scholarly journals The Effectiveness of Two Stay Two Stray (TSTS) Cooperative Learning Model in Improving Students 'Critical Thinking Skills

2020 ◽  
Vol 4 (1) ◽  
pp. 40-43
Author(s):  
Diaz Apriakanti ◽  
Mobinta Kusuma ◽  
Muriani Nurhayati
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Hypothesis Testing ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Group Method ◽  
Learning Models

The purpose of this study was to determine (1) the differences in students' critical thinking skills in natural science subjects between those who use the Two Stay Two Stray cooperative learning model (TSTS) and those who use the Problem Based Learning (PBL) learning model (2) the effectiveness of Two Stay Two Stray (TSTS) type of cooperative learning models and Problem Based Learning (PBL) learning models in improving students' critical thinking skills. This type of research was an experiment with a Posttest-Only Control Design group method. The sampling technique used was Cluster Random Sampling to determine the experimental class and the controlled class. Data collection techniques were the test. Furthermore, the research instrument used the final test to measure students' critical thinking skills. From the results of data analysis, it was obtained the results of hypothesis testing and hypothesis testing on the effectiveness of students' critical thinking skills. The calculation results of the hypothesis test for differences in critical thinking skills of students using the Independent Samples t-test showed tcount> ttable (14.710> 1.674) and a significance value of 0.000 <0.05, while the results of the effectiveness test on students' critical thinking skills used the One Sample t-test. The test shows the value of tcount> ttable (11.654> 1.708) and a significance value of 0.000 <0.05. Thus, it can be concluded that the Two Stay Two Stray (TSTS) cooperative learning model can improve students' critical thinking skills.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

scholarly journals The Effect of Student Teams Achievement Division (STAD) Learning Model and Social Skills on the Critical Thinking Ability in Four Grade Students of SD Negeri 05 Pauh Lubuk Sikaping

2020 ◽  
Vol 3 (1) ◽  
pp. 144-156
Author(s):  
Reviva Safitri ◽  
Edy Syahputra ◽  
Asmin Asmin
Keyword(s):  
Critical Thinking ◽  
Social Skills ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Difference

This study aims to: (1) To find out the differences of mathematical critical thinking ability of students taught with the STAD type cooperative learning model compared to conventional learning models; (2) To find out the difference of mathematical critical thinking ability of students who have high social skills compared to students who have low social skills; and (3) To find out the interaction between learning models and social skills in effecting the students' critical thinking ability. The population in this study were all grade four students at SD Negeri 05 Pauh Lubuk Sikaping, the number of students was 54, consisting of four grade A and four grade B. Data collection techniques used in this study were social skills questionnaires and critical thinking skills tests. The data analysis technique used in this study was inferential statistical techniques. Hypothesis testing is done by Two Way Anova test with a significant level of 0.05. The results showed that: (1) mathematical critical thinking ability of students taught with the STAD type cooperative learning model was higher than mathematical critical thinking ability of students taught with the conventional learning model (Fcount = 21.164 and sig. 0.000> 0.05); (2) The mathematical critical thinking ability of students who have high social skills was higher than the mathematical critical thinking ability of students who have low social skills (Fcount = 6.756 and sig. 0.012> 0.05); and (3) There was an interaction between learning models and social skills in effecting mathematical critical thinking ability of students (Fcount = 7.054 and sig. 0.011> 0.05).

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Sebastianus Fedi ◽  
A S Gunsi ◽  
A H Ramda ◽  
B Gunur
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Learning Models ◽  
Average Value ◽  
Research Hypothesis

<p>This research is aim to compare the students critical thinking skills who engaged in a problem-based learning model with students who engaged in conventional learning. This is experimental research, with posttest only control group design. The population is 50 of Accounting XI students in Widya Bhakti Vocational School in Ruteng, Flores. Samples grouping on nonprobability sampling, that is saturated sampling where all of this population members are used as samples. The sample in the experimental class was all 24 students of class XI Accounting 1 who received treatment problem-based learning, while the control class sample was all 26 students of class XI Accounting 2 who received conventional learning. Data is collected through tests in the form of description questions.</p>A prerequisite test was carried out before testing the research hypothesis: the normality test and the homogeneity test. The results of these prerequisite test are data in two groups indicated as normally distributed and both are homogeneous. Then, the research hypothesis was tested using t-test. Obtained and on a significance level of and degrees of freedom. Because then is rejected while is acceptable. In this case,  the average value of critical thinking skills in the experimental class,  the average value of critical thinking skills in the control class. The meaning of the results of this analysis are: (1) when compared to conventional learning models, the problem-based learning model has a more positive and significant influence on the formation of students' critical thinking skills; (2) The value of t-count = 4.005 indicates that the average value of critical thinking skills of students using problem-based learning models is so higher than the average value of conventional learning students' critical thinking abilities.

