scholarly journals Interactive Multimedia in Inquiry Learning: Analyzing Population Dynamics for Critical Thinking

Abjadia ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 100-109
Author(s):  
Lia Kurnia Umi ◽  
Yuswanti Ariani Wirayahu ◽  
Alfyananda Kurnia Putra
Keyword(s):  
Population Dynamics ◽  
Critical Thinking ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value

Inquiry learning is learning that requires students to be active and independent. Inquiry-based learning was developed for critical teaching and learning to students. Critical thinking skills that need to be developed in students, because it provides an understanding of a problem in a material and to be able to make decisions in everyday life. This study aimed to determine the effect of an android-based interactive multimedia-assisted inquiry learning model on students' critical thinking skills. This research is a quasi-experimental research with posttest only control group design. The research subject is SMA Brawijaya Smart School Malang, with class XI IPS 5 as the experimental class and XI IPS 6 as the control class. The instrument used is an essay test with indicators of critical thinking skills. The data analysis technique used is the independent sample t-test. The results showed that interactive multimedia-assisted inquiry learning based on Android affected essential thinking skills in the population dynamics material. This is evidenced by the average value of the experimental class with inquiry learning which has a higher value of 81,07 compared to the control class with the conventional model, which is 76,34.

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 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 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 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 MODEL PEMBELAJARAN BERBASIS MULTIMEDIA INTERAKTIF (MMI) UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI OPTIK

2013 ◽  
Vol 1 (2) ◽  
pp. 86 ◽  
Author(s):  
R. Rahmatiah ◽  
Gunawan Gunawan ◽  
Sutrio Sutrio
Keyword(s):  
Critical Thinking ◽  
Optical Materials ◽  
Interactive Multimedia ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Cluster Sampling ◽  
Material Research ◽  
Control Group Design

This study is an experimental study that aims to determine the increasing of concept mastery and the students critical thinking skills in Optical materials using Interactive Multimedia (MMI) based learning model. Optical materials in this study is limited to the Geometry Optics material. Research design using pre-test - post-test control group design. The population in this study were all students of class X SMA Negeri 2 Mataram Academic Year 2012/2013. Sampling using random cluster sampling, the students of class X-1 as the experimental group and the students of class X-3 as a control group. The increasing data of concepts mastery and critical thinking skills of students were analyzed using t-test formula two parties polled variance and N-gain test. At the significant level of 5% and dk of 79 obtained that ttest is more than ttable (5.198> 1.993). It is obtained for the experimental class N-gain of 71.338% with a high category, whereas for the control class derived N-gain of 60.261% with moderate category. Thus, it can be concluded that the increasing mastery of concepts and critical thinking skills of students in the material Optics, Optics Geometry in this case, in experiments class using the Interactive Multimedia-based learning model (MMI) is higher than in the control class that uses a conventional learning models. 

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 Penerapan Model Pembelajaran Contextual Teaching And Learning (Ctl) Dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Di Madrasah Bandar Lampung

2017 ◽  
Vol 8 (1) ◽  
pp. 45
Author(s):  
Saiful Bahri
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the effect of the implementation of the inquiry type CTL learning model on critical thinking skills. The population in this study were eighth grade students of MTs. Al-Asy’ariyah Bandar Lampung Year 2015/2016. The research method used in this study is Quasi Experimental Design. The research design used in this quasi-experimental was the pretest-posttest control group design. The sampling technique is random sampling. The sample in this study consisted of two classes namely the experimental class and the control class. Data collection techniques in the form of tests to measure students' critical thinking skills and observations to observe behaviors that arise in students according to indicators of critical thinking skills. The results of hypothesis testing obtained thitung = 5.78, while ttabel at a significance level of 5% by 2.00, it can be said that thitung > ttabel. This shows that Ho is rejected and H1 is accepted, meaning that there is an influence of the inquiry type CTL learning model on students' critical thinking abilities.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL 5E UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Muh Nasir ◽  
A. Wahab Jufri ◽  
Muhlis
Keyword(s):  
Critical Thinking ◽  
Experimental Studies ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Tenth Graders ◽  
Average Value

This study aims to develop of learning package 5E model and analyze the effect of its implementation on the differences in student’s critical thinking and arguing skills. Development process follows R & D model by Dick and Carey. Research design follows pretest-posttest nonequivalent control group design. The population of this study was tenth graders of SMA 1 Woha Bima. Total population is 350 students from ten class. The sample was selected by simple random sampling technique and 131 students (four class) is obtained. X1 and X2 class are taught using the 5E models, while the X5 and X9 class with EEK models. Expert judgement results meet the criteria for the development of a very good result with an average value of 3.37. The results of experimental studies showed that: there is a difference in students’ critical thinking in the experimental and control group (t = 3,501, p = 0,001).Keywords: 5E Model, Critical Thinking Skills

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.

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

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