scholarly journals THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

2020 ◽  
Vol 4 (1) ◽  
pp. 5-10
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Science Technology ◽  
Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

scholarly journals The Effects of Model Project-Based Learning Approach on STEM (Science, Technology, Engineering, Mathematic) on Natural Science Learning to Junior High School Student’s Critical Thinking Skills And Cooperative Skills at SMP N 1 Berbah

2020 ◽  
Vol 4 (2) ◽  
pp. 70-75
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Natural Science ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Model Project

This research aimed to (1) analyzes the effect of model project-based learning approach STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effect of model project-based learning on STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills. This research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. Sampling selection technique used cluster random sampling techniques and obtained class VIII B as an experimental class and class VIII C as a control class. Learning in the experimental class project-based learning model was STEM-oriented, and the control class used a scientific approach. The data were pretest and posttest critical thinking, observation sheets of cooperative. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that: (1) there was an effect of project-based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project-based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

scholarly journals Development of Project-Based Learning Science Module to Improve Critical Thinking Skills of Junior High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Widodo Setiyo Wibowo ◽  
Ekosari Roektiningroem ◽  
Norma Bastian ◽  
Karina Syahrul Hudda
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Junior High School Students ◽  
School Students

The study was conducted to develop science module based on project-based learning that is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. The study was Research and Development (RD), modified from Borg Gall steps covering only research and information collecting, planning, preliminary form of product development, expert judgment, product revision, and final product. The subjects were 2 expert lecturers (content expert and media expert) and 2 science teachers of SMP N 1 Wonosari. The types of data were quantitative and qualitative. Data were collected by means of SSP validation sheets and disaster preparedness identification sheets. The techniques of data analysis were descriptive analysis of qualitative and quantitative to 5 grading scale. The result of the study shows that science module is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. 

scholarly journals The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking

2019 ◽  
Vol 4 (2) ◽  
pp. 124-133
Author(s):  
Lidya Putri Apriliana ◽  
Isnaini Handayani ◽  
Subhan Ajiz Awalludin
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability

Since Indonesian students’ critical thinking skills in junior high school is still in unexpected level, it should be improved through teaching and learning process. The objective of the study is finding out the influence of problem centered learning approach toward students’ mathematical critical thinking ability. Every student should have mathematical critical thinking skills to make mathematics lessons are easier. Using the critical thinking skills will help students improving problem solving skills. However, the current critical thinking ability of junior high school students is still low. This research used quasi experimental design with Static Group Comparation type. The research sample consisted of two classes with each class of 35 students. The research instrument consists of six questions which indicate a mathematical critical thinking ability. Data analysis of this study used the Mann-Whitney test. The results of the study indicate that there is an effect of the problem-centered learning approach on the students' mathematical critical thinking ability with testing criteria is high.

scholarly journals Development of Physics Learning Instrument with Model Project Based Learning to Train Students’ Critical Thinking Skills

2019 ◽  
Vol 6 (5) ◽  
pp. 74
Author(s):  
Taufiq Ansori ◽  
Wasis Wasis ◽  
Harun Nasrudin
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
School Students ◽  
Physics Learning ◽  
Model Project

This research is aimed to produce physics learning instrument with appropriate project based learning models and be able to train critical thinking skills in senior high school students. The research was conducted in the second semester of 2018/2019 academic year in the Senior High School of Amanatul Ummah Surabaya. Learning instrument developed refers to the design of 4-D development. The data were collected by observation, tests, interviews, questionnaires and documentation. Data analysis techniques used include analysis of validity. The results showed that the learning instrument developed (syllabus, lesson plans, teaching materials, student worksheet, and critical thinking skills test instruments) were valid categories, it can be concluded that the learning instrument developed has satisfy the criteria of validity so that it is worth using to train critical thinking skills in students.

scholarly journals The Development of Science Learning Devices with Guided Inquiry Model through Flipbook Media on Human Respiratory System Material to Train Critical Thinking Skills of Junior High School Students

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Indah Nafilatul Ilma ◽  
Endang Susantini ◽  
Tarzan Purnomo
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
School Students

This study aimed to produce a guided inquiry learning science model through flipbook media which is appropriate for training critical thinking skills for junior high school students on the Human Respiratory System material. The development of the device is a modification of the 4-D model which was tested on eighth grade students of the junior high school even semester semester 2019/2020 and was repeated twice. This is One-Group Pretest-Posttest Design research design and the data collection uses the method of validation, observation, tests, and questionnaires. The research data generated are validity, practicality, and effectiveness of learning devices analyzed descriptively quantitative and qualitative. The results showed that (a) learning devices developed were categorized as very valid, (b) learning activities were carried out very well with an average score of 3.69, (c) student activities in learning were carried out very well, (d) student responses to learning inquiry was very good (95.99%), and (e) the results of students' critical thinking tests had a high increase, critical thinking skills increased from 28.37 (Very Less Critical) to 81.21 (Critical). The conclusion of the science learning device with guided inquiry learning model through the developed flipbook media is appropriate to be used to train students' critical thinking skills.

scholarly journals Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok

2020 ◽  
Vol 7 (1) ◽  
pp. 60
Author(s):  
Hikmawati Hikmawati ◽  
I Wayan Suastra ◽  
Ni Made Pujani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Science Teachers ◽  
Junior High School ◽  
Cultural Awareness ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Local Culture

This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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