scholarly journals Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Immawati Nur Aisyah Rivai ◽  
Taat Wulandari
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Lecture Method ◽  
Concept Mastery ◽  
The Social ◽  
Levene Test ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat  dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS.Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENTAbstractThis research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts  measured by expert judgment and reliabiJity was measured by using the iteman  method. The validity of the questionnaire was measured by Cronbach's  Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among  the methods of debate and lectures; (3) there are significant differences in the  social studies concept mastery poor critical thinking skills among the methods of debate and  lectures; and (4) there is a  significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies.Keywords:debate method, lecture method, critical thinking, concepts mastery social

scholarly journals PENERAPAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU SD

2020 ◽  
Vol 6 (2) ◽  
pp. 244-254
Author(s):  
Deasy Rahmawati ◽  
Ike Annita
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Social Inquiry ◽  
The Social

ABSTRACT This aims of this study is to comprehend  the increase in the critical thinking skills of PGSD students through the implementation of social inquiry models in elementary social studies education courses. The population of this study were all 3rd semester students of the PGSD FKIP Unla study program. Sampling was carried out by using saturated sampling technique, where all members of the population were sampled, class A01 as a control class that applied conventional learning and class A02 as an experimental class that was treated with social inquiry learning models. The data in this study were obtained through the results of the pretest and posttest using the critical thinking essay test instrument. The results of this study indicate that there are differences in the increase in the critical thinking skills of PGSD students in the SD social studies course after the social inquiry learning model is applied. Beside that, the critical thinking skills of PGSD students in the Elementary Social Sciences Education course after applying the social inquiry learning model are better than the control class using conventional learning methods.   ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis mahasiswa PGSD melalui penerapan model inkuiri sosial dalam mata kuliah pendidikan IPS SD.  Populasi dalam penelitian ini adalah seluruh mahasiswa semester 3 program studi PGSD FKIP Unla. Penarikan sampel dilakukan dengan teknik sampling jenuh, dimana seluruh anggota populasi dijadikan sampel, yaitu kelas A01 dijadikan kelas kontrol yang menerapkan pembelajaran konvensional dan kelas A02 dijadikan kelas eksperimen yang mendapatkan perlakuan model pembelajaran inkuiri sosial. Data yang dalam penelitian ini diperoleh melalui hasil pretes dan postes dengan menggunakan instrumen tes uraian berpikir  kritis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial. Selain itu, kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial lebih baik daripada kelas kontrol yang menggunakan metode pembelajaran konvensional.

scholarly journals The Need Analysis of Probing Prompting in Social Studies Learning to Improve Students' Critical Thinking Skills in the Covid-19 Pandemic

2021 ◽  
Vol 8 (8) ◽  
pp. 487
Author(s):  
Sudarmiani Sudarmiani ◽  
Supri Wahyudi ◽  
Agus Trilaksana
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Social ◽  
Learning Policies ◽  
Conventional Models ◽  
Data Collection Technique

The present research aims to analyze the need for the Probing Prompting model in social studies learning to improve students' critical thinking skills during the Covid-19 pandemic. This study employs qualitative research with a descriptive analysis approach (Moleong, 2014). The data collection technique used is documentation that involves the study of some books, journals, and the regulation that is issued by the Minister of Education and Culture regarding learning policies during the Covid-19 pandemic. The results in the study show that there are various problems experienced during the social studies learning process during the Covid-19 pandemic. The problems found are (1) The social studies learning during the Covid-19 pandemic still employs conventional models, (2) Teachers assign tasks to students without providing learning materials, and (3) The social studies learning only focuses on completing materials and learning outcomes in the cognitive aspects. Therefore, the Probing Prompting model can be used as a solution and reference for teachers in the social studies learning process. The reason is that Probing Prompting model is proven to be able to improve the quality of social studies learning and improve students' critical thinking skills that are undeniably required in dealing with the Covid-19 pandemic in Indonesia.

scholarly journals Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Asih Miatun ◽  
Hikmatul Khusna
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Cluster Random Sampling ◽  
Quasi Experiment

Penelitian ini bertujuan untuk menguji  (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MAHASISWA MANAJEMEN UMSIDA DALAM MEMECAHKAN MASALAH MATEMATIKA BISNIS

2018 ◽  
Vol 7 (2:) ◽  
pp. 61-68
Author(s):  
Bayu Hari Prasojo ◽  
Novia Ariyanti
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Social Studies ◽  
Science Studies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational School ◽  
Average Percentage ◽  
Mathematics Problems ◽  
The Social

This descriptive study used a quantitative approach that aims at describing the students' critical thinking in solving business mathematics problems with respect to the origin of the school majors. Subjects were students of FEB management UMSIDA first half of the academic year 2016/2017. Data collection techniques in the form of tests to complete the Problem Solving Test (TPM) and the provision of critical thinking questionnaire relating to the work of students on TPM has been given. Data were analyzed using the average, percentage and Pearson Product Moment Correlation test (PPM). And the results showed that (1) the ability to solve business mathematics problems, student majoring in science studies is higher than the ability to solve mathematical problems business student majoring in social studies or student majoring in vocational school (2) critical thinking skills of students majoring in science studies, social studies and vocational school overall thinking ability critical successively shows the critical criterion, quite critical and critical enough (3) critical thinking skills of students at every step of Polya’s Problem Solving as follows: (a) at the stage Understanding the problem, a student of the science studies showed criteria please critical, a student of the social studies indicate criteria quite Critical and student of vocational school indicate the criteria fairly Critical (b) at the stage Make a Plan, a student of the science studies indicates the criteria fairly critical, a student of the social studies indicate criteria is quite critical and student of vocational school indicate the criteria fairly Critical (c) at the stage implement the plan, a student of the science studies showed criteria please Critical, a student of the social studies indicate criteria please Critical and student of vocational school indicate criteria please Critical (c) at the stage Checking Back, a student of the science studies indicates the criteria Critical, a student of the social studies show Critical criteria and student of vocational schools show the criteria, please Critical (4) there is a strong relationship between Business Mathematics problem Solving ability with Students Critical Thinking Skills. Keywords: evaluation of learning, realibility, discrimination power

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

scholarly journals The Need for Blended Learning Development to Enhance the Critical Thinking of Thai Vocational Students

2019 ◽  
Vol 10 (1) ◽  
pp. 131-140
Author(s):  
Wichian Deechai ◽  
Thanongsak Sovajassatakul ◽  
Sirirat Petsangsri
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Blended Learning ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational Students ◽  
Modern Learning ◽  
Learning Development ◽  
Skills Learning

Abstract The objective of this research was to evaluate the need for blended learning development to enhance the critical thinking of students. Selected by using multistage random sampling, the 450 samples comprised of 376 vocational students and 69 teachers at vocational level. The research instrument used was a needs evaluation form, which was necessary to improve blended learning to enhance critical thinking. The index of consistency (IOC) was between 0.56-1.00, and the total reliability was 0.94. The research was conducted and data collected from July 2018 to August 2018. 445 completed evaluation forms, 98.88% of the total sent out, were returned to researchers. Frequency, percentage, PNI(Modified), and content analysis were used to analyze the data. The research results showed that the vocational students and teachers agreed on the same point that there should be development of student critical thinking skills. This development should comprise of critical thinking skills, learning achievement, and learning management. The recommendations made for improvement were to increase discipline within educational institutes, and to change and add facilities to support modern learning styles. Testing styles should be modern and correspond to student contexts. Moreover, learning styles should be improved to be up-to-date and to correspond to students’ needs and their real lives.

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