scholarly journals PENGARUH TEKNIK COOPERATIVE LEARNING DAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR IPS

2015 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Heru Yuono
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Social Science ◽  
Random Sampling ◽  
Sampling Technique ◽  
T Test ◽  
F Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aimed to find out and analyze the effect of Numbered Heads Together (NHT) and Teams Games Tournament (TGT) technique cooperative learning and critical thinking ability on students’ learning achievement in Social Science. This study was conducted at SDN Ciwaruga 1 at Parongpong district in West Bandung with factorial experiment treatment by level 2x2 design. The sample of this study as many as 44 students was selected by random sampling technique. Data analysis took 27 % of upper group and lower group and used two path variance analysis with F test followed by Tukey test.The result of the study shows as follows: (1) as a whole, students’ learning achievement with NHT technique cooperative learning is higher than TGT technique cooperative learning with F test= 5.539 showing that it is statistically significant at the 0.05 level; (2) for high critical thinking ability students, students’ learning achievement with NHT technique cooperative learning is higher than TGT technique cooperative learning with t test= 12.22 showing that it is statistically significant at the 0.05 level; (3) for low critical thinking ability students, students’ learning achievement with TGT technique cooperative learning is higher than NHT technique cooperative learning with t test= 5.55 showing that it is statistically significant at the 0.05 level; (4) there is an interaction effect between the use of cooperative learning and students’ critical thinking ability with F test= 39.38 that it is statistically significant at the 0.05 level.It can be concluded that the effect of NHT and TGT technique cooperative learning and critical thinking ability on students’ learning achievement in Social Science at SDN Ciwaruga 1 at Parongpong district in West Bandung.   Key Words: Numbered Head Together, Teams Games Tournament, Cooperative Learning, Critical Thinking Ability, Students’ Learning Achievement.   Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh Numbered Heads Together (NHT) dan Teams Games Tournament teknik (TGT) pembelajaran kooperatif dan kemampuan berpikir kritis terhadap prestasi belajar siswa dalam IPS. Penelitian ini dilakukan di SDN Ciwaruga 1 di Kecamatan Parongpong di Bandung Barat dengan pengobatan percobaan faktorial dengan desain tingkat 2x2. Sampel penelitian ini sebanyak 44 siswa terpilih dengan teknik random sampling. Analisis data mengambil 27% dari kelompok atas dan kelompok bawah dan menggunakan dua analisis varians jalur dengan uji F dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan sebagai berikut: (1) secara keseluruhan, prestasi belajar siswa dengan teknik NHT pembelajaran kooperatif lebih tinggi dari TGT teknik pembelajaran kooperatif dengan uji F = 5,539 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (2) untuk kritis yang tinggi siswa kemampuan berpikir, hasil belajar siswa dengan teknik NHT pembelajaran kooperatif lebih tinggi daripada teknik TGT pembelajaran kooperatif dengan uji t = 12,22 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (3) untuk siswa kemampuan berpikir kritis rendah, prestasi belajar siswa dengan teknik TGT pembelajaran kooperatif lebih tinggi daripada teknik NHT pembelajaran kooperatif dengan uji t = 5,55 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (4) ada pengaruh interaksi antara penggunaan pembelajaran kooperatif dan kemampuan berpikir kritis siswa dengan uji F = 39,38 bahwa itu adalah statistik signifikan pada tingkat 0,05. Dapat disimpulkan bahwa efek NHT dan TGT teknik pembelajaran kooperatif dan kemampuan berpikir kritis terhadap prestasi belajar siswa dalam IPS di SDN Ciwaruga 1 di Kecamatan Parongpong di Bandung Barat.   Kata kunci: Numbered Head Together, Teams Games Tournament, Pembelajaran Kooperatif, Kritis Kemampuan Berpikir, Prestasi Belajar Siswa.

scholarly journals PENGARUH ADVERSITY QUOTIENT (AQ) DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP PRESTASI BELAJAR MATEMATIKA

2017 ◽  
Vol 28 (1) ◽  
pp. 55
Author(s):  
Leonard, Niky Amanah
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Simultaneous Impact ◽  
Thinking Ability ◽  
The Impact

Abstract: This research aimed at analyzing the impact of the Adversity Quotient (AQ) and critical thinking ability onmathematics learning achievement. This is a correlational survey research design, with population was the student 8thgrade in SMPN 251 Jakarta, and was done from March until July 2014. Study sample is 57 students were drawn from apopulation with simple random sampling technique. The instruments were in the forms of questionnaires and documentation.The data were analyzed using multiple regressions. The result showed: Adversity Quotient (AQ) and critical thinkingabilities had positive and significant simultaneous impact on mathematics learning achievement; adversity quotient had apositive and significant impact on mathematics learning achievement; critical thinking ability had a positive and significantimpact on mathematics learning achievement. Keywords: adversity quotient, critical thinking ability, learning achievement, mathematic

scholarly journals Pembelajaran kooperatif dalam pendekatan penemuan terbimbing ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri

