scholarly journals THE EFFECTIVENESS OF MULTIPLE INTELLIGENCES BASED COLLABORATIVE PROBLEM SOLVING TO IMPROVE CRITICAL THINKING

2019 ◽  
Vol 3 (2) ◽  
pp. 172-186
Author(s):  
Atiek Winarti ◽  
Ani Rahmini ◽  
Almubarak Almubarak
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Multiple Intelligences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Problem Solving ◽  
Control Group ◽  
Chi Square ◽  
Collaborative Problem ◽  
Chi Square Test

KEEFEKTIFAN COLLABORATIVE PROBLEM SOLVING BERBASIS MULTIPLE INTELLIGENCES UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITISAbstrakPenelitian ini bertujuan mengetahui keefektifan strategi Collaborative Problem Solving berbasis Multiple Intelligences (CPS-MI) dalam meningkatkan keterampilan berpikir kritis, kecerdasan logis matematis, dan penguasaan konsep kimia peserta didik, serta mengetahui hubungan antara berpikir kritis, kecerdasan logis matematis dengan penguasaan konsep kimia. Metode penelitian menggunakan desain pre-test-post test control group. Sampel terdiri atas 93 peserta didik kelompok eksperimen dan 90 peserta didik kelompok kontrol dari tiga SMA di Kota Banjarmasin yang dipilih melalui metode stratified random sampling. Kelompok eksperimen menerapkan strategi CPS-MI, sedangkan kelompok kontrol menerapkan pembelajaran konvensional. Instrumen penelitian menggunakan Watson Glaser Critical Thinking Appraisal Test, angket multiple intelligences, lembar observasi, dan tes penguasaan konsep Hidrolisis garam. Data penelitian dianalisis menggunakan teknik persentase, chi square test, Anava satu jalur, dan uji korelasi ganda. Hasil penelitian menunjukkan bahwa strategi CPS-MI efektif dalam meningkatkan keterampilan berpikir kritis, kecerdasan logis matematis dan penguasaan konsep kimia. Berdasarkan temuan ini strategi CPS-MI efektif diterapkan sebagai alternatif meningkatkan keterampilan berpikir kritis dan kecerdasan logis matematis peserta didik. AbstractThis study was aimed at determining the effectiveness of Multiple Intelligences based Collaborative Problem-Solving (MI-CPS) strategy in improving students' critical thinking skills, mathematical logical intelligence, and chemical concept mastery, as well as knowing the relationship between critical thinking, mathematical logical intelligence, and chemical concept mastery. The study used a pretest-posttest control group design. The sample consisted of 93 experimental group students and 90 control group students from three high schools in Banjarmasin. The samples were selected through a stratified random sampling method. The experimental group applied the MI-CPS strategy, while the control group applied conventional learning. The instruments used were Watson Glaser Critical Thinking Appraisal Test, multiple intelligences questionnaire, observation sheet, and mastery test concept of salt hydrolysis. The research data were analyzed using percentage techniques, chi-square test, one-way ANAVA, and multiple correlation tests. The results show that the MI-CPS strategy is effective in improving critical thinking skills, mathematical logical intelligence, and mastery of chemical concepts. Based on these findings, the MI-CPS strategy is effectively applied as an alternative to improving students' critical thinking skills and mathematical logical intelligence.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

2021 ◽  
Vol 9 (1) ◽  
pp. 136
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

scholarly journals Improving Students' Mathematical Critical Thinking Abilities Through the Problem Solving Method on the Sequences and Series Course

2019 ◽  
Vol 1 (7) ◽  
pp. 813
Author(s):  
Dahliana Dahliana ◽  
Marhami Marhami ◽  
Mursalin Mursalin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Control Group Design ◽  
Quasi Experimental

This study aims to determine the improvement of students' mathematical critical thinking abilities through problem solving methods. This study was hold at MAN 3 Bireuen (High School Level) in the 2019/2020 school’s year. The research method was a quasi-experimental study design nonrandomized Pre-test Post-test Control Group Design. The population of the study were all students of Class XI MAN 3 Bireuen with purposive sampling technique. The study sample was to 30 students for the experimental class and 28 students for the control class. The skill increasing was calculated using normalized gain. Data were analyzed using the t test. The results showed that students’ critical thinking skills mathematically taught through problem solving methods is better than students mathematical critical thinking skills taught through conventional learning.

scholarly journals IMPLEMENTASI STRATEGI PROBLEM SOLVING DENGAN MENGGUNAKAN METODE EKSPERIMEN UNTUK MENINGKATKAN MINAT DAN KETRAMPILAN BERPIKIR KRITIS SISWA DI MAN GANDAPURA PADA MATERI GERAK HARMONIK

