scholarly journals The Purpose of This Study Was to Improve Students' Critical Thinking Skills in The Civics Muple in Graduate Sentences in Class 4

2020 ◽  
Vol 3 (3) ◽  
pp. 1266
Author(s):  
Cahyo Kurmai Setiyawan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Cooperative Model ◽  
Post Test ◽  
Improve Student Learning ◽  
Class Iv

<p><em>The purpose of this study was to improve students' critical thinking skills in Civics muple class IV with the Think Pair Share Type Cooperative learning model. The research conducted was two cycles of Class Action Research (CAR), with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting is carried out a pre test and post test to determine the progress of students. In the first cycle students who completed after carrying out the post test were 58%. In the second cycle students who completed after carrying out the post test were 75%. These results indicate that the application of the Think Pair Share Type Cooperative model can improve student learning outcomes, especially Civics muple at SD Negeri 2 Besuki.</em></p>

scholarly journals Application of Concept Mapping to Improve Critical Thinking Ability of Human Digestive Material in Grade V Students

2020 ◽  
Vol 3 (3) ◽  
pp. 353
Author(s):  
Sonta Asilsa Faisalina
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Class V ◽  
Thematic Learning ◽  
Academic Year ◽  
Improve Student Learning

<p><em>The purpose of this study was to improve student learning outcomes in thematic learning class V SDN Ngarus 02 Pati. This research is a classroom action research (PTK) which is carried out in four cycles, each cycle consisting of the planning, implementation, observation and reflection stages. The subjects of this study were class V students of SDN Ngarus 02 Pati for the 2020/2021 academic year, totaling 36 students. Data collection techniques used tests and non-tests. Data analysis includes data reduction, data presentation, and drawing conclusions. Research shows that the application of concept mapping to improve critical thinking skills in class V SDN Ngarus 02 Pati as evidenced by the percentage of completeness of learning outcomes in the pre-cycle from 17% to 40% in cycle I, to 52% in cycle II, and to 75% in cycle III. And the percentage of critical thinking in the pre-cycle is 63% to 65% in the first cycle, to 66% in the second cycle, and 67% in the third cycle.</em></p>

scholarly journals PENERAPAN THINK, TALK, AND WRITE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPS SISWA KELAS VIII SMP KRISTEN SATYA WACANA SALATIGA

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 148-160
Author(s):  
Endy Liani Klarita ◽  
Arief Sadjiarto
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Data Collection ◽  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Class Viii

This research was conducted with problems in class VIII students, amounting to 20 students at the Satya Wacana Christian Middle School in Salatiga regarding critical thinking skills and learning outcomes. Therefore researchers want to take action to improve learning by using the Think Talk and Write (TTW) model. This type of research is the study of class action using Kurt Lewin's research design. The instrument of data collection uses test instruments, observation sheets, and questionnaires. Analysis of the data used is descriptive comparative. The indicator of the success of critical thinking skills and learning outcomes is 75%. The results obtained from this study are that there is an increase in critical thinking skills and learning outcomes of class VIII Satya Wacana Christian Middle School Salatiga. In the first cycle the results of critical thinking skills are 55% of students who have high critical thinking skills, while in the second cycle there is an increase of 85% of students who have high critical thinking skills. Then in the pre-cycle learning outcomes there were 25% of students whose grades reached KKM, the first cycle there were 70% of students completed KKM, and in the second cycle there was an increase of 90% of students who completed KKM. So the conclusion in this study that the use of Think Talk and Write (TTW) learning model can improve critical thinking skills and student learning outcomes in social studies subjects of class VIII Satya Wacana Christian Middle School Salatiga.

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

scholarly journals MODEL INKUIRI TERBIMBING MENGGUNAKAN LKS BERORIENTASI KETERAMPILAN BERPIKIR KRITIS UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI PADA MATERI EKOSISTEM

2017 ◽  
Vol 5 (1) ◽  
pp. 703
Author(s):  
M. Salahudin Al’ Ayub ◽  
Rahardjo Rahardjo ◽  
Toeti Koestiari
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Gain Score

