scholarly journals The Effectiveness of Discovery Learning to Improve Critical Thinking Skills College Student on Mastery of Arrhenius Acid Base

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Ratu Betta Rudibyani
Keyword(s):  
Critical Thinking ◽  
College Student ◽  
Effect Size ◽  
Base Material ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Acid Base ◽  
Master Program

<p class="Abstract">The Effectiveness of Discovery learning to Improve  Critical Thinking Skills college student on Mastery of Arrhenius Acid-Base. This research was aimed to describe the effectiveness of discovery learning to improving critical thinking skills on mastery of Arrhenius acid-base. The renewal of this research is the integration of discovery learning models, The 2013 curriculum structure, Arrhenius acid-base material with aspects of critical thinking skills according by Ennis.This research used quasi-experiment with pretest-postest non-equivalent control group design. The population in this research is all college students of Master Program of Chemistry Education, Faculty of Teacher Training and Education, Lampung University  Academic year 2017/2018. The sample is taken by cluster random sampling technique and obtained sample that is class A as experiment class were 31 students  and Class B as control class was 30 students. The results showed that the effectiveness of discovery learning by n-Gain value had high criteria and effect size had large criteria. Based on the result of this research shown that discovery learning effective and have a high effect size in improving  critical  thinking skills  on mastery of Arrhenius acid base.</p>

scholarly journals Pengaruh Model Discovery Learning Berbantuan Media Benda Nyata terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep IPA

2019 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Henik Nur Khofiyah ◽  
Anang Santoso ◽  
Sa’dun Akbar
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Science Concept ◽  
Learning Models ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experiment

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to get result about the effect of discovery learning assisted by real media to critical thinking and understanding science concept This studyis quasi experiment, the design of Posttest-Only Control Group Design. The technique for sampling is saturated sampling. Data analysis using t test. The conclusion is; (a) there are differences in critical thinking skills of students using discovery learning models assisted by media real with students by discovery learning models. (b) There are differences in understanding of concepts between students using discovery learning models assisted by media real with students by discovery learning models.</p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui pengaruh model <em>discovery learning</em> berbantuan media benda nyata terhadap keterampilan berpikir kritis dan pemahaman konsep IPA. Metode yang digunakan <em>quasi experiment</em> dengan rancangan <em>Posttest-Only Control Group Design</em>. Teknik pengambilan sampel adalah sampling jenuh. Analisis data menggunakan Uji t. Kesimpulan dari penelitian ini adalah (a) terdapat perbedaan keterampilan berpikir kritis siswa menggunakan model <em>discovery learning</em> berbantuan media benda nyata dengan siswa dengan model <em>discovery learning</em> dan (b) terdapat perbedaan pemahaman konsep antara siswa yang dibelajarkan menggunakan model <em>discovery learning</em> berbantuan media benda nyata dengan siswa yang dibelajarkan dengan model <em>discovery learning</em>.</p></td></tr></tbody></table></div>

scholarly journals IMPLEMENTATION OF PROBLEM BASED LEARNING TO TRAIN CRITICAL THINKING SKILLS STUDENTS AT BASIC ACID MATERIALS

2021 ◽  
Vol 5 (2) ◽  
pp. 61-69
Author(s):  
Reny Yulfiani ◽  
Muchlis Muchlis
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Base Material ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Acid Base ◽  
Average Value ◽  
High Category ◽  
Pbl Model

Abstract. This research to describe implementation of Problem Based Learning models, activities students, and critical thinking skills (CTS) in learning using PBL models on acid-base material. The design used is One Group Pretest Posttest Design with 32 subjects.  This study resulted is: (1) implementation of learning using PBL model  get the results of the average value sequentially at meetings one and two of 3.60 and 3.76, with very good criteria (2) Students perform relevant activities  meaning of students have practiced CTS. The relevant activities of students in sequence at meetings one and two of 98.75% and 97.7%. (3) CTS learners experienced an increase, overall the pretest and posttest scores of students received a percentage of 90.63% students in high category and 9.38% in medium category. The percentage of component of interpretation, inference, and analysis in high category are as follows 78.13%; 81.25%; 90.63%, and the medium category 21.88%; 18.75%; 9.28%.

