CRITICAL THINKING SKILLS AND STUDENTS' LEARNING OUTCOMES IN LEARNING BIOLOGY OF MUSHROOM CONCEPT AT SMA NEGERI 4 BARABAI

2021 ◽  
Vol 2 (1) ◽  
pp. 25-34
Author(s):  
Norhasanah Norhasanah ◽  
Ruswaty Ruswaty ◽  
Fahmi Fahmi ◽  
Marnina Ika Putri
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Research ◽  
Real Objects ◽  
Skills Learning ◽  
Academic Year ◽  
Cognitive Learning Outcomes

Teachers as learning agents must be able to present the learning process contextually by involving the active participation of students. Some students learn best when they have the opportunity to interact with real objects through inquiry activities that will help students deepen their understanding of a concept. Inquiry learning is one that can be adapted to students' abilities, can build cognitive structures, and can motivate students to think critically. This research is classified as descriptive research. The subjects of the research were students of class X SMA Negeri 4 Barabai as many as 78 students in the 2015/2016 academic year on the mushroom group material. The research data were in the form of observations on students' critical thinking skills which were analyzed descriptively using categorical methods, namely very good (≥ 3), good (2-2.99), not good (1-1.99). While cognitive learning outcomes were obtained through tests and success was determined based on KKM = 67 with classical completeness 85%. The results showed that students' critical thinking skills were at least good, namely formulating hypotheses, designing experiments, conducting experiments, and making conclusions, while formulating problems, and analyzing data still needed improvement. Meanwhile, students' cognitive learning outcomes have not yet achieved minimal completeness. Keywords: critical thinking skills, learning outcomes, inquiry AbstrakGuru sebagai agen pembelajar harus mampu menyajikan proses pembelajaran secara kontekstual dengan melibatkan langsung peran serta siswa secara aktif. Sebagian siswa belajar dengan baik apabila mereka mendapat kesempatan berinteraksi dengan benda-benda nyata melalui aktivitas penyelidikan yang akan membantu siswa memperdalam pemahaman suatu konsep. Pembelajaran inkuiri merupakan salah satu pembelajaran yang dapat diadaptasikan dengan kemampuan siswa, dapat membangun struktur kognitif, dan dapat memotivasi siswa untuk berpikir kritis. Penelitian ini tergolong penelitian deskriptif. Subjek penelitian adalah siswa kelas X SMA Negeri 4 Barabai sebanyak 78 siswa tahun pelajaran 2015/2016 pada materi pokmok jamur. Data hasil penelitian berupa hasil observasi terhadap keterampilan berpikir kritis siswa yang dianalisis secara deskriptif dengan menggunakan kategorikal yakni sangat baik (≥ 3), baik (2-2,99), kurang baik (1-1,99). Sedangkan hasil belajar kognitif diperoleh melalui tes dan keberhasilan ditetapkan berdasarkan KKM = 67 dengan ketuntasan klasikal ≥ 85%. Hasil penelitian diperoleh bahwa keterampilan berpikir kritis siswa sekurang-kurangnya sudah baik, yakni merumuskan hipotesis, merancang percobaan, melakukan percobaan, dan membuat kesimpulan, sedangkan merumuskan masalah, dan menganalisis data masih perlu perbaikan. Sedangkan hasil belajar kognitif siswa belum mencapai ketuntasan minimal. Kata kunci: keterampilan berpikir kritis, hasil belajar, inkuiri

scholarly journals Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 75-85
Author(s):  
Muhammad Hamdani ◽  
Baskoro Adi Prayitno ◽  
Puguh Karyanto
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Methods ◽  
Experimental Learning ◽  
Cognitive Learning Outcomes

The purpose of this study was to determine differences in students' cognitive learning outcomes (CLO) using demonstration and experimental learning methods. The Clo differences are in students who have high critical thinking skills (HCTS) and low critical thinking skills (LCTS), and whether there is or not the interaction between learning methods and critical thinking towards students CLO. Hopefully, this research could strengthen existing theories and inform other teacher colleagues by using demonstration and experimentation methods in other subjects to improve the quality of a school. The study design used a 2 x 2 factorial design. The study population was students of X science class in one of the state high schools in Central Lombok, Indonesia, which amounted to 18 schools. The study sample amounted to 2 schools. In order to select the research sample, we used purposive random sampling. CLO and critical thinking skills were measured by using essay tests.esting on the validity and reliability of CLO tests and critical thinking skill showed valid and reliable results. Data were analyzed using ANCOVA with pre-test scores as covariates. The results showed that there were significant differences in CLO between students learning to use the demonstration and experimental learning method. There was a significant difference in CLO between students who have HCTS and LCTS, and there was no interaction between learning methods and critical thinking on student’s CLO. Experimental method learning is more optimal to improving student CLO when When it is applied to HCTS students rather than LCTS students on Archaebacteria and Eubacteria.

