Critical thinking skills, 7e learning cycle model, science of elementary school

2019 ◽  
Vol 7 (8) ◽  
Author(s):  
Inggit Septianingrum
Keyword(s):  
Critical Thinking ◽  
Water Cycle ◽  
Initial Conditions ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Analysis Model ◽  
Research Subjects ◽  
Cycle Model ◽  
The Third

<p class="Abstract"><em><span lang="EN-GB">This study aimed to improve student’s critical thinking skills in water cycle material and human activities that influence it by applying the learning cycle model 7e. This research is a Classroom Action Research (CAR) conducted for two cycles. The research subjects were fifth grade students of SD N Pajang II Surakarta in 2018/2019 which amounted to 24 students. Data collection techniques consist of observation, interviews, tests and documentation. The validity test using triangulation. While the analysis of this research data uses an interactive data analysis model by Miles-Huberman. The initial conditions indicate that students' critical thinking skills are 8.34% classically. The results obtained from the first cycle of action in the first learning were 21.74% classically, the second learning increased to 30.44% classically, and the third lesson increased to 40.91% classically. The study continued to the second cycle in the first learning increased to 56.53%, the second learning increased to 77.27% classically, and the third learning had reached 86.96% classically.</span></em></p>

scholarly journals Students’ Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

2018 ◽  
Vol 11 (2) ◽  
pp. 399-412 ◽  
Author(s):  
I Nyoman Suardana ◽  
◽  
I Wayan Redhana ◽  
A. A. Istri Agung Rai Sudiatmika ◽  
I Nyoman Selamat ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Local Culture ◽  
Cycle Model ◽  
Chemistry Learning

scholarly journals IMPLEMENTASI MODEL LEARNING CYCLE 7E PADA PEMBELAJARAN KIMIA DENGAN MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 788
Author(s):  
Weny Indrawati ◽  
Suyatno Suyatno ◽  
Yuni Sri Yuanita
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Cycle Model ◽  
Model Learning ◽  
Implementation Phase ◽  
Concept Mastery

This research aimed to describe efectivity of 7E learning cycle model on improvement students’concept mastery and critical thinking skills. This research was conducted by three phases, namely: (1) prepation phase to develop teaching materials, (2) validation and revision phase, and (3) learning implementation phase on class using one group pretest-posttest design. The results of research showed that: (1) Realization of lesson plan with mean score of 4.68 as very good category; (2) Frequency of the dominant students’activity namely teamwork was 28% with mean reliability of 80%; (3) Students’ positively respond to the learning model with main score of 3.2; (4) The concepts classical mastery was 94% and the indicator mastery was 79%; (5) The critical thinking skills classical mastery was 97%, the indicator mastery was 88%, and supported by high gain scores to students’ concept mastery and critical thinking skills. Based on the results, it was concluded that the implementation of 7E learning cycle model on the solubility and solubility product topic was effective to improve students’ the concepts mastery and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran learning cycle 7E terhadap peningkatan penguasaan konsep dan keterampilan berpikir kritis siswa. Penelitian ini dilaksanakan dalam tiga tahap, yaitu: (1) tahap penyusunan perangkat pembelajaran, (2) tahap validasi dan revisi, dan (3) tahap implementasi pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Hasil penelitian menunjukkan bahwa: (1) Keterlaksanaan RPP dengan nilai rata-rata 4,68 dengan kategori sangat baik; (2) Frekuensi aktivitas siswa yang menonjol adalah bekerja sama dengan tim sekelompok sebesar 28% dengan reliabilitas rata-rata 80%; (3) Respon positif siswa terhadap model pembelajaran dengan nilai rata-rata 3,2; (4) Ketuntasan klasikal penguasaan konsep 94% dan ketuntasan indikator 79%; (5) Ketuntasan klasikal keterampilan berpikir kritis 97%, ketuntasan indikator 88%, dan didukung dengan skor peningkatan yang tinggi terhadap penguasaan konsep dan keterampilan berpikir kritis siswa. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa implementasi model pembelajaran learning cycle 7E pada materi pokok kelarutan dan hasil kali kelarutan efektif untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL LEARNING CYCLE 5E UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK PADA MATERI POKOK LAJU REAKSI

