scholarly journals Pengaruh Model Project Based Learning (PjBL) terhadap Kemampuan Berpikir Kritis Siswa Kelas X SMA Negeri 2 Karanganyar Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽  
2012 ◽  
Vol 2 (2) ◽  
pp. 92
Author(s):  
Dwi Eka Yanti ◽  
Puguh Karyanto ◽  
Bowo Sugiharto
Keyword(s):  
Critical Thinking ◽  
Project Based Learning ◽  
Cluster Sampling ◽  
Critical Thinking Ability ◽  
School Year ◽  
Thinking Ability ◽  
Post Test ◽  
Model Project ◽  
Quasi Experimental ◽  
Model Technique

<p>This research aimed to find out whether or not there is an effect of Project Based Learning (PjBL) on the critical thinking ability of the X graders of SMA Negeri 2 Karanganyar in biology subject in the school year of 2012/2013. This study was a quasi-experimental research using Post-test Non Equivalent Group Design using cluster sampling. The population of research was all X graders of SMA Negeri 2 Karanganyar in the school year of 2012/2013 consisting of 288 students, while the sample consisted of two classes: control one containing 33 students and experiment one containing 35 students. The control class employed varied lecturing learning method and the experiment one employed Project Based Learning (PjBL) model. Technique of collecting data used was test item and observation sheet. The research hypothesis testing was done using t-test.The result of research showed that Project Based Learning (PjBL) model affected the students’ critical thinking ability. The mean score of critical thinking ability in the experiment class employing Project Based Learning (PjBL) model in learning was higher than that in control class employing varied lecturing method.The conclusion of research was that Project Based Learning (PjBL) model affected significantly the critical thinking ability of the second semester of the X graders of SMA Negeri 2 Karanganyar in the school year of 2012/2013.</p><p align="center"> </p><p>Key Words: Project Based Learning (PjBL) , critical thinking ability.</p>

scholarly journals PENERAPAN READING GUIDE DENGAN MEDIA BLOG CONTEXTUAL CONTENT DALAM MENINGKATKAN DAYA BERFIKIR KRITIS PADA MAHASISWA IKIP BUDI UTOMO MALANG

2018 ◽  
Vol 24 (1) ◽  
pp. 43-50
Author(s):  
Feri Candra Setiawan ◽  
Ferdinan Bashofi
Keyword(s):  
Critical Thinking ◽  
Learning Model ◽  
Positive Influence ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Content Variable ◽  
Quasi Experimental ◽  
Better Than

This research aims to determine the effect of applying learning model of reading guide with blog contextual content media on students majoring in history at IKIP Budi Utomo Malang. The sample in this research is the students of history class 2017 IKIP Budi Utomo Malang.This research is a kind of Quasi experimental design and this research including with pre-test and post-test control group design.The research of African history learning with the model of reading guide with media blog contextual content is stated enough to give effect even in low level. This is indicated by: (1) the students’ critical thinking ability exceeds minimalcompletenesseither individually or classically, (2) the critical thinking skill of students who are given the model of reading guide with contextual content blog media is better than the class given conventional learning, (3) variable Reading Guide sig = 0.087 = 8.7%> 5%, so H0 is accepted, meaning that the reading guide has no influence on the variable of critical thinking ability, but Blog Contextual content variable there is positive influence with index sig = 0,030 = 0% <5% so H0 is rejected, it means Contextual Content Blog has influence to critical thinking ability variable or together between reading guide model and blog contextual content media to critical thinking ability, and (4) improvement of critical thinking ability of students who are given learning model of reading guide with media blog contextual content is better than the class that is given conventional learning.

scholarly journals Levels of Inquiry-Interactive Demonstration: Its Effect on Students' Critical Thinking Ability in Online Learning with the Topic of Waves and Sounds

2020 ◽  
Vol 6 (2) ◽  
pp. 255-266
Author(s):  
Siti Nafingah ◽  
Mohamad Agung Rokhimawan ◽  
Ali Mustadi ◽  
Muhammad Nur Wangid
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Data Collection Technique