2018 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Anwar Anwar ◽  
Yusrizal Yusrizal ◽  
Zulkarnaen Jalil
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Experimental Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Student Interest ◽  
Control Group Design ◽  
Post Test ◽  
Problem Solving Strategies

Abstrak. Penelitian ini merupakan penelitian pemecahan masalah (problem solving)  yang difokuskan pada pembelajaran eksperimen pada konsep gerak harmonik dengan tujuan untuk meningkatkan keterampilan berpikir kritis dan minat siswa terhadap mata pelajaran fisika di MAN Gandapura BireuenPenelitian ini menggunakan metode eksperimen dengan desain pretest post-test, control group design. Teknik pengambilan sampel dengan pusposive sampling. Pengumpulan data dilakukan dengan pretest dan posttest untuk meningkatkan ketrampilan berpikir kritis. Lembar minat siswa untuk mengetahui minat siswa sebelum dan setelah menggunakan  strategi Problem solving dengan menggunakan metode eksperimen. Hasil uji normalitas dan homogenitas  menunjukkan bahwa data homogen dan berdistribusi normal. Oleh karena itu, uji beda rata-rata terhadap N-gain ketrampilan berpikir kritis antara kedua kelas menggunakan uji t. Hasil uji t diperoleh thitungttabel (6,33 2,010) artinya terjadi perbedaan ketrampilan berpikir kritis yang signifikan  antara kedua kelas. Nilai rata-rata N-gain ketrampilan berpikir kritis untuk kedua kelas dengan kategori sedang. Minat belajar siswa setelah menggunakan strategi problem solving menggunakan metode eksperimen juga lebih tinggi, sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi problem solving dapat meningkatkan ketrampilan berpikir kritis dan minat belajar siswa.Kata kunci: Stategi Problem Solving, metode eksperimen, minat dan  ketrampilan berpikir kritis                                                  Abstract. This research is a problem-solving focused on learning experiments on the concept of harmonic motion with the aim to improve critical thinking skills and interest of the students towards subjects of physics at MAN Gandapura Bireuen. Penelitian using the experimental method to the design of the Pre-test Post-test, Control Group Design. The sampling technique pusposive sampling. The data collection is done by pretest and posttest to improve critical thinking skills. Sheets interest of students to determine student interest before and after use problem solving strategies using experimental method .. normality and homogeneity test results show that the data homogeneous and normal distribution. Therefore, different test average of the N-gain critical thinking skills between the two classes using the t test. T test results obtained t t table (6,33 2.010) means that there is a difference of critical thinking skills significant difference between the two classes. The average value of the N-gain critical thinking skills for both classes with the medium category. Student interest after using problem solving strategies using the experimental method is also higher, so it can be concluded that learning with problem solving strategies can enhance critical thinking skills and student interest.Keywords: Problem Solving, the experimental method, interest critical thinking skills

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA MAN 2 KOTA BENGKULU

Alotrop ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
Ida Nurjelita Sani ◽  
Amrul Bahar ◽  
Elvinawati Elvinawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Significant Difference ◽  
Class 1

The aim of this study to determine the comparison of Problem Solving (PS) and Problem Based Learning (PBL) models to critical thinking skills of student on buffer solution material. This type of research is quasi experimental research with posttest only control group design research design. The population of this study is all class XI IPA of MAN 2 Bengkulu City academic year 2018/2019 as many 133 students. The analysis of the data was used the normality test,  homogeneity test, and hypothesis test.  The research sample was taken by purposive sampling technique. Data on the results of students' critical thinking skills are obtained from the value of the posttest or final test. Posttest is done by using test instruments in the form of descriptive tests as many as 6 items, each of which has a different critical thinking indicator. Previous test instruments were tested and analyzed to see the level of validity, reliability, differentiation and the level of difficulty of the questions. The results of the study showed that the average value of students' critical thinking ability achievement in the experimental class 1 was higher than that of the experimental class 2 students which were 74.09 and 70.22. Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a problem-based learning model. Hypothesis testing with the T-test at the 0.05 significance level yields a sig value. (2-tailed)> level of signicant which is 0.147> 0.05 so that Ho is accepted. Thus, it can be concluded that there is no significant difference between the critical thinking skills of the experimental class 1 students who apply PS models and experimental class 2 students who apply the PBL model.

scholarly journals PENGARUH PEMBELAJARAN DENGAN MODEL PROBLEM SOLVING FISIKA (PSF) TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS

2020 ◽  
Vol 3 (2) ◽  
pp. 83-90
Author(s):  
Mega Angellena ◽  
Eko Switoro ◽  
Desy Hanisa Putri
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Effect Size ◽  
Model Problem ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement

