scholarly journals Implementasi pendekatan problem posing untuk meningkatkan prestasi belajar Fisika dan keterampilan berpikir siswa

ATTARBIYAH ◽  
2019 ◽  
Vol 28 ◽  
pp. 41
Author(s):  
Erna Risfaula Kusumawati
Keyword(s):  
Thinking Skills ◽  
Problem Posing ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Learning Achievement ◽  
Physics Learning ◽  
Group Design ◽  
Lecture Method ◽  
Thinking Ability

Penelitian ini bertujuan untuk mengetahui apakah prestasi belajar dan thinking skill (kemampuan berpikir) siswa dengan pembelajaran menggunakan pendekatan problem posing lebih tinggi daripada pembelajaran konvensional menggunakan metode ceramah. Penelitian ini merupakan penelitian quasi experimentation dengan rancangan randomized posttest control group design. Sampel penelitian terdiri atas siswa kelas XI IPA 1 yang berjumlah 42 siswa sebagai kelas kontrol dan XI IPA 3 yang berjumlah 41 siswa sebagai kelas eksperimen. Hasil penelitian ini membuktikan bahwa pembelajaran fisika dengan pendekatan problem posing dapat meningkatkan prestasi belajar dan thinking skill siswa. Prestasi belajar fisika dan kemampuan berpikir siswa dengan pembelajaran menggunakan pendekatan problem posing lebih tinggi daripada siswa dengan pembelajaran konvensional menggunakan metode ceramah. Siswa kelas sampel dengan pembelajaran menggunakan pendekatan problem posing memiliki rata-rata prestasi belajar 87,4 dan presentase kemampuan berpikir 75% sedangkan siswa kelas sampel dengan pembelajaran konvensional menggunakan metose ceramah rata-rata prestasi belajar 76,3 dan persentase kemampuan berpikir 60%. This study aims to determine whether students' learning and thinking skills (thinking ability) with learning use a problem posing approach higher than conventional learning using the lecture method. This study was a quasi-experimentation study with a randomized posttest control group design. The study sample consisted of students of class XI IPA 1, amounting to 42 students as the control class and XI IPA 3, amounting to 41 students as the experimental class. The results of this study prove that physics learning with a problem posing approach can improve student achievement and thinking skills. Physics learning achievement and students' thinking ability with learning use a problem posing approach higher than students with conventional learning using the lecture method. Sample class students with learning using the problem posing approach have an average learning achievement of 87.4 and a percentage of thinking skills of 75% while students in the sample class with conventional learning use lecture method average learning achievement 76.3 and the percentage of thinking ability 60%.

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 Pembelajaran Problem Posing terhadap Kemampuan Berpikir Analisis Pendidikan Kewarganegaraan

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Yuliana Putri ◽  
Ismail Ismail ◽  
Rispawati Rispawati
Keyword(s):  
Civic Education ◽  
Learning Model ◽  
Problem Posing ◽  
Second Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Analytical Thinking ◽  
Significant Difference ◽  
Thinking Ability

