scholarly journals MODEL PEMBELAJARAN SIKLUS BELAJAR DESKRIPTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK PADA MATERI IKATAN KIMIA

2015 ◽  
Vol 20 (1) ◽  
pp. 53
Author(s):  
Suhaeti Sri Mulyasih
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Chemical Bonding ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Average Value

The aim of this study was to get information about the effectiveness of using descriptive learning cycle instructional model to improve students’ understanding and critical thinking skills related to chemical bonding concept in one of vocational high schools (SMK) in Sumedang. Indicators for conceptual understanding consisted of six categories, while indicators of critical thinking skills were four indicators. The method used was quasi-experimental research design nonequivalent pretest-posttest control group design. Instrument used was essay test. T test results showed that based on the average value of n-gain, difference in overall students' conceptual understanding in experimental class and control class was significant (p = 0.00 p <0.05), and critical thinking skills significantly  developed by descriptive learning model cycle was to identify conclusions (p = 0.004 p <0.05).Keywords: critical thinking skills, concepts of chemical bonding, descriptive learning model, understanding conceptsABSTRAK Penelitian ini bertujuan untuk memperoleh informasi mengenai penggunaan model pembelajaran siklus belajar deskriptif dalam upaya meningkatkan pemahaman konsep dan berpikir kritis siswa di salah satu SMK di Kabupaten Sumedang pada konsep ikatan kimia. Indikator pemahaman konsep yang diselidiki terdiri dari enam kategori, sedangkan indikator keterampilan berpikir kritis yang diselidiki berjumlah empat indikator. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent pretest-posttest control group design. Instrumen yang digunakan berupa soal tes berbentuk esai. Hasil uji t menunjukkan bahwa berdasarkan nilai rata-rata n-gain, perbedaan pemahaman konsep siswa antara kelas eksperimen dan kelas kontrol secara keseluruhan berbeda signifikan (p= 0,00  p< 0,05), dan keterampilan berpikir kritis yang paling dapat dikembangkan secara signifikan melalui model pembelajaran siklus belajar deskriptif adalah mengidentifikasi kesimpulan (p= 0,004 p< 0,05).Kata kunci: model pembelajaran deskriptif, pemahaman konsep, keterampilan berpikir kritis, konsep ikatan kimia

scholarly journals Implementation Cooperative Learning Type STAD Assisted Edmodo in Improving Students' Critical Thinking Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Muhamad Epi Rusdin ◽  
Widodo Widodo ◽  
Guntur Maruto
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
Learning At Home

The STAD cooperative learning model can support active, independent and responsible learning for students. The application of this model is expected to improve students' critical thinking skills. The purpose of this study was to determine the improvement of students' critical thinking skills using Edmodo-assisted learning models. Edmodo was modified to become a teacher tool to expand learning at home. This research is an experimental study using a pretest-posttest control group design involving 39 students of class VIII MTs At-Taqwa Beru, Sikka, East Nusa Tenggara. Based on the results of the study it was found that the Edmodo-assisted STAD type cooperative learning model can improve students' critical thinking skills.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

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

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

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS IV SD PADA SUBTEMA KEINDAHAN ALAM NEGERIKU

2019 ◽  
Vol 5 (2) ◽  
pp. 1019
Author(s):  
Ari Wariyanti
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design

ABSTRACTThis research aims to know the effect of inquiry learning model toward critical thinking skill and learning result of fourth grade student of Elementary School. The type of research is experiment research with form of research is pretest-posttest control group design. The research data was obtained as follows:  the ttest score (13,539) > ttable (1,686) and mean score in experiment class is 91,2500 higher than the critical thinking skills of students in the control class 57,7083. So, there are effect of inquiry learning model toward student’s critical thinking skill. As for the second hypothesis testing was shown with ttest score (4,459) > ttable (1,686) with mean score in experiment class is 87,5000 higher than student’s learning results in control class 75,7500. So, there are effect of inquiry learning model to student’s learning result. Based on the discussion of research results, it can be concluded that inquiry learning model has an effect to student’s critical thinking skills and student’s learning result in significant. Keywords: Inquiry Learning Model, Critical Thinking Skills, Learning Result. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas IV SD.  Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain penelitian pretest-posttest control group design. Data hasil penelitian yang diperoleh sebagai berikut: nilai thitung (13,539) > ttabel (1,686) dan nilai mean pada kelas eksperimen sebesar 91,2500 lebih tinggi dibandingkan dengan kemampuan berpikir kritis  siswa pada kelas kontrol yaitu sebesar 57,7083. Jadi, ada pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis siswa. Sedangkan untuk pengujian hipotesis kedua menunjukkan nilai thitung (4,459) > ttabel (1,686) dengan nilai mean pada kelas eksperimen sebesar 87,5000 lebih tinggi dibandingkan dengan hasil belajar siswa pada kelas kontrol yaitu 75,7500. Jadi, ada pengaruh model pembelajaran inkuiri terhadap hasil belajar siswa. Berdasarkan diskusi hasil penelitian, dapat disimpulkan bahwa model pembelajaran inkuiri berpengaruh terhadap kemampuan berpikir kritis siswa dan hasil belajar siswa secara signifikan. Kata-kata Kunci: model pembelajaran inkuiri, kemampuan berpikir kritis, hasil belajar.

scholarly journals Implementation of discovery learning on electromagnetic wave material based on adsorption Congo Red by silica from Bengkulu beach sand

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Lutfi Firdaus ◽  
Sasti Yuliafitri ◽  
Eko Swistoro ◽  
Ghufira Ghufira ◽  
Rendy W. Wardana
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Wave ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control

