scholarly journals Effects of Copper Model in Blended Service Learning for the Enhancement of Undergraduate Academic Achievements and Critical Thinking

TEM Journal ◽  
2020 ◽  
pp. 814-819
Author(s):  
Suphamart Phakakat ◽  
Thanongsak Sovajassatakul
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Lesson Plan ◽  
Measurement Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Significance Level ◽  
Academic Achievements ◽  
And Control

This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (𝒙􀴥), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the .05 significance level.

scholarly journals The Use of Pocket Mobile Learning to Improve Critical Thinking Skills in Physics Learning

2018 ◽  
Vol 6 (4) ◽  
pp. 80
Author(s):  
Irnin Agustina Dwi Astuti ◽  
Dasmo Dasmo ◽  
Nurullaeli Nurullaeli
Keyword(s):  
Critical Thinking ◽  
Mobile Learning ◽  
Thinking Skills ◽  
Research Data ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Physics Learning ◽  
Significance Level ◽  
Post Test ◽  
Independent Variable

The aims of the research concerned here were to the influence of using pocket mobile learning on improvement in students critical thinking skills. Pocket mobile learning is a learning media using mobile devices. This research is the quasy experiment using post test only for control group design.The independent variable is learning media in which the control group applied powerpoint, while the trearment group applied mobile pocket learning. The  research  data  were  analyzed  by  means  of  ANOVA  with  the  significance  level  of  5%.  Based on analysis and research results can be concluded that pocket mobile learning media of specifically physics material about dynamics of motion could improve students critical thinking skills.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals PENGARUH MODEL PEMBELAJARAN INVESTIGASI KELOMPOK BERBANTUAN LKPD TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 SAWAN

2019 ◽  
Vol 8 (2) ◽  
pp. 60-67
Author(s):  
K. L Krisnahari ◽  
G.R. I. W. P Astawa ◽  
I. N Gita
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Cluster Sampling ◽  
Test Results ◽  
Significance Level ◽  
Class Viii ◽  
Academic Year ◽  
Better Than

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model investigasi kelompok berbantuan LKPD terhadap kemampuan berpikir kritis matematika siswa kelas VIII SMP Negeri 2 Sawan. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Sawan tahun ajaran 2018/2019. Sampel penelitian ditentukan dengan teknik sampel rumpun  dan didapatkan 2 kelas sampel, yaitu kelas VIIIA sebagai kelas eksperimen dan kelas VIIIB sebagai kelas kontrol. Instrumen penelitian berupa tes kemampuan berpikir kritis berupa empat butir soal uraian. Data hasil tes kemampuan berpikir kritis matematika dianalisis menggunakan uji-t satu ekor dengan taraf siginifikansi 5%. Hasil penelitian  menunjukkan bahwa sehingga  ditolak. Ini berarti, kemampuan berpikir kritis matematika siswa yang dibelajarkan dengan model pembelajaran investigasi kelompok berbantuan LKPD lebih baik daripada kemampuan berpikir kritis matematika siswa yang dibelajarkan dengan  pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran investigasi kelompok berbantuan LKPD terhadap kemampuan berpikir kritis matematika siswa. Kata kunci: Investigasi kelompok, LKPD, kemampuan berpikir kritis AbstractThis study aims to determine the effect of the LKPD-assisted group investigation model on mathematical critical thinking skills of students at SMPN 2 Sawan. The type of this study was a quasi-experiment. The population of this study is all students of class VIII SMPN 2 Sawan in the academic year 2018/2019. The samples were determined by cluster sampling and acquired 2 sample class, grade VIIIA  as experimental group and grade VIIIB as control group. The research instrument consisted of a critical thinking skills test in the form of four item  description.  Data from the test results of mathematical critical thinking ability were analyzed using one-tailed t-test with a significance level of 5%. The result showed that the was rejected. This means that mathematical critical thinking abilitifes who are taught by group investigation model supported by LKPD are better than students mathematica critical thinking abilitifes taught by conventional learning, so it can be conclude that there is an effect of group investigation learning model supported by LKPD to students mathematical critical thinking abilities.Keywords: Group investigation model, LKPD, mathematical critical thinking skill 

scholarly journals Learning Model Jurisprudential Inquiry to Improve Critical Thinking of MTs N 1 Situbondo Students

2020 ◽  
Vol 1 (8) ◽  
pp. 115
Author(s):  
Lailatul Badriyah ◽  
Warsono Warsono ◽  
Ali Haidar
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Alternative Solutions

