which means that there was an influence of the use of sosioscientific issues in the discovery learning model toward critical thinking skills of students on the subject matter of acid-base.

scholarly journals Hip Hop Syllabus: AME/MUS 303 Hip Hop: Art, Culture, and Politics

2013 ◽  
Vol 97 ◽  
pp. 62-69 ◽  
Author(s):  
Sarah Hentges
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Subject Matter ◽  
Hip Hop ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Classroom ◽  
The Subject ◽  
Intersectional Theory ◽  
The University

This syllabus represents a course taught online through the University of Maine at Augusta in the fall of 2011 (and every otheryear thereafter). Critical pedagogy can be a challenge in any classroom, and the challenges in an online classroom are compounded. However, the subject matter and approach of Hip Hop can be a powerful tool in teaching students critical thinking skills as well in laying a foundation for interdisciplinary and intersectional theory; here these elements are represented through curriculum—the themes, texts, contexts,approaches, structure, and assignments.

scholarly journals Improving The Critical Thinking Ability of Students to Solve Mathematical Task

2018 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Hasan Basri ◽  
Abdur Rahman As,ari
Keyword(s):  
Critical Thinking ◽  
Initial Conditions ◽  
Process Analysis ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subject ◽  
Research Subjects ◽  
Good Communication ◽  
The Subject

<p class="JRPMAbstractBody">This study aims to describe students' critical thinking skills before and after the learning process. Analysis of critical thinking skills in this study based on components of critical thinking evaluation, inferences, explanations, and self-regulation. This type of research is descriptive research with a qualitative approach. The research subject consisted of 2 students with low critical thinking abilities based on task 1 given at the beginning of learning, besides that good communication was also one of the subject selection criteria. The results of the analysis showed that both research subjects SS and FT experienced an increase in their critical thinking abilities, this was evident from each indicator critical thinking evaluation, inferences, explanation, and self-regulation. In each indicator of critical thinking, the research subject is able to demonstrate the ability to do evaluation, inferences, explanation, and self-regulation, this is certainly very different from the initial conditions of research subjects where they have not been able to do evaluations, inferences, explanation well. One of the things that allows an increase in critical thinking skills is the subject of teaching and learning activities, namely by giving task that require students to practice their critical thinking skills.</p><p class="JRPMAbstrakKeywords"><strong> </strong></p>

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

scholarly journals Exploring Mathematical Critical Thinking Skills of Yogyakarta Junior Secondary School Students

2018 ◽  
Vol 8 (1) ◽  
pp. 29-38
Author(s):  
Elsa Susanti ◽  
Endah Retnowati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
School Students ◽  
Evaluation Standard ◽  
Junior Secondary Schools ◽  
Junior Secondary

This article explores the skills and difficulties in critical thinking of junior Indonesian high school students in mathematics learning. Fifty students of grade IX who were purposive randomly selected from state junior secondary schools in Yogyakarta City were involved as the research subjects. The data were obtained from the test of mathematical critical thinking on the material of geometry. The test consisted of four items that describe each aspect of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The analysis was done by showing the steps of the students ‘answers. The result indicated that the average of the aspects of mathematical critical thinking of students were on the high criteria with students’ greatest difficulties being in the analysis standard. Meanwhile,the average student success in the interpretation standard was 82%, the standard of the analysis was 46.25%, the evaluation standard was 78.25%, and the inference standard was 77%. Furthermore, from the results of the sample students’ exploration answers, it is expected that future teaching should not only focus on fluency in calculation but also on training the students in how to explain the solution steps of the problem solving process as this is important part in critical thinking.

scholarly journals Peningkatan Kemampuan Berfikir Kritis Mahasiswa Tadris IPA Melalui Pendekatan Saintifik Pada Mata kuliah IPA Terpadu

2019 ◽  
Vol 1 (1) ◽  
pp. 71
Author(s):  
Raden Gamal Tamrin Kusumah
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Action Observation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Integrated Science ◽  
Science Courses ◽  
Scientific Approach ◽  
Academic Year

AbstrakMata kuliah IPA Terpadu di IAIN Bengkulu merupakan mata kuliah baru bagi mahasiswa Tadris IPA. Hal ini dikarenakan pada tahun 2017/2018 baru ada tiga angkatan. Sehingga, hasil belajar mata kuliah ini tidak terlalu baik. Menurut wawancara dengan salah satu mahasiswa, salah satu penyebabnya adalah kesulitan mengintegrasikan komponen kimia, fisika, biologi secara bersamaan pada satu materi tertentu. Lebih spesifiknya, mahasiswa kesulitan untuk menjelaskan satu materi tertentu yang penjabarannya harus dijelaskan secara komprehensif baik dari segi mata kuliah kimia, fisika, biologi.  Oleh karena itu, penelitian ini bertujuan untuk melakukan perbaikan pembelajaran dan meningkatkan kemampuan berfikir kritis mahasiswa melalui pendekatan saintifik pada mata kuliah IPA Terpadu. Metode penelitian ini menggunakan penelitan tindakan kelas. Pembelajarannya terdiri dari dua siklus. Setiap siklus terdiri dari beberapa tahapan, yaitu; perencanaan, tindakan, observasi dan refleksi. Teknik pengumpulan data yang digunakan adalah observasi dan tes hasil belajar. Waktu dilakukan pada semester genap tahun akademik 2017/2018. Subjek penelitian adalah mahasiswa program studi Tadris IPA semester dua tahun akademik 2017/2018 yang sedang menempuh matakuliah IPA Terpadu. Hasil penelitian menunjukkan bahwa hasil belajar siswa yang dilakukan selama 2 siklus pembelajaran telah meningkat pada siklus yang ke-dua. Selain itu juga kemampuan berpikir kritis mahasiswa dalam pelaksanaan pembelajaran di matakuliah IPA Terpadu melalui pendekatan saintifik dapat terukur dan telah berhasil berdasarkan indikator keberhasilan. Increasing the Critical Thinking Ability of Tadris IPA Students through a Scientific Approach in Integrated Science Courses AbstractThe Integrated Science course at IAIN Bengkulu is a new subject for Tadris IPA students. This is because in 2017/2018 there were only three generations. So, the learning outcomes of this course are not very good. According to an interview with one of the students, one of the reasons is the difficulty of integrating chemical, physical, biological components simultaneously on one particular material. More specifically, students find it difficult to explain one particular material whose translation must be explained comprehensively both in terms of chemistry, physics, biology courses. Therefore, this study aims to improve learning and improve students' critical thinking skills through a scientific approach to Integrated Science courses. This research method uses classroom action research. Learning consists of two cycles. Each cycle consists of several stages, namely; planning, action, observation and reflection. Data collection techniques used are observation and learning outcomes tests. Time is carried out in the even semester of the 2017/2018 academic year. The research subjects were students of the 2017/2018 academic year Tadris IPA study program who were taking the Integrated Science course. The results showed that student learning outcomes carried out during the 2 learning cycles had increased in the second cycle. In addition, students' critical thinking skills in the implementation of learning in the Integrated Science course through a scientific approach can be measured and have been successful based on indicators of success.

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