The aimed of this research to describe the student learning outcomes and critical thinking skills through guided inquiry model using student worksheet oriented of critical thinking skills. This Research was conducted on two stages, are development of teaching materials using Dick and Carey model, and the implementation stage into the classroom using one group pretest-posttest design with subjects were 30 students on X class of SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. The parameter is feasibility of lesson plan, student activity, learning outcomes, critical thinking skills and constraints for teaching and learning activities. Data collecting were using observation method, test, and questionnaire. After the data were analiyzed with this result: The feasibility of lesson plan could be categorized as good, student activity with instrument reliability classified as good, learning outcomes test to know mastery of student learning on Ecosystems with the average score as good and gain score high gain, critical thinking test with the average score as good and gain score high gain. Based on this research, it can be concluded that guided inquiry model using student worksheet of critical thinking skills can improve student learning outcomes and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa dan keterampilan berpikir kritis siswa melalui model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis. Penelitian ini dilaksanakan dalam dua tahap, yaitu tahap pengembangan perangkat yang menggunakan model Dick & Carey, kemudian dilanjutkan dengan tahap implememtasi model di dalam kelas menggunakan rancangan One group Pretest-Posttest Design dengan subjek penelitian 30 siswa kelas X SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. Parameter yang diukur meliputi keterlaksanaan RPP, aktivitas siswa, hasil belajar siswa, keterampilan berpikir kritis siswa, respon siswa dan hambatan selama kegiatan belajar. Pengumpulan data menggunakan metode observasi, tes, dan angket. Selanjutnya data dianalisis secara deskriptif. Hasil penelitian menunjukkan Keterlaksanaan RPP dengan kategori baik, aktivitas siswa, dengan reliabilitas instrumen berkategori baik, ketuntasan belajar siswa pada materi ekosistem dengan nilai rata-rata baik dan gain score rata-rata  gain tinggi, ketuntasan keterampilan berpikir kritis dengan rata-rata nilai baik dan gain score rata-rata gain tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis dapat meningkatkan hasil belajar dan keterampilan berpikir kritis siswa.

scholarly journals Implementation of Discovery-Inquiry Methods with Work Sheet Illustrated Media to Improve Student’s Critical Thinking Skills of Science Lessons in Indonesia’s Border Elementary School

2019 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Tri Novita Indriyati
Keyword(s):  
Critical Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Facilities ◽  
Final Test ◽  
Average Value ◽  
Post Test ◽  
Inquiry Method ◽  
Minimum Criteria

This study aims to improve students' critical thinking skills (CTS) in disadvantaged, outermost and foremost areas, namely in Indonesia's border elementary schools which are full of limited educational facilities. This research was conducted on science subjects in grade VI SDN 29 IDAI on the balance of ecosystems. The method used for the research is the experimental method, which is Quasi Experiment because conditions do not allow for the control class to be held. The research design is one group pretest posttest design, where before the treatment is given, the sample is first given a pretest (initial test) and at the end of the learning sample is given a posttest (final test). CTS aspects developed in this study include identifying criteria for possible answers, mentioning examples, giving reasons, and drawing conclusions. Based on the results of data analysis in the form of the results of the pre-test and post-test, there was an increase in students' average critical thinking skills, starting from 32% (less) in the pre-test to 75% (good) in the post-test. The application of discovery-inquiry method with work sheet illustrated media is also able to increase student learning outcomes to an average value of 72.38 with a graduation rate. The minimum criteria for completeness in classical is 84.62%.

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 ANALISIS KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA PADA PEMBELAJARAN BIOLOGI DI KELAS X MADRASAH ALIYAH NEGERI 1 MEDAN

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Nova Yunita Manik ◽  
Zulkifli Simatupang
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Range Limit ◽  
Student Learning Outcome ◽  
The Relationship

                This research aims to determine how critical thinking skills and student learning outcome in biology subject (Ecosystem Chapter) and how the relationship between both of them in 1st Grade Madrasah Aliyah Negeri 1 Medan Learning Year 2015/2016. The population in this study is all of 1st grade student in Madrasah Aliyah Negeri 1 Medan Learning Year 2015/2016 totaling 390 student. The sampel method is purposive sampling with a sample 40 student. This research is a descriptive study, with a instrument (questionnaire) totaling 31 item about critical thinking skills and 36 item about student learning outcome with data collecting tools. From the analysis of student critical thinking data are categorized enough with 61-76 range limit by 22 student (55%) and student learning outcomes are also categorized enough with (62-77) range limit by 19 students (47,5%). Base on data requirement test known that there is a siqnificant positive relationship between critical thinking with student learning outcomes, but it have low correlation shown by the correlation coefficient percentage where the contribution percentage of 0,014% for critical thinking with student learning outcomes.Keywords:  Critical Thinking, Learning Outcomes, Ecosystem

scholarly journals Using Powerpoint Slide Media to Improve Student Learning Outcomes in Learning Mathematics in Primary School Class IV

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Hery Kresnadi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
School Class ◽  
Learning Evaluation ◽  
Learning Mathematics ◽  
Improve Student Learning ◽  
Descriptive Method ◽  
Class Iv

The purpose of this research, in general, is to describe the improvement of student learning outcomes using powerpoint slide media on learning mixed calculation operations in class IV State Elementary School 18 Sungai Kakap The method used is descriptive method with Class Action Research form. This research was conducted in 3 cycles and got an idea of how the design of learning, the implementation of learning, the characteristics of slide powerpoint media, the technical implementation of learning evaluation and improvement of student learning outcomes. There is an increase in learning outcomes in each cycle, from 37% of students who reach KKM in cycle 1 to 68% in cycle 3.

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.

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