Penelitian   ini   bertujuan   untuk   mengetahui   ada   tidaknya   pengaruh   model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran Pendidikan Kew arganegaraan (PKn) di SMKN 6 Mataram. Jenis penelitian yang digunakan dalam penelitian ini adalah quasi eksperiment dengan nonequivalent  control  group  design.  Instrumen  yang  digunakan  dalam  penelitian  ini adalah  instrumen  tes bentuk  pilihan ganda  sebanyak  25 item  untuk  mengukur kemampuan berpikir analisis sisw a. Berdasarrkan hasil analisis data menggunakan uji t diperoleh nilai thitung = 2,256 > ttabel = 1,683, dengan dk = n1 + n2 – 2= 39 pada  taraf  signifikan  5%, artinya  terdapat  perbedaan  yang  signifikan antara kemampuan berpikir analisis sisw a kelas eksperiemen dan kelas kontrol pada mata pelajaran  PKn.  Kemudian  hasil dari analisis menggunakan uji N-Gain diperoleh nilai N-Gain  sisw a kelas eksperimen sebesar 0,604 dengan kategori sedang dan kelas kontrol  sebesar  0,492  dengan kategori  sedang.  Meskipun  kategori  kedua kelas tersebut  adalah sedang  namun nilai  N-Gain  kelas eksperimen  lebih tinggi dibandingkan dengan kelas kontrol. Berdasarkan hasil penelitian tersebut menunjukkan bahw a ada pengaruh model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran PKn di SMKN 6 Mataram.  AbstractThis research aims to find out the influence of Problem Posing learning model on students’  analytical  thinking  ability  in  Civic  education  at  the  second  grade  of SMKN 6 Mataram. The type of research is Quasi Experiment by using Non-equivalent Control Group Design. The research instrument used w as multiple choice test w hich consisted of 25 items to measure students' analytical thinking ability. Based on the data analysis by using t-test, it resulted that t-ratio = 2.256 > t-table = 1.683 w ith dk  = n1+n2–2=39  on 5% significant  level, w hich means there is a significant difference  betw een  students’  analytical  thinking  ability  on  Civic  education  at experimental  class  and  control  class.  Then,  the  result  w as  tested  by  N-Gain analysis. It show ed that the N-gain value of Experimental class is 0.604 as medium category  w hile  Control  class  is  0.492  as  medium  category.  Although both categories  w ere same,  the N-Gain value of Experimental class w as higher than Control  class.  Regarding  to  the  result,  it  can  be  concluded  that  there  is  an influence of Problem Posing learning model on students’ analytical thinking ability in Civic education at the second grade of SMKN 6 Mataram.Key words: Problem Posing Learning Model, Analytical Thinking Ability

scholarly journals Improvement of Critical Thinking Ability and Preparedness Assisted by Android-Based Media to Understand Landslide through Physics Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 103-111
Author(s):  
Ulfaturrona Nur Labibah ◽  
Mundilarto Mundilarto ◽  
Syazana Bt Sulaiman
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Disaster Preparedness ◽  
Control Group ◽  
Control Group Design ◽  
Physics Learning ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental

This research aimed to understand the critical thinking ability improvement and preparedness assisted by Android-based media to understand landslides through physics learning and understand the effectiveness of the media. This research provides knowledge about disaster preparedness through physics learning in landslide-prone schools using Android media. This research used quasi-experimental with Control Group Design. The research subjects included tenth-grade students in class X (30 people) at SMA N 1 Kokap. The samples were selected using the lottery method and saturated sampling technique to determine the control and experiment groups (quasi-experimental with Control Group Design). The pretest and posttest were in the form of essay questions. The analysis data used independent sample T-test and effect size. The results show that the average critical thinking ability of the experimental class increased from 18.13 to 65.00, and the average preparedness increased from 68.75 to 81.88. The results of the independent sample t-test show the value of Sig. (2-tailed) on critical thinking ability was 0.000 and preparedness was 0.027 (Sig. (2-tailed) 0.05). Thus, it can be concluded that there are significant differences in critical thinking ability and disaster preparedness in the experimental class and the control class. The effect size of using an Android-based understanding of landslide natural disasters on students' critical thinking ability and preparedness is 2.0 with high effectiveness. Media landslides and landslides through Android-based physics learning can improve students’ critical thinking ability and disaster preparedness.

scholarly journals PENGARUH PENDEKATAN PROBLEM POSING DAN CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA BAGI SISWA SMA

2018 ◽  
Vol 5 (2) ◽  
pp. 49
Author(s):  
Widha Nur Shanti ◽  
Dyahsih Alin Sholihah ◽  
Ahmad Anis Abdullah
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.

scholarly journals Pengaruh Pembelajaran IPA Berbasis Empat Pilar Pendidikan terhadap Kemampuan Berpikir Kritis

2018 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Rizki Noor Prasetyono ◽  
Eka Trisnawati
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability

Penelitian ini bertujuan untuk mengetahui pengaruh dan efektivitas pembelajaran IPA berbasis empat pilar pendidikan yaitu learning to know, learning to do, learning to live together, and learning to be terhadap kemampuan berpikir kritis. Penelitian ini dilaksanakan di SMP kelas VIII pada mata pelajaran Ilmu Pengentahuan Alam tahun ajaran 2017/2018. Desain penelitian quasi-experiment bentuk Nonequivalent control-group design, dengan mengambil pretes sebelum diberi perlakuan kemudian dilakukan postes. Dari hasil analisis data menunjukkan bahwa nilai signifikansi (p-value) dengan ANCOVA adalah 0,026. Karena nilai signifikansi lebih kecil dari 0,05 maka terdapat pengaruh yang signifikan antara peserta didik yang menggunakan pembelajaran IPA berbasis empat pilar pendidikan dengan peserta didik yang menggunakan pembelajaran secara konvensional. Data hasil analisis efektivitas didapatkan nilai probabilitas (Sig.) 0,000< 0,05 artinya pembelajaran IPA berbasis empat pilar pendidikan efektif dalam meningkatkan kemampuan berpikir kritis siswa. The Effect of Four Pillars Education in Science Learning to the Critical Thinking Ability Abstract  The purpose of the research to determine the effect and effectiveness of the four pillars of education in science learning (learning to know, learning to do, learning to live together, and learning to be) to the critical thinking ability. This research was conducted in the eighth grade junior high school in the subject of Natural Science of the academic year 2017/2018.  By using a quasi-experimental research design in the Nonequivalent control-group design form, by taking pretest before being treated then post tes. Based on the research data the significance value (p-value) with ANCOVA is 0.026. Because the significance value is less than 0.05, there is a significant influence between students who use science learning based on the four pillars of education with students who use conventional learning. The results of the effectiveness data analysis obtained the probability value (Sig.) 0,000 <0,05 which means that science learning based on four pillars of education is effective in improving student’s critical thinking skills.

scholarly journals PENGARUH DESAIN E-LEARNING TERHADAP HASIL BELAJAR DAN KETERAMPILAN BERPIKIR KREATIF SISWA DALAM MATA PELAJARAN PEMROGRAMAN PADA SISWA SMK

2019 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Ni Wayan Nursarita Prasistayanti ◽  
I Wayan Santyasa ◽  
I Wayan Sukra Warpala
Keyword(s):  
Social Networks ◽  
Multivariate Analysis ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Random Assignment ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
E Learning

Learning achievement and creative thinking skills are core competencies that students must achieve in programming subjects. The purpose of this study is to describe differences in student achievement and creative thinking skills between students who learn with social networks-based e-learning, gamification-based e-learning and content-based e-learning. This research used quasi experiment method. The research design used was a pretest-posttest control group design. The independent variable in this study is e-learning design which is divided into 3 (three) types, namely social networks-based e-learning, gamification-based e-learning and content-based e-learning, while the dependent variable in this study is learning achievement in programming and students' creative thinking skills. The number of samples in this study were 99 people taken by the random assignment method. This study used two test instruments, namely the learning achievement test and the creative thinking skills test. Analysis of the data used is Multivariate Analysis of Covariate (Mancova) with hypothesis testing using a significance level of 0.05. The results showed that there were differences in learning achievement and creative thinking skills between students who learned with social networks-based e-learning, gamification-based e-learning and content-based e-learning. Groups of students who learned with e-learning based on social networks have better creative thinking skills than groups of students who learned with gamification-based e-learning and content-based e-learning AbstrakPrestasi belajar dan keterampilan berpikir kreatif merupakan kompetensi inti yang harus dicapai siswa pada mata pelajaran Pemrograman. Tujuan dari penelitian ini adalah untuk mendeskripsikan perbedaan hasil belajar dan keterampilan berpikir kreatif siswa antara yang belajar dengan e-learning berbasis jejaring sosial, e-learning berbasis gamifikasi dan e-learning berbasis konten. Penelitian ini menggunakan metode quasi experiment. Desain penelitian yang digunakan adalah pretest-posttest control group design. Variabel bebas dalam penelitian ini adalah desain e-learning yang dibagai menjadi 3 (tiga) jenis, yaitu e-learning berbasis jejaring sosial, e-learning berbasis gamifikasi dan e-learning berbasis konten, sedangkan variabel terikat dalam penelitian ini adalah hasil belajar mata pelajaran Pemrograman dan keterampilan berpikir kreatif siswa. Jumlah sampel dalam penelitian ini adalah 99 orang yang diambil dengan metode random assignment. Penelitian ini menggunakan dua instrumen tes, yaitu tes hasil belajar dan tes keterampilan berpikir kreatif. Analisis data yang digunakan adalah Multivariate Analysis of Covariate (Mancova) dengan pengujian hipotesis menggunakan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar dan keterampilan berpikir kreatif antara siswa yang belajar dengan e-learning berbasis jejaring sosial, e-learning berbasis gamifikasi dan e-learning berbasis konten. Kelompok siswa yang belajar dengan e-learning berbasis jejaring sosial memiliki keterampilan berpikir kreatif yang lebih baik daripada kelompok siswa yang menggunakan e-learning berbasis gamifikasi dan berbasis konten.