scholarly journals Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Meti Herlina ◽  
Jayanti Syahfitri ◽  
Ilista Ilista
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

scholarly journals Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

2020 ◽  
Vol 5 (4) ◽  
pp. 472
Author(s):  
Nelda Anasthasia Serena ◽  
Endang Suarsini ◽  
Betty Lukiati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Easy Access ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.</p><strong>Abstrak:</strong> Penelitian bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan, 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul <em>Problem Based Learning</em> berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

scholarly journals Critical Thinking Skills of Physics Education Students Through CTL-Based Fundamental Biology

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yatin Mulyono
Keyword(s):  
Critical Thinking ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Physics Education ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Fundamental Biology ◽  
Cognitive Learning Outcomes

<p class="Abstract">The aim of this research is to improve critical thinking skills and cognitive learning outcomes of Physics Education students after learning fundamental biology based on CTL Experimental method. Essay and scoring rubric of critical thinking skills were used to find out what happened to students in term of critical thinking skill of doing essay. The data of students' critical thinking skills were calculated to obtain the data of critical thinking skills of the whole class. There was an improvement of students' critical thinking skills from the initial condition to the First Meeting by 6.8% and from the First Meeting to the Second Meeting by 8.12%. Students cognitive learning outcomes of Meeting II obtained an average value of 76.82. Improvement of students’ cognitive learning outcomes from the initial conditions to the First Meeting was 10.54 and from Meeting I to Meeting II was 3.2. The objectives or target of classical learning is achieved. The results shows that CTL experimental method can improve critical thinking skills and cognitive learning outcomes of Physics Education students.</p>

scholarly journals Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

2020 ◽  
Vol 5 (5) ◽  
pp. 700
Author(s):  
Nelda Anasthasia Serena ◽  
Endang Suarsini ◽  
Betty Lukiati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Easy Access ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.</p><strong>Abstrak:</strong> Penelitian ini bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul <em>Problem Based Learning</em> berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

scholarly journals A PBL-Based Circulatory System E-Module Based on Research Results to Improve Students’ Critical Thinking Skills and Cognitive Learning Outcome

2020 ◽  
Vol 9 (4) ◽  
pp. 565
Author(s):  
Helsa Rahmatika ◽  
Sri Rahayu Lestari ◽  
Murni Sapta Sari
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Circulatory System ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
P Value ◽  
Cognitive Learning Outcomes

The low of students’ critical thinking skills and cognitive learning outcomes can be caused by learning difficulties. One of the causes is the lack of availability of learning resources that are relevant and easily applied. The aim of this research is to produce a Problem Based Learning-based e-module based on the results of research that is valid, practical, and effective. The development model used is ADDIE with stages are analyze, design, develop, implement, and evaluate. The resulting e-module is very valid and very practical with the validation value by content expert=100%, learning expert=98,65%, field practitioners=92,85%, and then the value of practicality=86,99%. The result of quade’s rank analysis of covariance test with p-value is 0,000<α (α=0.05) and the result of ANCOVA test with p-value is 0,000<α. The conclusion is Problem Based Learning-based e-module based on the results of research can improve critical thinking skills and cognitive learning outcomes of students.

scholarly journals PEMBELAJARAN GENERATIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS

Vidya Karya ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 28
Author(s):  
Hariani Hariani
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Student Activities ◽  
Analysis Technique ◽  
Cognitive Learning Outcomes

