scholarly journals A Problem Based Learning: Practicing Students' Critical Thinking Skills with Cognitive Style Dependent Fields and Independent Fields

2019 ◽  
Vol 5 (2) ◽  
pp. 169-176
Author(s):  
Wahyu Listiagfiroh ◽  
Ellianawati Ellianawati
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Random Group ◽  
Field Independent ◽  
Critical Skills

The critical thinking skills require to be possessed by students to decide to gain new knowledge. The perception differences by each student influence students' thinking skills have, so to practice these skills is a needed learning approach to the student truly. One of them is problem-based learning. The purpose of this study is to train students' critical skills who have the cognitive method of Field Independent (FI) and Field Dependent (FD). This type of research is experimental research. The sampling technique in this study uses a cluster random sampling technique, which is taking random group samples. The results of this study are (1) the average Islamic Nurul Hadi Vocational School students belong to the dependent field cognitive style (FD); (2) the majority of students' critical thinking skills are in the high category, in  26 students consisting of 19 FI students and 7 FD students; (3) FI students are better at critical thinking compared to FD students. FD students need guidance in solving problems. PBL learning model is very appropriate to be used to train students' critical thinking skills with different cognitive styles.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

scholarly journals Improving Critical Thinking Skills of Vocational School Students Using Problem-Based Learning

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Aulia Prima Kharismaputra ◽  
Sigit Santoso ◽  
Tri Murwaningsih
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quasi Experimental ◽  
Academic Year

This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.

scholarly journals BERPIKIR KRITIS SISWA DALAM PENYELESAIAN MATEMATIKA DITINJAU DARI PERBEDAAN TIPE GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuli Aulia Rahayu ◽  
Widodo Winarso
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Mathematical Problems ◽  
Math Problems

The essence of mathematics learning is the ability to solve math problems. Differences in ability, one of which is the suspect cognitive style. Based on the cause of the necessary mathematical problems of the students, cognitive style consists of a type of reflection and impulsive. So that the focus of this research is to analyze students' critical thinking skills in solving mathematical problems based on different types of reflective and impulsive cognitive style. Causal-comparative studies are needed to analyze the problem. The population of this study is composed of students of class VII SMPN 1 Susukan Cirebon. While the sample search uses the intentional sampling technique with the number of research samples 31 students. The technique of data collection using the Cognitive Style TMF test (correspondence familiar figures Test) and description Test (essay) Mathematics of critical thinking. The hypothesis test used is the t-test (T-test for independent samples). The results of the research show that the distribution of cognitive styles of students at SMPN 1 Susukan Cirebon, dominated by reflective-type cognitive style students (74% of students), while a small part of the students type of impulsive cognitive style (26% of students ). Critical thinking ability of reflective type students of cognitive style is better than the type of impulsive cognitive style students

scholarly journals Application of the Problem Based Learning Model to Improve Critical Thinking Skills for Grade IV Elementary School Students

2021 ◽  
Vol 3 (4) ◽  
pp. 104
Author(s):  
Elyana Rahmawati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Fourth Grade Students ◽  
Field Notes ◽  
The Subject

<p><em>This study aims to improve critical thinking skills through the application of a Problem Based Learning based. This research is a classroom action research conducted in two cycles with planning, implementation, observation, and reflection stages. Data collection instruments use question instruments, observation sheets, documentation, and field notes. The subject of the study was the fourth grade students of SDN 1 Muryolobo. The results showed an increase in critical thinking skills as indicated by the data in the pre cycle of 42%, in the first cycle increased by 67,23%, and in the second cycle increased by 80,72%. Increasing critical thinking skills also affects the students learning outcomes. This is indicated by the learning outcomes on Indonesian language in pre cycle, cycle I, and cycle II, are 45%, 68%, and 81%. Furthermore, the learning outcomes of IPS in pre cycle, cycle I, and cycle II are 36%, 63%, and 81%.</em></p>

scholarly journals Critical Thinking Skills Reviewed from Communication Skills of the Primary School Students in STEM-Based Project-Based Learning Model

2020 ◽  
Vol 9 (3) ◽  
pp. 311-320
Author(s):  
Zaini Oktavia ◽  
Saiful Ridlo
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Communication Skills ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
School Students ◽  
Critical Thinker ◽  
Public Primary School

Critical thinking skills are important to practice early on in elementary school. It is believed that STEM based education could  trigger the students to more critical. Individuals who have critical thinking skills will be able to communicate well. Many research results show that critical thinking skills can be stimulated by applying project-based learning in class. This research aims to describe critical thinking skills based on communication skills by using STEM-based Project-Based Learning. The research is a mixed-methods study. The population of this research consisted of fifth graders of Public Primary School 3 Pakis. The research instruments used were critical thinking skills tests, communication skills questionnaires and interview guidelines. The quantitative data was selected by purposive sampling technique. The qualitative data was based on the communication skills levels: high, moderate, and low. Based on the triangulation data it shows that students with high critical thinking skills reached the aspect of analyzing arguments; the moderate level could achieved simple aspects of explanation; while the lower level critical thinker only reaches the aspect of focusing questions. The STEM approach applied in project-based learning is able to encourage students to be able to communicate verbally and improve their critical thinking skills in solving problems.

scholarly journals Pengaruh Pembelajaran IPA Menggunakan Model Problem Based Learning Dengan Media Puzzle Terhadap Berpikir Kritis Peserta Didik Pada Ateri Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 44-50
Author(s):  
Neneng Indah ◽  
◽  
Rini Rita T Marpaung ◽  
Darlen Sikumbang ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Study Population

This research aims to determine the effect of Problem Based Learning using puzzle media on students' critical thinking. The study population was all grade VII students at SMP Muhammadiyah 3 Bandar Lampung totaling 192 people. The research sample was students from 2 classes, namely class VII D and VII F who were selected from the population by using purposive sampling technique. The research instrument used a pretest-posttest sheet. The design used is the nonequivalent control group design. The data analysis used t-test with a significance of 5%. The results showed a sig significance value. (2-tailed) 0.13 <0.05, which means that the n-Gain mean of critical thinking learning outcomes of students between the experimental class and the control class is significantly different. Thus, it is known that the problem-based learning model using puzzle media can affect the critical thinking skills of students.

scholarly journals The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

2020 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Suhirman Suhirman ◽  
Husnul Khotimah
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aimed to describe the effect of problem-based learning on students' critical thinking skills and scientific literacy. This research is a quasi-experimental study with pre-test-post test control group design. Sampling was done by saturated sampling technique in which the experimental class consisted of 35 students and the control class was 34 students. Data on critical thinking skills and student scientific literacy were collected using test instruments which were then analyzed descriptively and statistically. The results showed that the Problem-based Learning model had more effect on students’ critical thinking and scientific literacy (p <0.05) than conventional learning models applied to the control class. Based on the results of the study, it can be concluded that the Problem-based Learning model significantly effect on students’ critical thinking and science literacy in class XI MAN 1 Mataram.

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

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