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 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 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 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 Pengaruh Pembelajaran IPA Berbasis Empat Pilar Pendidikan terhadap Kemampuan Berpikir Kritis

2018 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Rizki Noor Prasetyono ◽  
Eka Trisnawati
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability

Penelitian ini bertujuan untuk mengetahui pengaruh dan efektivitas pembelajaran IPA berbasis empat pilar pendidikan yaitu learning to know, learning to do, learning to live together, and learning to be terhadap kemampuan berpikir kritis. Penelitian ini dilaksanakan di SMP kelas VIII pada mata pelajaran Ilmu Pengentahuan Alam tahun ajaran 2017/2018. Desain penelitian quasi-experiment bentuk Nonequivalent control-group design, dengan mengambil pretes sebelum diberi perlakuan kemudian dilakukan postes. Dari hasil analisis data menunjukkan bahwa nilai signifikansi (p-value) dengan ANCOVA adalah 0,026. Karena nilai signifikansi lebih kecil dari 0,05 maka terdapat pengaruh yang signifikan antara peserta didik yang menggunakan pembelajaran IPA berbasis empat pilar pendidikan dengan peserta didik yang menggunakan pembelajaran secara konvensional. Data hasil analisis efektivitas didapatkan nilai probabilitas (Sig.) 0,000< 0,05 artinya pembelajaran IPA berbasis empat pilar pendidikan efektif dalam meningkatkan kemampuan berpikir kritis siswa. The Effect of Four Pillars Education in Science Learning to the Critical Thinking Ability Abstract  The purpose of the research to determine the effect and effectiveness of the four pillars of education in science learning (learning to know, learning to do, learning to live together, and learning to be) to the critical thinking ability. This research was conducted in the eighth grade junior high school in the subject of Natural Science of the academic year 2017/2018.  By using a quasi-experimental research design in the Nonequivalent control-group design form, by taking pretest before being treated then post tes. Based on the research data the significance value (p-value) with ANCOVA is 0.026. Because the significance value is less than 0.05, there is a significant influence between students who use science learning based on the four pillars of education with students who use conventional learning. The results of the effectiveness data analysis obtained the probability value (Sig.) 0,000 <0,05 which means that science learning based on four pillars of education is effective in improving student’s critical thinking skills.

scholarly journals PENCAPAIAN KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN OPEN ENDED PADA MATERI BANGUN DATAR

2019 ◽  
Vol 2 (3) ◽  
pp. 127
Author(s):  
Yani Komalasari ◽  
Resty Tasya ◽  
Neni Maryani ◽  
Fitriani Nursalamah ◽  
Nani Marlina ◽  
...  
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
T Test ◽  
Mathematics Students ◽  
Test Question ◽  
Critical Thinking Ability ◽  
Normality Test ◽  
Thinking Ability ◽  
Mathematics Problem

The purpose of this research is to describe the achievement of critical thinking ability of mathematics students in the junior high school using open ended learning. Population of this research is all of students 1st grade inn SMP Negeri 3 Soreang consists of 10 classes. From those population was taken two classes, first VII I class with 28 students used an open ended approach learning and VII J with 29 students used a conventional learning. The instrument is used to collecting data are test question critical thinking test with five indicator(1) Check the truth of arguments, acknowledgment and processes of solution (2) Drawing the question with the reason (3) Identifying relevant and irrelevant data on a mathematics problem (4) identifying assumptions (5) Answer/finish the problem mathematics with the reason. To the test achievement of the learning with used open ended approach learning and conventional learning used normality test. To compare the of open ended learning and conventional learning, analyzed used two achievement sample t-test. The result of this research shows that a whole spectrum of critical thinking abilities there is a difference between using open ended approach learning and conventional learning.

scholarly journals Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

2018 ◽  
Vol 5 (2) ◽  
pp. 190-200
Author(s):  
Tety Dwi Setyaningsih ◽  
Agus Maman Abadi
Keyword(s):  
Critical Thinking ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Comparison Group ◽  
T Test ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa. The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiety

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 The Effectiveness of The Guided Discovery Learning (GDL) Method Using a Contextual Approach Reviewed from Mathematical Critical Thinking Ability of Senior High School in Muna District

2019 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Imaludin Agus ◽  
Fitriani Fitriani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Contextual Approach ◽  
Learning Method ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

Abstrak Penelitian ini bertujuan untuk menguji efektivitas metode pembelajaran penemuan terbimbing menggunakan pendekatan kontekstual dalam hal keterampilan berpikir kritis siswa SMP. Jenis penelitian yang digunakan adalah eksperimen semu. Populasi dalam penelitian ini adalah semua siswa kelas VIII Sekolah Menengah Atas di Kecamatan Kontukowuna, Kabupaten Muna, Sulawesi Tenggara pada tahun 2016/2017. Pengumpulan data diperoleh melalui penyediaan empat item pertanyaan instrumen tes keterampilan berpikir kritis, di mana setiap pertanyaan mewakili indikator kemampuan berpikir kritis dan lembar observasi pelaksanaan pembelajaran. Hasil penelitian dianalisis menggunakan uji t satu sampel. Temuan menunjukkan bahwa nilai uji t 2,719> (t_0,05,27) = 2,0518, yang dapat disimpulkan bahwa metode pembelajaran penemuan terbimbing efektif dalam hal kemampuan berpikir kritis siswa SMP. Hasil ini didukung oleh peningkatan rata-rata pretest 27,66 ke posttest 76,00 yang lebih tinggi dari kriteria penguasaan mengajar minimum (KKM) dari 70. Abstract This study aimed to test the effectiveness of guided discovery learning method using a contextual approach in terms of students' critical thinking skills of SMP. Type of research used was quasi experiment. Population in this research was all VIII grader students of Senior High School in sub-district Kontukowuna, Muna districts, Southeast Sulawesi in 2016/2017. Data collection was obtained through the provision of four items of question of critical thinking skills test instrumen, where each question represents an indicator of critical thinking ability and observation sheet of learning implementation. Research result was analyzed using one sample t test. The findings showed that t test value 2,719> (t_0.05,27) = 2.0518, which can be concluded that the guided discovery learning method was effective in terms of the critical thinking ability of junior high school students. This result was supported by the increase of average of pretest 27.66 to posttest 76.00 which was higher than the minimum teaching mastery criteria (KKM) of 70.

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

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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