2019 ◽  
Vol 14 (2) ◽  
pp. 150-162
Author(s):  
Endah Octaningrum Wahani Sejati ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Model ◽  
T Test ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Self Confidence ◽  
Student Teams ◽  
Thinking Ability

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe Student Teams-Achievement Divisions (STAD) dan Team-Assisted Individualization (TAI) dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa, dan membandingkan keefektifan antara kedua model pembelajaran tersebut. Penelitian ini merupakan penelitian eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 11 Yogyakarta dan sampel diambil dua kelas secara acak dari 4 kelas yang ada. Analisis univariat dengan statistik uji one sample t-test dan uji paired sample t test pada taraf signifikansi 5% dilakukan untuk menguji keefektifaan model pembelajaran. Uji Multivariat Analysis of Variance (MANOVA) dilakukan untuk membandingkan keefektifaan kedua model pembelajaran. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD dan TAI dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar masing-masing efektif ditinjau dari ketiga variabel terikat. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan signifikan prestasi belajar dan kemampuan berpikir kritis antara kelompok model pembelajaran kooperatif tipe STAD dan TAI, namun tidak terdapat perbedaan signifikan jika ditinjau dari kepercayaan diri siswa. Cooperative learning using a guided discovery approach viewed from the learning achievement, critical thinking ability, and self-confidenceAbstractThis study aimed to describe the effectiveness of the cooperative learning model of Student Teams-Achievement Divisions (STAD) and Team-Assisted Individualization (TAI) types using the guided discovery approach in learning polyhedra viewed from the learning achievement, critical thinking ability, and self-confidence of the students, and compare the effectiveness of both learning models. This study was quasi-experimental. The research population comprised four classes of eighth-grade students of SMP Negeri 11 (Junior High School) in Yogyakarta, Indonesia and the sample of two classes was established randomly from the four classes. Univariate analysis with statistical one-sample t-test and paired sample t-test at a significance level of 5% was carried out to test the effectiveness of the learning model. The Multivariate Analysis of Variance (MANOVA) test was performed to compare the effectiveness of the two learning models. The results showed that the cooperative learning model of STAD and TAI types using the guided discovery approach on the material of polyhedra respectively effective in terms of the three dependent variables. The results also showed that there were significant differences in learning achievement and critical thinking skills between the cooperative learning model of STAD and TAI types groups, but there were no significant differences in terms of students’ self-confidence.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Pengaruh Model Pembelajaran Student Facilitator And Explaining Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas VIII MTs Hafizul Ikhsan Aek Paing

2021 ◽  
Vol 7 (1) ◽  
pp. 33-40
Author(s):  
Indah Fitria Rahma ◽  
Siti Suharni Simamora ◽  
Shena Shena
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Simple Random Sampling ◽  
T Test ◽  
Critical Thinking Ability ◽  
Paired Samples ◽  
Normality Test ◽  
Thinking Ability ◽  
Class Viii

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa kelas VIII MTs Hafizul Ikhsan Aek Paing sebelum diberi perlakuan (pretes) dan sesudah diberi perlakuan (postes) pada kelas eksperimen. Penelitian ini merupakan penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh kelas VIII MTs Hafizul Ikhsan Aek Paing yang berjumlah 74 orang. Sedangkan sampel yang digunakan pada penelitian ini adalah kelas VIII-A berjumlah 37 orang. Sampel penelitian ditentukan dengan teknik simple random sampling. Pengumpulan data dengan menggunakan tes kemampuan berpikir kritis matematis dengan soal uraian berjumlah 4 butir. Data dianalisis menggunakan uji normalitas dan uji hipotesis yaitu paired samples t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest adalah 75,76 lebih tinggi dari rata-rata nilai pretest 32,52 dan presentase kenaikannya adalah 132,96%. Dari hasil uji normalitas diperoleh bahwa data berdistribusi normal yaitu 0,248>0,05 dan uji hipotesis diperoleh nilai Ttabel<Thitung (2,028<13,31). Dapat disimpulkan bahwa adanya perbedaan yang signifikan menunjukkan bahwa terdapat pengaruh dengan menggunakan model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa. This study aims to determine whether there is influence of learning model of Student Facilitator and Explaining on mathematical critical thinking ability of grade VIII students of MTs Hafizul Ikhsan Aek Paing before being treated (pretest) and after being treated (postes) in experiment class. This research is a quasi-experimental research. The population in this study is the entire class VIII MTs Hafizul Ikhsan Aek Paing which amounted to 74 people. While the sample used in this study is class VIII-A amounted to 37 people. The sample is determined by simple random sampling technique. Data collection using mathematical critical thinking ability test with 4 item description description. Data were analyzed using normality test and hypothesis test that paired samples t-test. The results showed that the average posttest value was 75.76 higher than the average pretest value of 32.52 and the percentage increase was 132.96%. From the normality test results obtained that the normal distribution data that is 0.248>0.05 and hypothesis test obtained value Ttable<Thitung (2.028<13.31). It can be concluded that the existence of significant differences indicate that there is influence by using student facilitator and explaining learning model to student’s mathematical critical thinking ability.