scholarly journals PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR FISIKA PESERTA DIDIK KELAS XI MIA SMA NEGERI 2 LABUAPI

2021 ◽  
Vol 7 (1) ◽  
pp. 199
Author(s):  
Nurlaela Nurlaela ◽  
Aris Doyan ◽  
I Wayan Gunada
Keyword(s):  
Creative Thinking ◽  
Learning Model ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Physics Learning ◽  
Group Design ◽  
Post Test ◽  
Teaching Learning ◽  
Creative Thinking Skill

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Quantum Teaching terhadap kemampuan berpikir kreatif dan hasil belajar fisika peserta didik kelas XI MIA SMAN 2 Labuapi. Jenis penelitian ini merupakan penelitian eksperimen dengan desain post test only control group design. Populasi terdiri dari seluruh peserta didik kelas XI SMAN 2 Labuapi. Teknik pengambilan sampel yang digunakan adalah sampling jenuh, dengan kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol. Kelas eksperimen diberi perlakuan dengan menggunakan model pembelajaran quantum teaching dan kelas kontrol diberi perlakuan menggunakan model pembelajaran kovensional. Hipotesis penelitian diuji menggunakan uji manova, hasilnya menunjukkan nilai  dengan sig yang artinya H0 ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran quantum teaching terhadap kemampuan berpikir kreatif dan hasil belajar fisika peserta didik kelas XI MIA SMAN 2 Labuapi.                                                     Kata kunci: quantum teaching; kemampuan berpikir kreatif; hasil belajar ABSTRACTThe aim of this research is to know the effect of quantum teaching learning model toward the creative thinking skill and physics learning result. The type of research used was experimental with post test only control group design. The population was all student of grade XI in senior high school 2 of  Labuapi. The sampling technique used saturation sampling, while the sample are class XI MIA 1 as the experimental  class and the XI MIA 2 as control class. Experimental class was treated with quantum teaching learning model and control class was treated with conventional learning model. The research hypothesis was tested using manova-test, analysis shows that  with sig < 0,05 which mean that H0 was rejected and Ha accepted. Thus, it can be concluded that there are effect of the quantum teaching learning model on student’s creative thinking skill and physics learning results of class XI MIA SMAN 2 Labuapi. Keywords: quantum teaching; creative thinking skill; physics learning result

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 Efektivitas metode pembelajaran PQ4R ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Intan Permatasari ◽  
Sri Hastuti Noer ◽  
Pentatito Gunowibowo
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Self Concept ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability

Penelitian eksperimen semu ini bertujuan untuk menguji efektivitas metode pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review) ditinjau dari kemampuan berpikir reflektif dan self-concept siswa. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 12 Bandar Lampung tahun pelajaran 2019/2020 yang terdistribusi dalam sembilan kelas. Dari sembilan kelas tersebut dipilih satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Desain penelitian yang digunakan adalah pretest-posttest control group design. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir reflektif matematis dan angket self-concept siswa. Data hasil tes dan angket dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa persentase siswa pada kelas PQ4R dengan kemampuan berpikir reflektif matematis dan self-concept terkategori baik lebih dari 60% dari jumlah siswa, namun peningkatan kemampuan berpikir reflektif matematis dan self-concept siswa yang mengikuti pembelajaran PQ4R tidak lebih tinggi daripada peningkatan siswa yang mengikuti pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa metode pembelajaran PQ4R tidak efektif ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa. The effectiveness of the PQ4R learning method in terms of students' mathematical reflective thinking ability and self-conceptAbstractThis quasi-experimental research aimed to examine the effectiveness of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning method in terms of reflective thinking ability and self-concept of students. The study population was all eighth-grade students of SMP Negeri 12 Bandar Lampung (Junior High School) for the 2019/2020 academic year, distributed in nine classes. Of the nine classes, one class was selected as the experimental class and one class as the control class. The research design used was the pretest-posttest control group design. The data was collected using a test of reflective mathematical thinking skills and a students' self-concept questionnaire. Test and questionnaire results were analyzed descriptively and inferentially. The results showed that the percentage of students in the PQ4R class with good categories in reflective mathematical thinking and self-concept was more than 60% of students' total number. The increase in mathematical reflective thinking ability and self-concept of students who took PQ4R learning was not higher than the increase in students who follow conventional learning. Thus, it can be concluded that the PQ4R learning method was ineffective in terms of students’ mathematical reflective thinking skills and self-concept.

scholarly journals WEB MODUL IPA BERBASIS INKUIRI TERBIMBING UNTUK MENINGKATKAN THINKING SKILL

EDUSAINS ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 47-53
Author(s):  
Agnesi Sekarsari Putri ◽  
Nurfina Aznam
Keyword(s):  
Effect Size ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Control Group Design ◽  
Size Category ◽  
Electronic Learning ◽  
Group Design

SCIENCE WEB MODULE BASED ON GUIDED INQUIRY TO IMPROVE THINKING SKILLAbstractThe science web module is a systematically structured teaching material to achieve electronic learning objectives using website applications in which writing, animation, video, and navigation are exciting, interactive, active, and motivating learning that can facilitate students' thinking skills. Guided inquiry is a model that trains students to be actively involved in investigations with questions raised by teachers to direct students to find concepts. Guided inquiry-based web modules are used to improve students' thinking skills measured through written tests. This study uses a pretest-posttest control group design. Based on the results of the analysis using the Kruskal Wallis test, there are differences in the experimental class using the science web module based on guided inquiry and the control class using the science teaching materials commonly used by teachers. The results showed an increase in higher thinking skills in the experimental class than in the control class, resulting in the high effect size category so that the experimental class increased the thinking skills more effectively than the control class. AbstrakWeb modul IPA merupakan bahan ajar yang disusun sistematis untuk mencapai tujuan pembelajaran berbentuk elektronik menggunakan aplikasi website yang didalamnya terdapat tulisan, animasi, video, serta navigasi yang menjadi pembelajaran yang menarik, interaktif, aktif, dan memotivasi belajar yang dapat memfasilitasi thinking skill peserta didik. Inkuiri terbimbing merupakan model yang melatih peserta didik terlibat aktif dalam penyelidikan dengan pertanyaan-pertanyaan yang diajukan guru untuk mengarahkan peserta didik menemukan konsep. Web modul berbasos inkuiri terbimbing digunakan untuk meningkatkan thinking skill peserta didik. Penelitian ini menggunakan pretest posttest control group design. Thinking skill diukur melalui tes tertulis. Berdasarkan hasil analisis menggunakan uji Kruskal Wallis terdapat perbedaan kelas eksperimen yang menggunakan web modul IPA berbasis inkuiri terbimbing dengan kelas kontrol yang menggunakan bahan ajar IPA yang biasa digunakan guru. Hasil penelitian menunjukkan bahwa terdapat peningkatan thinking skill yang lebih tinggi pada kelas eksperimen daripada kelas kontrol, dengan hasil effect size kategori tinggi, sehingga kelas eksperimen meningkatkan thinking skill yang lebih efektif daripada kelas kontrol. 

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