2017 ◽  
Vol 3 (2) ◽  
pp. 376
Author(s):  
Erie Verawati ◽  
Suyatno Suyatno ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Average Score ◽  
Cycle Model ◽  
Model Learning ◽  
High Category ◽  
Concept Mastery ◽  
Score Gain

The aim of this research is to describe the feasibility of learning materials based on 5E learning cycle model to improve student concept mastery and critical thinking skills of grade XI even semester SMKN 2 Tarakan on rate of reaction topic. This research is development research using 4D models as instructional design. The test design of the implementation of the teaching materials use one group pretest-posttest design. The result of this research is Lesson Plan (RPP), Handout, and Student Worksheets (LKS) categorized good. Concept Mastery Test and Critical Thinking Skills Test categorized valid. Handouts and student worksheets have high legibility. Implementation of RPP is good. Prominent student activity in learning based on 5E learning cycle model are reading (looking for information, etc.) (15%), do an experiment to test the hypothesis in groups (13%), and express opinions or communicate information in discussion (13%). Students’ response to learning were very good. Classical completeness concept mastery is 91% with an average score 79.61 and improvement average score (gain) is 0.8 (high category). The average score of critical thinking skills is 82.44 and improvement average score (gain) is 0.8 (high category). Obstacles in the learning based 5E learning cycle model are the number of students are many and less effective of classroom management so there are students who are less attention; lack of lab tools; and obstacles in the learning time, because the number of students are many so it take a lot of time to divide lab tools, lab materials, handouts, worksheets, test questions, and questionnaires. Based on the result of the analysis data can be concluded that learning materials based on 5E learning cycle model produced is feasible so it can be used in learning to improve student concept mastery and critical thinking skills.Penelitian ini bertujuan untuk mendeskripsikan kelayakan perangkat pembelajaran berbasis model learning cycle 5E untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa kelas XI semester genap SMKN 2 Tarakan pada materi pokok laju reaksi. Jenis penelitian adalah penelitian pengembangan perangkat pembelajaran. Model pengembangan perangkat yang digunakan adalah model 4D, tetapi hanya sampai tahap pengembangan (develop).  Uji coba perangkat pembelajaran di dalam kelas menggunakan rancangan one group pretest-postest design. Hasil penelitian menunjukkan bahwa RPP, Handout, dan LKS berkategori baik. Tes penguasaan konsep dan tes keterampilan berpikir kritis berkategori valid. Keterbacaan handout dan LKS tergolong baik. Keterlaksanaan RPP tergolong baik. Aktivitas siswa yang menonjol adalah membaca (mencari informasi dan sebagainya) (15%), melakukan percobaan untuk menguji hipotesis secara berkelompok (13%), dan menyampaikan pendapat atau mengkomunikasikan informasi kepada kelas dan guru dalam diskusi kelas (13%). Respon siswa terhadap pembelajaran sangat baik. Ketuntasan klasikal penguasaan konsep adalah 91% dengan skor rata-rata 79,61 dan skor rata-rata peningkatan (gain) 0,8 (kategori tinggi). Rata-rata skor keterampilan berpikir kritis sebesar 82,44 dengan skor peningkatan 0,8 (kategori tinggi). Kendala dalam pembelajaran berbasis learning cycle 5E adalah jumlah siswa yang cukup besar dan pengelolaan kelas kurang efektif sehingga masih ada siswa yang kurang terperhatikan, kurangnya alat-alat praktikum yang dibutuhkan, serta kendala dalam waktu pembelajaran, dengan cukup banyaknya siswa sehingga waktu yang diperlukan menjadi lebih banyak untuk membagi alat, bahan praktikum, handout, LKS, soal tes, serta angket. Berdasarkan temuan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran berbasis model learning cycle 5E yang dihasilkan telah layak dan dapat digunakan dalam pembelajaran untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa.