scholarly journals Keefektifan pendekatan CTL dan discovery ditinjau dari prestasi, kemampuan berpikir kritis dan kecemasan matematika

2018 ◽  
Vol 13 (2) ◽  
pp. 168-180
Author(s):  
Enggar Prasetyawan
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Math Anxiety ◽  
T Test ◽  
Learning Achievement ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Nonequivalent Groups ◽  
Thinking Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk untuk mendeskripsikan keefektifan dan perbedaan keefektifan pendekatan Contextual Teaching and Learning (CTL) dan Discovery ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain nonequivalent groups prestest-posttest. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 2 Ngaglik. Sampel penelitian ini adalah kelas X MIA 2 dan X MIA 4 yang diperoleh melalui pemilihan secara acak dari empat kelas yang masing-masing siswanya berjumlah 31 orang. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar berupa soal pilihan ganda yang terdiri dari 20 butir soal, tes kemampuan berpikir kritis berupa soal uraian yang terdiri dari 4 butir soal, dan angket kecemasan matematika yang terdiri dari 32 butir pernyataan. Pengujian keefektifan pendekatan CTL dan discovery dilakukan dengan uji one sample t-test. Pengujian perbedaan keefektifan antara pendekatan CTL dan Discovery dilakukan dengan uji MANOVA (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa (1) pendekatan CTL dan discovery efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika, (2) tidak ada perbedaan keefektifan pendekatan CTL dan Discovery ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika. Effectiveness of CTL and discovery approach viewed from students’ achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe the effectiveness and difference of effectiveness between of Contextual Teaching and Learning (CTL) and discovery approach viewed from students’ learning achievement, critical thinking ability, and math anxiety. This research was quasi experiment with nonequivalent groups prestest-posttest design. The population in this study was all students of class X of SMAN 2 Ngaglik. The sample of the study was the students of X MIA 2 and X MIA 4 which is determined randomly from four classes which each of that classes consist of 31 students. The instruments used to collect data were a learning achievement test consisting of 20 multiple choice questions, a critical thinking ability test consisting of 5 essays, and math anxiety questionnaires that consisted of 32 statements. To determine the effectiveness of Contextual Teaching and Learning (CTL) and Discovery approach, one sample t-test was used. To discover the difference of effectiveness between Contextual Teaching and Learning (CTL) approach and Discovery approach MANOVA (Hotteling’s Trace) was used. The results show that (1) Contextual Teaching and Learning (CTL) and Discovery approach are effective viewed from student’s learning achievement, critical thinking ability, and math anxiety,(2) there is no difference in effectiveness between Contextual Teaching and Learning (CTL) approach and Discovery approach viewed from student’s learning achievement, critical thinking ability, and math anxiety.

scholarly journals Profil Berpikir Kritis IPA Siswa Kelas VIII SMP Negeri di Kota Ende Berdasarkan Prespektif Gender

2018 ◽  
Vol 2 (2) ◽  
pp. 75-83
Author(s):  
Aloisius Harso ◽  
Jumilah Gago
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Female Group ◽  
Gender Perspective ◽  
Critical Thinking Ability ◽  
Descriptive Research ◽  
Thinking Ability ◽  
Academic Year

The aims of this research is was to find out the profile of overall science critical thinking ability and based on the gender of viii grade students of SMPN at Ende city. This research was a descriptive research. The population of this research were all the VIII grade students of SMPN at Ende city academic year 2017/2018. As many as 804 students and the sample were 10% of the populations, they were 80 students. This research used random sampling technique. The data were obtained from the score of science critical thinking ability. The data were analyzed by using descriptive analysis. the result shows that the average of science critical thinking ability of students was 66,84 which is categorized as medium or critical enough. Meanwhile, based on the gender perspective, the female group obtained the average as 68,56 which is categorized as high or critical. Meanwhile, male obtained the 62,03 which is categorized as medium or critical enough.