This study aims to determine the effect of Levels of Inquiry-Interactive Demonstration on students' critical thinking ability at UIN Sunan Kalijaga Yogyakarta. This research is a quasi-experimental type with a pretest-posttest control group design. The research sample was taken using a cluster sampling technique. The sample consisted of the experimental class (PGMI A) composed of 41 students using the Inquiry-Interactive Demonstration model. The control class (PGMI B) was composed of 41 students using conventional learning models lecture and assignment methods. The data collection technique used was a test through quizizz, google form, observation, and documentation. The data analysis technique used descriptive statistics which were, preceded by a normality test. Hypothesis testing using the T-test. The results showed that the pretest-posttest mean score increased, namely the pre-test 68.49 and the post-test 85.27 with Tcount 11.95 > Ttable 2.023. Then the results of the sig value. 0.000 < 0.05 means that using the Inquiry-Interactive Demonstration model has a significant effect on students' critical thinking abilities on the topic of waves and sound.

The Implementation of Brain Based Learning to Improve Students' Critical Thinking Ability in Islamic Education Philosophy Course in PAI Study Program STAIN Curup

2018 ◽  
Vol 16 (1) ◽  
pp. 189
Author(s):  
Asri Karolina
Keyword(s):  
Critical Thinking ◽  
T Test ◽  
Islamic Education ◽  
Cluster Sampling ◽  
Study Program ◽  
Critical Thinking Ability ◽  
Education Philosophy ◽  
Thinking Ability ◽  
Post Test ◽  
Brain Based Learning

Abstrak: Kegelisahan akademik dalam makalah ini adalah lemahnya proses berpikir peserta didik dalam proses pembelajaran. Maka penelitian ini  bertujuan untuk menganalisis perbedaan kemampuan berpikir kritis mahasiswa kelas eksperimen sebelum dan setelah diterapkan Brain Based Learning, menganalisis perbedaan kemampuan berpikir kritis mahasiswa kelas kontrol sebelum dan setelah diterapkan pembelajaran konvensional, dan menganalisis perbedaan kemampuan berpikir kritis mahasiswa kelas eksperimen dan kelas kontrol. Penelitian ini menggunakan metode penelitian kuantitatif. Populasinya adalah mahasiswa semester 3 Program Studi Pendidikan Agama Islam STAIN Curup. Teknik samplingnya yaitu cluster sampling. Teknik pengumpulan datanya menggunakan tes, observasi, dan dokumentasi. Sedangkan teknik analisis datanya menggunakan uji t (Independent-Sample T Test). Hasil penelitiannya pertama, terdapat perbedaan kemampuan berpikir kritis mahasiswa kelas eksperimen sebelum dan setelah diterapkan Brain Based Learning. Kedua, terdapat perbedaan kemampuan berpikir kritis mahasiswa kelas kontrol sebelum dan setelah diterapkan pembelajaran konvensional. Ketiga, hasil uji hipotesis pre-test tidak terdapat perbedaan yang signifikan antara kemampuan berpikir kritis mahasiswa kelas eksperimen dan kelas kontrol. Sedangkan hasil pengujian hipotesis post-test terdapat perbedaan yang signifikan antara kemampuan berpikir kritis mahasiswa kelas eksperimen dan kelas kontrol. ملخص: يجري هذا البحث في تخصص التربية الإسلامية في الجامعة الإسلامية الحكومية بجورب لتحليل فرق كفاءة التفكير النقدي بين المجموعة التجريبية والمجموعة الضابطة. طريقة البحث المستخدمة في هذا البحث هي الطريقة الكمية. ونوع الطريقة المستخدم هو طريقة التجريبية بتصميم شبه التجريبي مجموعة الضابطة غير معادل. نتائج البحث تدل على أولا، الإختبار القبلي عن تفكير نقدي الطلاب في المجموعة التجريبية هو كاف. وقيمة متوسطة في الإختبار البعدي هي جيد جدا. ثانيا، الإختبار القبلي عن تفكير نقدي الطلاب في المجموعة الضابطة هو كاف. والإختبار البعدي هو جيد. ثالثا، نتيجة اختبار الفرضي للإختبار القبلي عن تفكير نقدي الطلاب في المجموعة التجريبية والمجموعة الضابطة بعينة مستقبلة اختبار ت تحصل ٢،٣٠٣ ( لذلك الفرض الصفري هو مقبول و الفرض المباشر هو غير < على قيمة تحساب > تجدول ) 0.154مقبول. ونتيجة اختبار الفرضي للإختبار البعدي عن تفكير نقدي الطلاب في المجموعة التجريبية والمجموعة٢،٣٠٣ ( لذلك الفرض الصفري هو غير مقبول و < الضابطة تحصل على قيمة تحساب < تجدول ) 243.8 الفرض المباشر هو مقبول.