The Jurisprudential Inquiry learning model is a learning model in its application facilitating learners to be sensitive to social problems, take a position on the problem, and maintain that position / attitude with relevant and valid arguments so as to improve students' critical thinking skills. Critical thinking in this research refers to five indicators, namely the ability to form conclusions, formulate questions, uncover problems, formulate alternative solutions. The purpose of this study was to determine the effect of Jurisprudential Inquiry learning model on critical thinking skills of MTs N 1 Situbondo students. This study uses experimental research design with the form of Quasi-Experimental Design with the type of pretest posttest control group design. The sample in this study was class VIII G numbering 22 students and VIII H a number of 24 students with purposive sampling sampling technique. The technique of collecting data uses test questions with the description form. The data analysis technique in this study is to use the independent sample t-test. The results of this study indicate that there is a significant influence on the use of the Jurisprudential Inquiry learning model on students' critical thinking with indicators formulating conclusions, formulating questions, expressing problems and providing alternative solutions. The results of the hypothesis test show tcount 3.362 and ttable with a significance level (5%) 0.05, degree of freedom (db) = (n-2) then obtained t(0.05) (44) table = 2.015. The results of tcount>ttable,which shows the results of 3.362> 2.015. As for the significance level of 5% (0.05) has a significance value α> 0.05, i.e. (2-tailed) 0.694> 0.05., it can be concluded that thelearning model is Jurisprudential Inquiry more influential than themodel Problem Solving on the critical thinking ability of students on the material emergence of national organizations and the growing spirit of nationalism.

scholarly journals The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

2021 ◽  
Vol 5 (47) ◽  
pp. 124-95
Author(s):  
Ahlam Merji Al- Muhammadi Ahlam Merji Al- Muhammadi
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Study Groups ◽  
Thinking Skills ◽  
Third Graders ◽  
Critical Thinking Skills ◽  
Control Group ◽  
And Control ◽  
Experimental Group

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

scholarly journals IMPROVING CRITICAL THINKING SKILL AND SCIENTIFIC BEHAVIOR THROUGH THE IMPLEMENTATION OF PREDICT OBSERVE EXPLAIN LEARNING MODEL

2019 ◽  
Vol 5 (15) ◽  
pp. 337-342
Author(s):  
Muhibbuddin MUHİBBUDDİN ◽  
Suhrawardi ILYAS ◽  
Cut Eka PARA SAMYA
Keyword(s):  
Critical Thinking ◽  
Process Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Objective Tests ◽  
And Control ◽  
Scientific Attitudes

Critical thinking skills and scientific behaviors are important abilities that must be mastered and possessed by students in solving problems. The problem which frequently faced by students is they have been able to comprehend the science but have not been able to provide conclusions logically and systematically. The phenomenon shows the low critical thinking skills and scientific behaviors of students. To overcome these problems, it needs a change in the process of delivering learning material to students. This research aims to answer the question of whether learning through the implementation of the predict observe explain model has an effect on improving student critical thinking skills and scientific behaviors. The method used in this research is an experimental design pretest posttest control group. The parameters measured were critical thinking skills and scientific behaviors. Improvement of critical thinking skills and scientific behaviors was measured by calculating gain normalization (n-gain). The instruments used were the observation sheet and objective tests with five alternative answers. Data collection is done through pretest, posttest and observation during the learning process. Analysis of critical thinking skills was done by comparing the initial ability with the final ability of students and tested the significance of the two different tests on average using independent simple t-test. The results of the study indicated that the initial ability of thinking skills between the experimental and control classes did not have a significant difference, while the final ability showed significantly different results. Based on these results, it can be concluded that the implementation of the the predict observe explain model contribute in student critical thinking skills and scientific attitudes. Keywords predict observe explain, critical thinking, , scientific behavior

scholarly journals Pengaruh Pendekatan Saintifik Terhadap Keterampilan Berpikir Kritis Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 36
Author(s):  
Baiq Azmi Sukroyanti ◽  
Ika Sufianti
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Thinking Skill ◽  
Control Group Design ◽  
Scientific Approach ◽  
And Control