scholarly journals Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy

2019 ◽  
Vol 6 (2) ◽  
pp. 120-132
Author(s):  
Imaludin Agus
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Self Efficacy ◽  
T Test ◽  
Contextual Approach ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keefektifan guided discovery meggunakan pendekatan kontekstual dan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy matematika siswa SMP. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri di Kontukowun, kabupaten Muna dan kelas VIII-1 dan Kelas VIII-2 dipilih secara acak sebagai sampel. Untuk mengetahui keefektifan guided discovery menggunakan pendekatan kontekstual dan konvensional menggunakan uji one sample t-test, sedangkan untuk perbedaan keefektifan metode pembelajaran menggunakan uji two group manova. Jika terdapat perbedaan maka dilanjutkan dengan uji perbandingan menggunakan independent sample t-test. Hasilnya menunjukkan bahwa guided discovery menggunakan pendekatan kontekstual efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; metode konvensional tidak efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; dan guided discovery menggunakan pendekatan kontekstual lebih efektif dibandingkan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy. The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacyAbstractThe aim of the study aims to describe the effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, learning achievement and self-efficacy in the mathematics of junior high school students. The study was quasi-experiment with pretest-posttest nonequivalent group design method. The population in this research was all 8th-grade students from one public junior high school in Kontukowuna, Muna Regency, Indonesia and class VIII-1 and VIII-2 were randomly selected as a sample. One sample t-test was used to determine the effectiveness of the guided discovery using the contextual approach and the conventional method. Whereas, two groups of Manova was used to know the difference between the learning methods. Then, if the result showed there is a significant difference between the two classes, the independent sample t-test was administered. Result of the study indicates that the guided discovery using the contextual approach is effective in terms of critical thinking ability, learning achievement, and self-efficacy; the conventional method is not effective in terms of critical thinking ability, learning achievement, and self-efficacy; and the guided discovery using contextual approach is more effective than conventional in terms of critical thinking ability, learning achievement, and self-efficacy.

scholarly journals The Effect of Cooperative Learning and Thinking Ability toward Writing Skill of Exposition Paragraph

2020 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Etik Etik ◽  
Ninuk Lustyantie ◽  
Emzir Emzir
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Approach ◽  
Study Program ◽  
Significance Level ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this study is to investigate the effect of Numbered Head Together (NHT) type and Cooperative Script (CS) type of cooperative learning (creative and critical thinking ability) toward the skill of writing exposition paragraph to the second-semester students of Indonesian Language and Literature Education Study Program, University of Cokroaminoto. This study employed the quantitative research approach of the experimental method with a 2x2 factorial design. The test results of the exposition paragraph writing and the thinking ability were analyzed by using a two-way ANOVA design with 0.05 of the significance level. The sample of this study used the multi-stage random sampling technique for 68 students. The result of this research found that students could have high scores in writing exposition paragraphs if teachers employed the cooperative learning model of NHT type so that they could possess the critical thinking ability. The students who had high critical thinking skills got better scores in writing. Conversely, the students who had low critical thinking skills got lower scores in writing.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals Development of Maquette to Promote Primary School Students’ Critical Thinking Ability in Social Sciences

2019 ◽  
Author(s):  
Rindang Hayom Sasami ◽  
Sujarwo Sujarwo
Keyword(s):  
Critical Thinking ◽  
Field Testing ◽  
T Test ◽  
Research Subjects ◽  
Main Field ◽  
School Students ◽  
Gain Score ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability

This research aimed to analyse the feasibility of the use of maquette and the effectiveness of maquette in improving students’ critical thinking ability. The research model employed was the development research model developed by Borg & Gall. The research subjects were third graders. The testing was divided into preliminary field testing, main field testing, and operational field testing. The analysis of the medium feasibility was based on the assessment by media experts, the assessment by subject matter experts, students’ response, and teacher’s response. The analysis of maquette effectiveness was carried out using a t-test (two independent samples) to figure out the difference and gain score of the experimental class for the purpose of identifying the improvement after the use of maquette. In the feasibility analysis, a score of 88 in the category “feasible” was gained from the assessment by a media expert and a score of 85 in the category “highly feasible” was gained from the assessment by a subject matter expert. From the preliminary field testing, scores of 60.5 and 65 in the category “highly feasible” were gained for the students’ response and teacher’s response, respectively. Meanwhile, from the main field testing, scores of 56.1 and 66.5 in the category “highly feasible” were gained for the students’ response and teacher’s response to the maquette use, respectively. The t-test results show a significant value in the critical thinking, namely.000 <.05, indicating a significant difference between the control class and the experimental class. The gain score was 0.5 and fell into the “moderate” category. Thus, it can be concluded that maquette is effective in improving critical thinking ability.

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