Abstract.  Research has been conducted using generative learning models on colloidal material in class XI IPA 2 of SMAN 10 Banjarmasin. This study aims to improve (1) teacher activity, (2) student activity, (3) critical thinking skills, and (4) cognitive learning outcomes. This study uses a class action research design (PTK) with two cycles in progress. The instruments in this study were tests and non-tests. The data analysis technique used in the study is qualitative analysis and quantitative analysis. The results showed that (1) the increase in teacher activity from the first cycle in the good category became a very good category in the second cycle, (2) the increase in student activities from the first cycle in the active category to the very active category inicycle II, critical of the first cycle of 3.44 (less critical) to 5.7 (critical) inithe second cycle, and (4) the completeness of classical cognitive learning outcomes from the first cycle reached 37.14% to 77.14% in the second cycle.Keywords: Generati Learning Models,Critical Thinking Skills, ColloidalAbstrak. Telah dilakukan penelitian menggunakan model pembelajaran generatif pada materi koloid di kelas XI IPA 2 SMAN 10 Banjarmasin. Penelitian ini bertujuan untuk meningkatkan (1) aktivitas guru, (2) aktivitas siswa, (3) kemampuan berpikir kritis, dan (4) hasil belajar kognitif. Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK) dengan dua siklus secara berlanjut. Instrumen dalam penelitian ini berupa tes dan non-tes. Teknik analisis data yang digunakan dalam penelitian adalah analisis kualitatif dan analisis kuantitatif. Hasil penelitian menunjukkan bahwa (1) peningkatan aktivitas guru dari siklus I dalam kategori baik menjadi kategori sangat baik pada siklus II, (2) Peningkatan aktivitas siswa dari siklus I dalam kategori aktif menjadi kategori sangat aktif pada siklus II, (3) meningkatnya kemampuan berpikir kritis dari siklus I sebesar 3,44 (kurang kritis) menjadi 5,7 (kritis) pada siklus II, dan (4) ketuntasan hasil belajar kognitif secara klasikal dari siklus I mencapai 37,14%  menjadi 77,14% pada siklus II.Kata kunci: Model/Pembelajaran Generatif, Kemampuan Berpikir  Kritis, Koloid

scholarly journals Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Melalui Model Pembelajaran Stad dengan Peta Konsep Materi Pencemaran Air di SMP N 3 Slawi

2020 ◽  
pp. 52-63
Author(s):  
Indri Puspita Sari ◽  
Antonius Tri Widodo ◽  
Muriani Hayati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Concept Maps ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Cognitive Learning Outcomes

This study aims to improve cognitive learning outcomes, critical thinking skills, and determine students' responses to the STAD type cooperative model with the concept map media. The study uses a Pre Test Post Test Comparation Group Quation Experiment Design. The sampling technique using Cluster Random Sampling, obtained 2 sample classes namely control class 32 experimental class 32. Data collection techniques using questionnaires, documentation, and tests. The research instrument was tested for validity and reliability. The data analysis technique uses Independent Sample T Test. The results showed a significant difference from the critical thinking skills and learning outcomes, namely the average value of the Post Test critical thinking ability of the experimental class 74.94 higher than the average value of the Post Test control class 65.78 and the average value of the Post Test learning outcomes cognitive experimental class 82.97 higher than the average value of the control class Post Test 66.75. There is an increase in the average N-Gain critical thinking of the experimental class 0.47 the moderate category is greater than the control class 0.2 the low category, while the cognitive learning outcomes of the experimental class 0.65 the medium category is greater than the control class 0.29 the low category. The results of students 'responses differed significantly between the experimental class and the control class, where the STAD learning model with concept maps can improve cognitive learning outcomes and students' critical thinking abilities.

scholarly journals Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies

Biosfer ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 135-143
Author(s):  
Fuad Jaya Miharja ◽  
Iin Hindun ◽  
Ahmad Fauzi
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Correlation Study ◽  
Critical Thinking Skills ◽  
Metacognitive Skills ◽  
Research Subjects ◽  
Genetic Studies ◽  
Cognitive Learning Outcomes

Understanding the concept of genetics needs to be balanced with high-level thinking skills and excellent metacognitive skills. However, efforts to measure the correlation between these two factors are still carried out partially. This study aims to determine the correlation between critical thinking, metacognitive skills, and cognitive learning outcomes in genetic studies. This study is correlational that measures the relationship between variables students’ critical thinking skills (X1), metacognitive skills (X2), and students’ cognitive learning outcomes (Y). As much as 118 students who took the genetic course were involved as the population as well as research subjects. Data collection instruments in this study consisted of tests of critical thinking skills and metacognitive skills tests as well as students' cognitive assessment sheets. The results showed that the achievement of student cognitive learning outcomes was influenced by 94% of the dependent variables examined in this study, while other variables influenced the remaining 6%. The conclusion of this study recommends that the regression models and coefficients used in this regression can be used to predict cognitive learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document