scholarly journals Improving The Critical Thinking Ability of Students to Solve Mathematical Task

2018 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Hasan Basri ◽  
Abdur Rahman As,ari
Keyword(s):  
Critical Thinking ◽  
Initial Conditions ◽  
Process Analysis ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subject ◽  
Research Subjects ◽  
Good Communication ◽  
The Subject

<p class="JRPMAbstractBody">This study aims to describe students' critical thinking skills before and after the learning process. Analysis of critical thinking skills in this study based on components of critical thinking evaluation, inferences, explanations, and self-regulation. This type of research is descriptive research with a qualitative approach. The research subject consisted of 2 students with low critical thinking abilities based on task 1 given at the beginning of learning, besides that good communication was also one of the subject selection criteria. The results of the analysis showed that both research subjects SS and FT experienced an increase in their critical thinking abilities, this was evident from each indicator critical thinking evaluation, inferences, explanation, and self-regulation. In each indicator of critical thinking, the research subject is able to demonstrate the ability to do evaluation, inferences, explanation, and self-regulation, this is certainly very different from the initial conditions of research subjects where they have not been able to do evaluations, inferences, explanation well. One of the things that allows an increase in critical thinking skills is the subject of teaching and learning activities, namely by giving task that require students to practice their critical thinking skills.</p><p class="JRPMAbstrakKeywords"><strong> </strong></p>

scholarly journals KEMAMPUAN BERPIKIR KRITIS MOMENTUM DAN IMPULS DITINJAU DARI GAYA BELAJAR PESERTA DIDIK DENGAN MODEL LEARNING CYCLE 5E

2020 ◽  
Vol 6 (1) ◽  
pp. 181
Author(s):  
Yuli Hartawati ◽  
Ahmad Harjono ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Cycle Model ◽  
Model Learning ◽  
Post Test ◽  
Cluster Random Sampling

ABSTRAKPenelitian ini bertujuan untuk mengetahui (1) pengaruh model learning cycle 5E terhadap kemampuan berpikir kritis siswa fisika kelas X, (2) mengetahui pengaruh gaya belajar terhadap kemampuan berpikir kritis siswa fisika kelas X, (3) menentukan interaksi antara model learning cycle 5E dan gaya belajar pada kemampuan berpikir kritis fisika siswa kelas X. Jenis penelitian ini adalah quasi exsperiment dengan desain penelitian pre-test dan post-test control group design. Populasi penelitian ini adalah semua siswa kelas X, dan sampel dipilih dengan teknik cluster random sampling dan ditentukan kelas X MIA 1 sebagai eksperimen dan kelas X MIA 3 sebagai kontrol. Kelas eksperimen menggunakan model learning cycle 5E dan kelas kontrol menggunakan model konvensional. Data kemampuan berpikir kritis dikumpulkan dengan tes esai yang terdiri dari 10 pertanyaan dan data kemampuan gaya belajar dikumpulkan menggunakan kuesioner yang terdiri dari 30 pertanyaan. Data post-test diuji untuk abnormalitas dan homogenitas dan selanjutnya dengan pengujian hipotesis menggunakan analisis varian dua arah. Hasil uji hipotesis menunjukkan jika sig <0,05 Ha diterima. Sehingga dapat disimpulkan: (1) model learning cycle 5E berpengaruh terhadap keterampilan berpikir kritis siswa fisika kelas X, (2) gaya belajar tidak berpengaruh terhadap keterampilan berpikir kritis siswa fisika kelas X, (3) tidak ada interaksi antara model learning cycle 5E  dan gaya belajar pada keterampilan berpikir kritis siswa fisika kelas X. Kata kunci : model learning cycle 5E, kemampuan berpikir kritis, gaya belajar. ABSTRACTThis study aims to determine (1)  the effect of learning cycle model 5E on physic student’s critical thinking skills of class X, (2) determine the effect of learning styles on physic student’s critical thinking skills of class X, (3) determine the interaction between learning cycle model 5E and learning style on physic student’s critical thinking skills of class X. This research type is quasi exsperiment with research design pre-test and post-test group control design. The population this study is all student’s of class X, and the sampe was selected by cluster random sampling technique and obtained X MIA 1 class as exsperiment and X MIA 3 class as control. The exsperiment class using  learning cycle 5E model and control class using conventional model. The critical thinking ability’s data collected by essay test that are 10 questions and the learning style ability’s data collected using questionnaires that are 30 questions. Post-test data tested for naormality and homogeneity and next with hypothesis testing using analysis of variance two ways. Hypothesis test results show if sig<0,05 Ha be accepted. So that it can be concluded: (1) learning cycle 5E model take effect on physic student’s critical thinking skills of class X, (2) learning style no effect on physic student’s critical thinking skills of class X, (3) nothing interaction between learning cycle 5E model and learning style on physic student’s critical thinking skills of class X. Keywords : learning cycle 5e model, critical thinking skills, leraning style.