scholarly journals The Effectiveness of Project Based Learning Ecosystems Dioramas with Jelajah Alam Sekitar Approach against Students’ Critical Thinking Ability and Creativity

2019 ◽  
Vol 8 (3) ◽  
pp. 301-314
Author(s):  
Ratih Kurniyanti ◽  
Nana Kariada Tri Martuti ◽  
Siti Alimah
Keyword(s):  
Critical Thinking ◽  
Project Based Learning ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
High Category ◽  
Significant Difference ◽  
Thinking Ability ◽  
Post Test ◽  
The Relationship ◽  
Difference Test

The purpose of this study was to analyze the effectiveness of Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach against students’ critical thinking ability and creativity, and to analyze the relationship between critical thinking ability and students' creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach. This research method is pre-experimental design with pre-test and post-test one group design. The results showed that Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach was effective against students' critical thinking ability and creativity. The average of critical thinking ability in post-test is 84.96 and average of creativity in post-test is 84.50. The completeness of classical learning shows "High" criteria, the classical completeness rate in post-test of critical thinking and creativity is same (89.21%). The results of the N-gain mean on the test scores of critical thinking ability and creativity are in the "High" criteria. N-gain of critical thinking ability shows "High" category (66.66%) and N-gain creativity shows "High" category (79.42%). The results of the analysis of the two average difference test (one right side) on the critical thinking ability test has t table of 1.97 < t count of 20.89. The creativity test has t table of 1.97 < t count of 31.80, so it shows a significant difference between the achievements at the pre-test and post-test. Based on these results it can be concluded that the Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach are effective against students' critical thinking ability and creativity. The relationship between critical thinking ability and creativity shows the relation of 0.38, has a "Low" criteria, so it can be concluded that the relationship between critical thinking ability and student creativity in Project Based Learning ecosystems dioramas with Jelajah Alam Sekitar approach is low.

scholarly journals PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Handoko Santoso
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Efektivitas Model Pembelajaran 3CM (Cool-Critical-Creative-Meaningfull) terhadap Kemampuan Berpikir Kritis Siswa SMP

2021 ◽  
Vol 10 (2) ◽  
pp. 213-224
Author(s):  
Titania Mega Rizti ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Randomized Control

AbstrakPembelajaran matematika diharapkan dapat mengasah kemampuan berpikir kritis, meskipun pembelajaran secara daring. Penelitian bertujuan menerapkan salah satu model pembelajaran yang menekankan pada aspek berpikir kritis yaitu model 3CM (Cool-Critical-Creative-Meaningfull) pada materi bangun ruang sisi datar dan menganalisis dampaknya terhadap kemampuan berpikir kritis siswa. Populasi penelitian adalah seluruh siswa SMPN di Salatiga, sampelnya 82 siswa dari SMPN 1 Salatiga dan SMPN 6 Salatiga yang dibagi menjadi kelompok eksperimen 1 dan 2. Desain penelitian eksperimen semu ini adalah randomized control grup pretest-postest design. Instrumen tes berbentuk 7 soal uraian, terdiri dari pretest dan posttest dengan rubrik penilaian berdasarkan aspek Focus, Reason, Inference, Situation, Clarity, and Overview. Uji hipotesis menunjukkan penerapan model pembelajaran 3CM dengan dua jenis kegiatan creative yang berbeda yaitu berbasis project dan berbasis problems posing menghasilkan kemampuan berpikir kritis yang sama. Penerapan 3CM dimungkinkan untuk menggunakan dua jenis kegiatan tersebut dalam melakukan aspek creative guna mengasah kemampuan berpikir kritis siswa.  The Effectiveness of The 3 CM (Cool-Critical-Creative-Meaningful) Learning Model on The Critical Thinking Ability of SMP StudentsAbstractMathematics learning is expected to hone thinking skills, although learning must be done boldly. This study aims to apply a learning model that emphasizes the critical thinking aspect, namely the 3CM (Cool-Critical-Creative-Meaningful) model on the flat-sided building material, and analyze its impact on students' critical thinking skills. The study population was all students of SMPN in Salatiga, the sample was 82 students from SMPN 1 Salatiga and SMPN 6 Salatiga who were divided into experimental 1 and 2 groups. This quasi-experimental research design was a randomized control group pretest-posttest design. The test instrument is in the form of a description of 7 questions consisting of a pretest and posttest with a rubric based on aspects Focus, Reason, Inference, Situation, Clarity, and Overview. Hypothesis testing that the application of the 3CM learning model with different types of Creative (based on project and problems posing) activities results in the same critical thinking skills.

