scholarly journals Development of Physics Learning Instrument with Model Project Based Learning to Train Students’ Critical Thinking Skills

2019 ◽  
Vol 6 (5) ◽  
pp. 74
Author(s):  
Taufiq Ansori ◽  
Wasis Wasis ◽  
Harun Nasrudin
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
School Students ◽  
Physics Learning ◽  
Model Project

This research is aimed to produce physics learning instrument with appropriate project based learning models and be able to train critical thinking skills in senior high school students. The research was conducted in the second semester of 2018/2019 academic year in the Senior High School of Amanatul Ummah Surabaya. Learning instrument developed refers to the design of 4-D development. The data were collected by observation, tests, interviews, questionnaires and documentation. Data analysis techniques used include analysis of validity. The results showed that the learning instrument developed (syllabus, lesson plans, teaching materials, student worksheet, and critical thinking skills test instruments) were valid categories, it can be concluded that the learning instrument developed has satisfy the criteria of validity so that it is worth using to train critical thinking skills in students.

scholarly journals Development of Project-Based Learning Science Module to Improve Critical Thinking Skills of Junior High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Widodo Setiyo Wibowo ◽  
Ekosari Roektiningroem ◽  
Norma Bastian ◽  
Karina Syahrul Hudda
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Junior High School Students ◽  
School Students

The study was conducted to develop science module based on project-based learning that is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. The study was Research and Development (RD), modified from Borg Gall steps covering only research and information collecting, planning, preliminary form of product development, expert judgment, product revision, and final product. The subjects were 2 expert lecturers (content expert and media expert) and 2 science teachers of SMP N 1 Wonosari. The types of data were quantitative and qualitative. Data were collected by means of SSP validation sheets and disaster preparedness identification sheets. The techniques of data analysis were descriptive analysis of qualitative and quantitative to 5 grading scale. The result of the study shows that science module is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. 

scholarly journals Students' critical thinking skills profile: constructing best strategy in teaching chemistry

2018 ◽  
Vol 2 ◽  
pp. 63 ◽  
Author(s):  
Budi Utami ◽  
Sulistyo Saputro ◽  
Ashadi Ashadi ◽  
Mohammad Masykuri ◽  
Riezky Maya Probosari ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Self Regulation ◽  
Thinking Skills ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
School Students ◽  
Teaching Chemistry ◽  
Central Java

<p>The purpose of this study was to determine the profile of critical thinking skills of senior high school students. The paper-based essay questions and the questionnaires were used as the instruments to measure critical thinking skills in daily chemistry problems, which is based on Facione’s critical thinking aspects included interpretation, analysis, evaluation, inference, explanation, and self-regulation. The research was conducted in one of government senior high school in Central Java, Indonesia. The descriptive-qualitative method was used for the research method. The qualitative approach was used to analyze the data by using essay questions and questionnaires. The criteria for critical thinking skills were categorized as null, low, medium, and high. The result showed that most of the students have weak or low skill in critical thinking, especially in analysis, evaluation, explanation, and self-regulation whether their skill of interpretation and inference are medium. This finding can be used to develop a new strategy in teaching chemistry related to critical thinking skill.</p><p> </p>

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