scholarly journals PENGARUH MODEL INKUIRI TERBIMBING TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN FISIKA

2019 ◽  
Vol 2 (2) ◽  
pp. 79-84
Author(s):  
Niki Harjilah ◽  
Rosane Medriati ◽  
Dedy Hamdani
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mendeskripsikan apakah ada pengaruh yang signifikan peserta didik yang diajar dengan model inkuiri terbimbing terhadap keterampilan berpikir kritis pada mata pelajaran fisika dan mendeskripsikan berapa besar pengaruh model inkuiri terbimbing tehadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitan quasi experiment dengan desain nonequivalent control group desain. Hasil analisis deskriptif menunjukkan bahwa rata-rata skor keterampilan berpikir kritis mengalami peningkatan di kelas eksperimen dan berdasarkan uji hipotesis dengan thitung > ttabel (7.10059 > 1.66827) dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara pembelajaran dengan model inkuiri terbimbing terhadap keterampilan berpikir kritis pada mata pelajaran fisika. Besar effect size model inkuiri terbimbing terhadap keterampilan berpikir kritis sebesar 3,208 dengan pengaruh 94,2%.Kata kunci: Inkuiri Terbimbing, Keterampilan Berpikir KritisThis study aims to describe whether there was a significant effect of students taught with guided inquiry models on critical thinking skills in physics subjects and how much effect the guided inquiry model has on students' critical thinking skills. The research was a quasi-experiment with a nonequivalent control group design. The results of the descriptive analysis obtained an average score of critical thinking skills increased in the experimental class and based on the results of the hypothesis test with tcount > ttable (7.10059 > 1.66827),  it can be concluded that there is a significant effect of learning with guided inquiry models on critical thinking skills in the physics subjects. The effect size of the guided inquiry model on critical thinking skills is 3.2 with an effect of 94.2%. Keywords: Guided Inquiry, Critical Thinking Skills                                                             

scholarly journals Pengembangan Modul Kimia Berbasis REACT untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas XI IPA SMA/MA

2019 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Fauzana Gazali ◽  
Nalia Rahyusri Ningsih
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Base Material ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Acid Base ◽  
Chemistry Teachers ◽  
Module Design ◽  
Materials Used ◽  
Very High

Teaching materials used by teachers in acid-base material have not been able to develop students' critical thinking skills. One solution that can be done to develop students' critical thinking skills is using acid-base module’s based on REACT (Relating, Experiencing, Applying, Cooperating, and Transferring). The aim of this research is to produce an acid base module based on REACT and reveal its validity and practicality. The type of research used is Research and Development (R&D) using the 4-D model. The module design has been assessed by seven validators who are Subject Matter Experts (SMEs) consisting of chemistry lecturers from FMIPA UNP and chemistry teachers. While the practicality test was conducted by 3 chemistry teachers and 26 students of class XI MIPA SMAN 1 Padang Panjang. Data analysis techniques in this study used the Content Validity Ratio (CVR) and Cohen's kappa formula. The module design produces three main characteristics, namely: the module is designed in accordance with the prior knowledge of students; the module contains the REACT syntax component; and the module contains aspects of critical thinking skills developed by Ennis. The results of the content validity obtained value of the Content Validity Index (CVI) of 0.90 with a valid category and the results of the construct validity obtained kappa moment of 0.92 with a very high validity category. While the module practicality results according to the teacher and students obtained a kappa moment of 0.86 with a very high practicality category. The conclusion from this study is that the module developed is valid and practical.

scholarly journals The Effectiveness Analysis of Discovery Learning Assisted by Interactive Video toward Social Study Critical Thinking Skills of Primary School

2020 ◽  
Vol 9 (3) ◽  
pp. 278-285
Author(s):  
Hilda Dhaniartika Nurma’ardi ◽  
Rusdarti Rusdarti ◽  
Murwatiningsih Murwatiningsih
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Interactive Video ◽  
Social Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
School Students ◽  
Experimental Group