scholarly journals PENGARUH PEMBELAJARAN CONCEPT ATTAINMENT MODEL (CAM) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DI SMA NAHDATUL ULAMA (NU) PALEMBANG

2017 ◽  
Vol 2 (02) ◽  
pp. 52-60
Author(s):  
Munir Munir ◽  
Dini Afriyansyah ◽  
Dewi Sundari
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Learning Model ◽  
Control Group ◽  
Model Concept ◽  
Concept Attainment ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Indicator Analysis

This study aims to determine whether the learning model Concept Attainment Model (CAM) affect the Critical Thinking Ability of Students in SMA Nahdatul Ulama (NU) Palembang. This research uses a quasi-experimental method (Quasi-Experimental) with pretest-posttest control group design research design. Sampling is done by saturated sampling technique. The sample of this research is class X IPA 1 and class X IPA 2 in SMA Nahdatul Ulama (NU) Palembang. The results showed that there are differences in critical thinking ability of Animalia subject matter. Improvement Critical thinking ability can be seen on the result before using learning model that is Interpreter indicator, Analysis, Evaluation, Inference (Conclusion), Explanation (Explanation), Self-regulation is 36%, 36%, 37%, 41% 45%, and 46%. Whereas after using Learning Model on interpretation indicator, analysis, evaluation, inference (Conclusion), Explanation (Self Explanation), Self-regulation is 80%, 84%, 85%, 85%, 83%, and 84%. The results showed that this learning model can improve students' critical thinking ability. The results of statistical calculations obtained count = 3.474 and t table of 1.666 with DK (degrees of freedom) of 73 with a significant level of 5% so that tcount> t table is 3.474> 1.666 and significance value 0.001> 0.05. Based on the hypothesis test, it can be concluded that the influence of the learning model Concept Attainment Model to the critical thinking ability of students in SMA Nahdatul Ulama Palembang.

scholarly journals Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Kooperatif Tipe Jigsaw dengan Media Game Monopoli

2021 ◽  
Vol 6 (1) ◽  
pp. 201
Author(s):  
Ishmatud Diyanah ◽  
A. Rosyid Al Atok
Keyword(s):  
Critical Thinking ◽  
Group Formation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Cooperative Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Quantitative Descriptive

This study aimed to describe the application and analysis of student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media. The study used classroom action research with a quantitative descriptive approach. The application of the jigsaw type cooperative learning model with monopoly game media was applied in several stages, namely group formation, rolling dice in turns, followed by transaction activities in the form of a combination of answering questions, renting, selling, and buying assets until finally one of the students became an absolute rich person called a monopolist. The student's critical thinking ability before taking action measured through the pretest. It showed that the percentage of completeness obtained by students was 65.6% with a minimum completeness criterion of 75. The student's critical thinking ability after the action in cycle I showed that there was a change in the percentage of completeness obtained by students of 66.67% of the pretest results to 76.67% of the post-test results. In the second cycle, there was a change of 76.67% from the pretest results to 90% from the post-test results, thus student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media increased by 10% in cycles I and 13,33% in cycle II.

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.

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