scholarly journals Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

2017 ◽  
Vol 1 (1) ◽  
pp. 45 ◽  
Author(s):  
Fengky Adie Perdana ◽  
Sarwanto Sarwanto ◽  
Sukarmin Sukarmin ◽  
Imam Sujadi
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Research And Development ◽  
Student Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Process Skills ◽  
Science Process Skills ◽  
Improve Student Learning

Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

scholarly journals Regression of Science Process Skills On Critical Thinking Skills In Two Junior High Schools In Jambi City

2020 ◽  
Vol 5 (3) ◽  
pp. 177
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan ◽  
Aziza Putri Ningsi ◽  
Dinda Desma Romadona ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

This study aims to look at the effect of science process skills on Jambi City Junior High School students' critical thinking ability on the density and reflection of the material in the mirror. This research method used was mixed method, while the design used was sequential explanatory. The study was conducted at Adhyaksa 1 Junior High School in Jambi City and Al-Jauharen Islamic junior high school in Jambi. The sampling technique used was cluster sampling, so that the sample of this study amounted to 58 students. The data collection instrument consisted of an observation sheet of science process skills, a test of critical thinking skills, and an interview. Data were analyzed using descriptive statistics and inferential statistics. Based on the results of the linear regression test that has been carried out, the t value is greater than the t table, it can be said that there is a significant influence between science process skills and critical thinking skills on the density material and the reflection on the mirror.<strong> </strong>Students who have low process skills will tend to have low critical thinking skills. Low science process skills and students' thinking abilities lead to low student learning outcomes.

scholarly journals MODUL INTERAKTIF EFEK FOTOLISTRIK BERBASIS LCDS UNTUK MENSTIMULUS KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS

2020 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ani Latifatun Naj'iyah ◽  
Agus Suyatna ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Thinking Skills ◽  
Photoelectric Effect ◽  
T Test ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Sample ◽  
Analysis Technique

The purpose of this research are to knowing the differences of critical thinking skills using interactive module photoelectric effects  with printed module, describe the improvement of students' critical thinking skills after the interactive module is applied, describe science process skills in students who use interactive module of photoelectric effects, and knowing student responses to the use interactive module of photoelectric effects. The study was conducted in Natar 1 Public High School, in the even semester 2018/2019 academic year with research design nonequivalent control group design.The research instrument used was a questionnaire (questionnaire), Student Worksheet (LKPD) along with observation sheets and test questions. Data collection techniques were carried out by test techniques, questionnaires and LKPD contents. The data analysis technique of critical thinking ability is done by normality test, homogeneity test and N-gain. The data analysis technique of science process skills is done by calculating the average grade of the class then adjusted to the index classification table of science processes. Hypothesis testing is done by Paired Sample T Test and Independent Sample T Test. The results of the study show that (1) the application of the photoelectric effect interactive module is able to improve students' critical thinking skills, this is seen from the N-gain value and paired sample t test results, 2) there are significant differences in critical thinking skills between students who use interactive modules with printed modules, this is seen from the differences in the n-gain values of both classes and the results of the independent sample t test, (3) the value of students' science process skills is 82.6 with a high category, and (4) students gave a positive response to the utilization of the photoelectric effect interactive module.

scholarly journals THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA

2015 ◽  
Vol 4 (2) ◽  
pp. 55
Author(s):  
Ferawati Hutapea ◽  
Motlan .
Keyword(s):  
Critical Thinking ◽  
Training Model ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Better Than

The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the  critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and  as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.

Formative Evaluations of Teaching

2017 ◽  
pp. 101-118
Author(s):  
Gina Mariano ◽  
Frank Hammonds ◽  
Sheridan Chambers ◽  
Gracie Spear
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Evaluation Process ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Perspectives ◽  
Student Evaluations Of Teaching ◽  
Assessment And Evaluation ◽  
Improve Student Learning

Students engaging in the assessment and evaluation process is becoming increasingly popular because it helps students become active participants in their own learning. In this chapter we discuss ways to involve students in the assessment and evaluation process in the classroom. It brings together multiple perspectives on critical thinking, metacognition, interteaching and student evaluations of teaching (SETs). The commonality between these four key elements is the importance of engaging students to become active participants in their own learning because they can help improve student learning outcomes. This chapter goes on to examine how these assessments and evaluations play a role in developing critical thinking skills and metacognition in students.

scholarly journals Rural Student Analysis : Correlation Science Process Skills and Critical Thinking at a State Senior High School in Jambi Province

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 47
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan ◽  
Wita Ardina Putri
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Sample Selection ◽  
Sampling Technique ◽  
Female Gender ◽  
Total Sample ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills

Science process skills and critical thinking skills are skills and abilities that must be possessed by students. So the purpose of this study is to determine the science process skills and students' critical thinking skills in the physics learning process in terms of female gender and male gender. In addition, the purpose of this study is to see how the differences and the relationship between science process skills and students' critical thinking skills are. This type of research is quantitative research with an experimental research design. The population of this study itself is the students of SMAN 6 Batanghari with a total sample of 101 people from class XII IPA1, XII IPA 2 and XII IPA 3. The sample selection technique used is total sampling technique. The instruments used in this study were observation sheets and critical thinking test instruments and interest questionnaire. The data analysis technique used is descriptive statistics and inferential statistics, Correlation hypothesis testing. The results of this study are both science process skills and students' critical thinking skills are in the good category. However, the dominant gender is women who are in the good category with a percentage of 57.6% and men in the good category with a percentage of 51.9%. Meanwhile, for students' critical thinking skills, women were in a good category with a percentage of 59.8 and men in a good category with a percentage of 47.3. There are differences in science process skills and critical thinking skills between men and women. And there is a relationship of 0.357 between science process skills and students' critical thinking skills.

scholarly journals Effects of REACT (Relating, Experiencing, Applying, Cooperating and Transferring) Learning Model Critical Thinking Skills and Creativity Skills of Millennial Students in High School

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Wahyuni Abdul Razak ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Student Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
School Students ◽  
Millennial Students

This research aims to find out the influence of react learning model on critical thinking skills and creativity skills of millennial high school students 6 Kerinci. This type of research is (quasi-expriment) research with the One Group Pretest-Posttest Design model. The study consisted of two classes: a control class and an experimental class. Before the learning process, the activity of reading the Qur'an and its translation related to student learning motivation. In the experimental class was given the treatment of react plus learning model (innovation, effectiveness of time and teacher as facilitator) and control classes using conventional learning models (lectures). The results showed (1) The value of critical thinking skills of students taught with the REACT model is higher than the critical thinking skills of students taught with conventional learning models in class X MIPA State High School 6 Kerinci. (2) Student learning creativity skills taught with react model are more effective than student learning creativity skills taught with conventional learning models in class X MIPA State High School 6 Kerinci.

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