Critical thinking skills must be owned by primary school students to face the 21st-century learning era. It can be trained in schools by implementing a discovery learning model in learning processes. This research aims to analyze and find out how discovery learning effectiveness assisted by interactive video toward critical thinking skills of Social study for fourth graders. The research methodology was quasi-experimental research while the technique of sampling was purposive sampling. In this research, Public Primary School 02 Pringapus functions as control group which was intervened by discovery learning and Public Primary School 01 Pringapus functions as experimental group which was intervened by discovery learning assisted by interactive video. The techniques of collecting data were critical thinking skill question, questionnaire, interview, and documentation. The results of classical accomplishment showed that the result of control group was 54.84% with average score 70. Meanwhile, the experimental group obtained 96.67%, with average score 76.67. The results of n-gain score of control group was 0.34 while the experimental group was 0.42. Both of them were categorizeed moderate. The findings showed that discovery learning implementation assisted by interactive video was effective in improving social study critical thinking skills of primary school students. This research is expected to be basis of developing and improving social study critical thinking skills for primary school students.

scholarly journals Boosting EFL Learners Critical Thinking through Guided Discovery: a Classroom- Oriented Research on First-Year Master Students

2021 ◽  
Author(s):  
Wahida YAICHE
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Intellectual Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Efl Learners ◽  
Experimental Group

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners’ critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners’ critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners’ critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students’ critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

scholarly journals The Impact of Guided-Discovery-Learning Model on Students' Conceptual Understanding and Critical Thinking Skills

2021 ◽  
Vol 5 (3) ◽  
pp. 227-240
Author(s):  
Muhali Muhali ◽  
Binar Kurnia Prahani ◽  
Husni Mubarok ◽  
Nova Kurnia ◽  
Muhammad Asy’ari
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Test Instrument ◽  
Experimental Group

The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.

scholarly journals Implementasi Model Discovery Learning Dipadu Modul Sistem Ekskresi Berbasis Konstruktivisme untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

2021 ◽  
Vol 9 (3) ◽  
pp. 376-390
Author(s):  
Yennita Yuliani* ◽  
Hasanuddin Hasanuddin ◽  
Safrida Safrida ◽  
Khairil Khairil ◽  
Andi Ulfa Tenri Pada
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Excretory System ◽  
Control Group ◽  
Control Group Design ◽  
System Concept ◽  
Quasi Experimental

The learning process at SMAN 1 Kluet Utara and SMAN 1 Kluet Selatan, does not appear to have developed critical thinking skills of students, this is because learning does not provide opportunities for students to identify problems and conclude new ideas or a observational act. The process of learning biology in schools does not encourage students to think critically. The research objective was to analyze the improvement of critical thinking skills by using the discovery learning model combined with constructivism-based modulesin on the excretory system concept. The method used was a quasi-experimental, pretest posttest design non-equivalent control group design. The population in this study were 156 students of class 11th MIPA who came from two schools, while the sample was 104 taken by purposive sampling.The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent sample t-test. The results showed that the critical thinking skills obtained was 0.78, with an increase in class critical thinking skills including the high category. This shows that there are differences in the critical thinking skills of students between the experimental class and the control class on excretory system concept in class 11thSMAN 1 Kluet Utara and SMAN 1 Kluet Selatan. Thus, the implementation of discovery learning model combined with constructivism-based modulescan improve students' critical thinking skills on excretory system concept.

scholarly journals PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA

2020 ◽  
Vol 4 (1) ◽  
pp. 64-74
Author(s):  
Pintaka Kusumaningtyas ◽  
Rezky Oktafiani ◽  
Mukhamad Nurhadi ◽  
Sekar Sulistyaningwarni
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Acid Base ◽  
The Subject

The aim of this study was to determine the influence of sosioscientific issues in discovery learning model toward critical thinking skills of students on the subject matter of acid-base. The research method used was quasi experimental, with the type of research design was posttest only control group design. The population in this study was all students of class XI MIPA SMAN 13 Samarinda in the 2018/2019 school year, amounting to 66 students, which were divided into 2 classes. The samples were taken using saturated sampling technique. The technique used to measure critical thinking skills of students was post-test technique in form of essay test. Data were analyzed by normality test, homogeneity test, and independent sample t-test. The results showed the average posttest score in the control class was 72.06 (good category) and the experimental class was 79.36 (good category). Statistical analysis using t-test showed tcount, 3.15 > ttable, 1.66, which means that there was an influence of the use of sosioscientific issues in the discovery learning model toward critical thinking skills of students on the subject matter of acid-base.

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