[Title: The Effect of Scientific Approaches Toward Students' Critical Thinking Skills]. This study aims to determine the influence of scientific approach toward the critical thinking skills of students. Indicator of critical thinking skills provides a simple explanation, build skills, conclude, provide further explanation, and set the strategies an tactics. Design in this study was quasi-experimental with posttest only control group design. The population of the study was all of the students class VII SMPN 16 Mataram. The samples of the study consist of two class, that was experiment and control, which is experiment class was taught using scientific approach and control class was taught using conventional methods. The instrument of the study was a description test of critical thinking skill. Data postest show the average of creative thinking skill in the experimental class is 72,32% categorized well while for the control class is equal to 62,67% categorized quite well. The analysis data found tcount 3,28 and ttable 1,67 (the significant level of 5%). The result shows that there was an effect of a scientific approach toward critical thinking skills of the students in vibration and waves material.

scholarly journals Efektifitas Pengembangan Buku Ajar Berbasis Nilai-Nilai Karakter Multikultural Terhadap Keterampilan Berpikir Kritis Siswa

2021 ◽  
Vol 11 (1) ◽  
pp. 54-62
Author(s):  
Sony Ari Wibowo ◽  
Murtono ◽  
Santoso ◽  
Sri Utaminingsih
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Test Results ◽  
Significance Level ◽  
Fourth Grade Students ◽  
Experimental Group

This study aims to describe the effectiveness of multicultural-based learning to improve students' critical thinking skills in elementary schools. This is a Research and Development (R & D), with the steps of potential problems analysis, data collection, product design, design validation, design revisions, product trials, and product revisions. This research was conducted in grade IV in SD 1 Tritis and SD 1 Karangnongko, combined as the experimental group, while SD 1 Daren and SD 3 Nalumsari as a control group, all in Nalumsari District, Jepara Regency. The results showed the t-test results found that t arithmetic> T table is 8.994> 1699, the value data were analyzed with a significance level of 0.05. So, as the basis for decision making, it can be concluded that Ho was rejected and Ha was accepted. Thus, it can be concluded that multicultural-based learning is effective in improving the critical thinking skills of fourth grade students of elementary schools.

scholarly journals Pengaruh model PBT terhadap kemampuan berpikir kritis dan kemampuan berpikir kreatif siswa SMAN 2 Magelang

2016 ◽  
Vol 2 (1) ◽  
pp. 58 ◽  
Author(s):  
Marike Muskitta ◽  
Djukri Djukri
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Alternative Hypothesis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Critical And Creative Thinking

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif siswa pada materi pencemaran lingkungan. Penelitian ini dilaksanakan di SMA Negeri 2 Magelang. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonrandomized control group pretest-posttest. Analisis data menggunakan uji t. Hasil perhitungan perbedaan rata-rata posttest pada kedua kelompok untuk kemampuan berpikir kritis menunjukkan nilai hitung sebesar 2,45 dan ttabel dengan signifikasi 0,05% dengan dk 62 = 2,00 sedangkan untuk kemampuan berpikir kreatif menunjukkan nilai hitung sebesar 3,43 dan ttabel dengan signifikansi 0,05% dengan dk 62 = 2,00. Hasil perhitungan tersebut menunjukkan bahwa thitung > ttabel. Hal ini berarti hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Dengan demikian, terdapat pengaruh penggunaan model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan terdapat pengaruh model Pembelajaran Berdasarkan Masalah terhadap kemampuan berpikir kreatif siswa pada konsep pencemaran lingkungan.Kata Kunci: penggunaan model pembelajaran berdasarkan masalah, kemampuan berpikir kritis dan kemampuan berpikir kreatif. The Effect of the Problem-Based Teaching Model on the Critical Thinking Skills and Creative Thinking Skills of the Students of SMA AbstractThis study aimed to determine the effect of the use of problem-based teaching model on the critical thinking skills and effect of the use of problem-based teaching model on the creative thinking skills of students on environmental pollution materials. The research was conducted at SMAN 2 Magelang. The research method used was a quasi-experimental design with nonrandomized control group pretest-posttest. The data analysis used the t test. The result of the calculation of the posttest average of the difference between the two groups for critical thinking skills shows the calculated value of 2.45 and ttable with the significance level of 0.05% with 62 df = 2.00, while for the ability to think creatively the calculated value of 3.43 shows the ttable with the significance level of 0.05% with 62 df = 2.00. This shows that t > ttable. This means that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Thus, there is an effect of the use of problem-based teaching model on the critical and creative thinking skills of the students on the concept of environmental pollution.Keywords: use of problem-based teaching model, critical and creative thinking skills.

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