This study aims to describe the differences in students’ critical thinking skill between class which use discovery learning and conventional learning in electromagnetic wave material. The research method used was a quasi-experimental method with a non-equivalent control group design which was conducted in MAS 01 Darussalam Kepahiang. In non-equivalent control group design, the sample (was) not taken randomly but by purposive sampling technique. The research sample taken by the researcher consists of two classes,  (i.e.) the class XII A2 as an experimental class and the class XII A3 as a control class. Both classes were given a pretest to find out the students’ fundamental critical thinking skills and a posttest to find out the students' final critical thinking skills. This research was conducted in two meetings according to subchapters on electromagnetic wave material. Discovery learning model was applied in the experimental class with the steps of learning are stimulation, problem statement, data collection, data processing, verification, and generalization. The average value of critical thinking of the experimental class student was 65.7 and (the) control class was 48.12 with a value of sig. (2-tailed) = 0.000 sig. α = 0.05. Based on the results, it can be concluded that there is a significant difference in students’ ' critical thinking skills using the discovery learning model with the critical thinking skills of students using conventional learning.

Efektifitas Guided Inquiry Learning Model Group Investigation dan Klasikal untuk Meningkatkan Keterampilan Berfikir Kritis

2018 ◽  
pp. 111
Author(s):  
Ariati Dina Puspitasari
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Group Design

Abstrak Penelitian ini bertujuan untuk mengetahui: 1) peningkatan keterampilan berpikir kritis untuk kelas kelompok dan klasikal; 2) perbedaan peningkatan keterampilan berfikir kritis antara kelas kelompok dan kelas klasikal. Metode yang digunakan dalam penelitian ini adalah quasi experimen, dengan model pretest-posttest control group design. Populasi pada penelitian ini sebanyak 4 kelas dengan 120 siswa kelas VII SMP Muhammadiyah 8 Kota Yogyakarta, sampel penelitian menggunakan 2 kelas yang ditentukan menggunakan teknik proportionate Stratified Random Sampling. Satu kelas sebagai kelas eksperimen yaitu kelas yang menggunakan pembelajaran berbasis guided inquiry model kelompok dan satu kelas lainnya sebagai kelas kontrol yaitu kelas dengan pembelajaran menggunakan pembelajaran berbasis guided inquiry model klasikal. Pengumpulan data dilakukan menggunakan tes yang berupa tes keterampilan berfikir kritis. Teknis analisis data dilakukan secara deskriptif menggunakan N-Gain dan secara statistik inferensial menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara kelas A dan Kelas B. Pada kelas VII A aspek memberikan penjelasan maupun membangun keterampilan dasar berada pada kategori sedang (0,58 dan 0,52). Sedangkan kelas VII B, pada aspek memberikan penjelasan berada pada kategori sedang (0,64) dan pada aspek membangun keterampilan dasar berada pada kategori tinggi (0,90). Kata kunci: Guided inquiry, Arduino, Berfikir Kritis   EFFECTIVENESS OF GUIDED INQUIRY LEARNING MODEL OF GROUP AND CLASS INVESTIGATION TO INCREASE CRITICAL THINKING SKILLS Abstract This study aims to know: 1) the improvement of critical thinking skills for groups and classical; 2) the difference of critical thinking skill increasing between group and class. The method used in this research was quasi experiment, with pretest-posttest control group design model. The population of this study were 4 classes (120) students in the 7th grade of Muhammadiyah 8 Yogyakarta Junior High School, the sample used 2 classes determined by proportionate Stratified Random Sampling technique. One class is an experimental class which implement guided inquiry based on group investigastion learning model and one other class is a control class that implement guided inquiry based on classical investigation learning model. Data was collecting by critical thinking skills test. Data were analyzed by descriptive techniques using N-Gain and inferential statistic using t-test. The results shown that there are the significant differences between class A and Class B. In class VII A, the aspects of giving the explanation and build the basic skill are in medium category (0,58 and 0,52). While class VII B, the aspect of giving the explanation is in the medium category (0.64) and aspect of building the basic skills is in high category (0.90). Keywords: Guided Inquiry, Arduino, Critical Thinking

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals Pengaruh Model Discovery Learning Berbantuan Media Benda Nyata terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep IPA

2019 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Henik Nur Khofiyah ◽  
Anang Santoso ◽  
Sa’dun Akbar
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Science Concept ◽  
Learning Models ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experiment

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to get result about the effect of discovery learning assisted by real media to critical thinking and understanding science concept This studyis quasi experiment, the design of Posttest-Only Control Group Design. The technique for sampling is saturated sampling. Data analysis using t test. The conclusion is; (a) there are differences in critical thinking skills of students using discovery learning models assisted by media real with students by discovery learning models. (b) There are differences in understanding of concepts between students using discovery learning models assisted by media real with students by discovery learning models.</p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui pengaruh model <em>discovery learning</em> berbantuan media benda nyata terhadap keterampilan berpikir kritis dan pemahaman konsep IPA. Metode yang digunakan <em>quasi experiment</em> dengan rancangan <em>Posttest-Only Control Group Design</em>. Teknik pengambilan sampel adalah sampling jenuh. Analisis data menggunakan Uji t. Kesimpulan dari penelitian ini adalah (a) terdapat perbedaan keterampilan berpikir kritis siswa menggunakan model <em>discovery learning</em> berbantuan media benda nyata dengan siswa dengan model <em>discovery learning</em> dan (b) terdapat perbedaan pemahaman konsep antara siswa yang dibelajarkan menggunakan model <em>discovery learning</em> berbantuan media benda nyata dengan siswa yang dibelajarkan dengan model <em>discovery learning</em>.</p></td></tr></tbody></table></div>

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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