scholarly journals The Influence of Learning Cycle Model Against the Motivation of Learning and Critical Thinking Skills of Students

2019 ◽  
Vol 8 (1) ◽  
pp. 62-72
Author(s):  
Farida Hidayah ◽  
Siti Alimah ◽  
Yustinus Ulung Anggraito
Keyword(s):  
Critical Thinking ◽  
Digestive System ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Control Group ◽  
Cycle Model ◽  
Design Data ◽  
Significant Difference ◽  
Human Digestive System

This research aims to know the influence of motivation towards Learning Cycle of learning and critical thinking skills of students on the material of the human digestive system in SMP Negeri 03 Jekulo. The sample used is grade VIII VIII C and D taken with the technique of convenience sampling and research design a non-randomized control group pretest-posttes design. Data obtained in the form of motivation and critical thinking skills as well as the response of teachers and students towards learning Learning Cycle model. Data analysis using SPSS 16.0. The research results obtained studying motivations of students after learning Learning Cycle has increased from 76.87 with higher category be the category with very tinngi 84.67. Results the average critical thinking skills has increased from 76.34 with critical categories into classes with 82.11 wants a category of highly critical. The t-test based on posttest showed thitung > 11.628 from ttabel 2.073 which means there is a significant difference. The response of the students towards the Learning Cycle shows interest because of the interesting activities and serves the appropriate issues with everyday life. The teacher gave a positive response, namely students became active in learning, so that students acquire the knowledge of the concept of direct experience of the menjadiikan pengetahuaanya longer remember.  The conclusions of this research are the Learning Cycle model provides a positive influence motivation towards learning and critical thinking skills on the material of the human digestive system in SMP Negeri 3 jekulo.

The Effect of 7E Learning Cycle Model on the Students’ Critical Thinking Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 23-30
Author(s):  
Nopita Inda Sari ◽  
Meilinda Meilinda ◽  
Yenny Anwar
Keyword(s):  
Critical Thinking ◽  
Statistical Tests ◽  
Circulatory System ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Learning Cycle ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Cycle Model

This research has a goal to obtain information about the effect of Learning Cycle 7E model on students' critical thinking skills in the circulatory system material for the eleventh-grade students of SMA Negeri 1 Indralaya Utara. Quasi experiment method with nonequivalent control-group design was used. The sample was determined with purposive sampling technique, obtaining XI Science 1 as the experimental class and XI Science 2 as the control class. The data were collected using a test in the form of multiple-choice questions, observation of learning implementation, and student response questionnaires. The indicators of critical thinking skills include elementary clarification, basic support, inference, advanced clarification, and strategy and tactic. Based on the results of the post-test mean score analysis, the experimental class obtains 79.88 (good) and the control class 70.66 (good). The percentage of observations on the implementation of learning with the 7E Learning Cycle model is 85.25% (very good). From the questionnaire, it is known that 83% of students respond very well and 17% respond well. Based on statistical tests using SPSS22, it was found that the application of the 7E Learning Cycle model significantly effects students' critical thinking skills in the circulatory system material.

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

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