ABSTRAK Penelitian ini bertujuan untuk menguji pengaruh pembelajaran dengan model Problem Solving Fisika (PSF) terhadap prestasi belajar dan kemampuan berpikir kritis pada siswa kelas X MIA di SMAN 4 Kaur. Penelitian ini menggunakan desain nonequivalent control group design untuk meneliti pengaruh model PSF terhadap prestasi belajar dan one group pretest posttest design untuk meneliti pengaruh model PSF terhadap kemampuan berpikir kritis. Sampel penelitian diambil menggunakan teknik purposive sampling sehingga diperoleh kelas X MIA 1 berjumlah 31 orang sebagai kelas eksperimen dan kelas X MIA 2 berjumlah 31 orang sebagai kelas kontrol. Data penelitian dikumpulkan dengan menggunakan tes prestasi belajar dan tes kemampuan berpikir kritis. Berdasarkan analisis data menggunakan uji-T dua sampel independen menunjukkan bahwa 1) tidak terdapat pengaruh yang signifikan pembelajaran dengan model PSF terhadap prestasi belajar dengan nilai < yaitu (1,23< 2,00), dengan effect size sebesar 0,32 yang berada dalam kategori rendah.  2) terdapat pengaruh yang signifikan pembelajaran dengan model PSF terhadap kemampuan berpikir kritis diketahui dengan adanya selisih antara skor rata-rata posttest dengan skor rata-rata pretest  sebesar 36,78, dengan effect size sebesar 3,21, yang berada dalam kategori kuat. Kesimpulan penelitian ini menunjukkan bahwa tidak terdapat pengaruh yang signifikan pembelajaran menggunakan model Problem Solving Fisika terhadap prestasi belajar siswa kelas X SMAN 4 Kaur dan terdapat pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa kelas X SMAN 4 Kaur.  Kata Kunci: Model Problem Solving Fisika, prestasi belajar, Kemampuan Berpikir Kritis ABSTRACTThis study aimed to examine the effect of learning used the Problem Solving Fisika (PSF) learning Model on the learning achievement and critical thinking Skills of students of SMAN 4 Kaur. This research used nonequivalent control group design to examine the effect of the PSF learning model on learning achievement and one group pretest posttest design to examine the effect of the PSF learning model on Critical Thinking Skills. Samples in this research were taken by using purposive sampling. Data analysis which used the T-test two independent samples showed that 1) there was no significant effect of learning with the PSF learning model on the learning achievement with a value that was tcount<ttable (1.23 <2.00), with effect size of 0,31 which were in the low category. 2) there was a significant effect of learning with the PSF model on critical thinking skills known by the difference between the average Posttest score and average Pretest score (O2-O1) of 36,78, with effect size of 3,21, meant that the Problem Solving Fisika learning model had an effect of  98% and was in the High category. The conclusion of this study shows that there is no significant effect of learning using the Problem Solving Fisika learning model on the learning achievement and a significant effect of learning using the Problem Solving Fisika learning model on thecritical thinking skills.Keywords: Model Problem Solving fisika, learning achievements, critical thinking ability

scholarly journals The critical thinking skills on global warming issue: Effect of the socio-scientific problems approach on problem-solving toward student’s

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 228-237
Author(s):  
Rizqi Yanuar Pauzi ◽  
Sistiana Windiaryani
Keyword(s):  
Global Warming ◽  
Critical Thinking ◽  
Public Schools ◽  
Problem Solving ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches

This study aims to investigate the effect of socio-scientific issues learning approaches on problem-solving learning model toward improving the critical thinking skills of Islamic junior high public school students on global warming issue. The method used in this research was a quasi-experimental with a nonequivalent control group design. This study was conducted at one of the Islamic junior high public schools in Sukabumi with a research sample of class VII C as the experimental group and class VII B as the control. The sampling technique used was purposive. The instrument used was a test of critical thinking skills in the form of essays with as many as 9 items and questionnaires to investigate the response of students toward learning through 10 statements. The result of the research showed the average value of the experimental class N-gain of 0.38, which is higher than the control class of 0.24. Test of the difference in average critical thinking skills in the experimental class and control class using the t-test of N-gain data showed t-count 3.800> 2.009 t-table, therefore t-count> t-table, then H0 rejected and H1 accepted. So it can be concluded that the socioscientific issues learning approach affect the ability of student's critical thinking on global warming issue. Based on these results, we suggest that the socio-scientific issues learning approach can be applied by teachers in school for teaching with other socio-scientific issues such as genetic, ecology, and biodiversity.

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