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 Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media

2020 ◽  
Vol 4 (3) ◽  
pp. 254
Author(s):  
Ni Putu Dyah Pramestika ◽  
I Gusti Agung Ayu Wulandari ◽  
I Wayan Sujana
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Test Method ◽  
Control Group ◽  
Learning Models ◽  
Class Iv

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (t-count = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 - 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.

scholarly journals Development of Learning Based on Problems in Chemistry Subjects to Improve Students' Critical Thinking Ability

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Melania Priska ◽  
Agnes Pendy ◽  
Natalia Peni ◽  
Ludovicus Carvallo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Biology Education ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

Solution material is one of the materials that requires a student's level of understanding at the critical thinking level. Critical thinking skills train students to learn to find and solve problems using scientific methods based on real experiences encountered and experienced directly. To be able to find the concept of knowledge based on existing realities, an appropriate learning model is needed, namely a problem-based learning model. This study aims to determine students' critical thinking skills. The type and design of this research is development research with a nonequivalent control group design. The samples of this research were students of semester 2, Biology Education Study Program, University of Flores. This research was conducted from April-June 2020. Data were collected using the critical thinking ability test technique of students in the chemical solution subject, followed by processing and analyzing data using the prerequisite analysis test in the form of normality test, homogeneity test, and t-test. The data analysis shows the significance value of the normality and homogeneity test, namely α> 0.05, while for the t-test α <0.05. From these results prove that problem-based learning can improve students' critical thinking skills in chemistry subject matter solution

scholarly journals Problem-based Learning and Student Critical Thinking to Improve Learning Achievement at Private Universities in Aceh

2021 ◽  
Vol 13 (2) ◽  
pp. 1142-1151
Author(s):  
Ibrahim Ibrahim ◽  
Nurul Akmal ◽  
Marwan Marwan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Biology Education ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Learning Achievement

This study aimed to determine the effectiveness of problem-based teaching and learning models to increase learning achievement and the relationship with students' critical thinking skills. This study used an experimental method with a design pretest-posttest control group.  The population in this study were all semester four students of the Biology Education Department. Analysis of experimental data to measure the achievement of student learning outcomes with t-test and critical thinking skills using percentage description analysis, using statistical computer software programs. The research results show an increase in learning achievement, with an average N-gain for problem-based learning units is 70.9 (moderate) and 57.93 (moderate) for conventional classes. The t-test results show that the t-count value is 3.61 and the t-table is 1.991, so t-count t-table. The conclusion is that there are differences in learning outcomes in implementing problem-based teaching and learning models to increase learning outcomes with critical thinking skills of four at the Private University of Aceh Province, Indonesia.

scholarly journals Penerapan Pembelajaran Problem Based Learning untuk Meningkatkan Ketrampilan Berpikir Kritis Siswa Pada Mata Pelajaran PPKn

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
I Made Kartika ◽  
Putu Ronny Angga Mahendra ◽  
Viane Awa
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Learning Process ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Observation Data ◽  
Learning Models ◽  
Group Discussions

The problem at SMK Dwijendra Denpasar in PPKn is that students are less active in critical thinking and less active in expressing opinions. The success in PPKn learning lies in the use of the learning model. The problem-based learning model has specifications that can train students to actively think critically in solving problems, and dare to express opinions. The purpose of this research is to determine the application of problem-based learning models to improve students 'critical thinking skills in PPKn subjects and to find out the obstacles in applying problem- based learning models to improve students' critical thinking skills in PPKn subjects. This research uses descriptive qualitative method. The research location is at SMK Dwijendra Denpasar. Observation data collection techniques, and documentation. Data analysis was performed using an interactive data analysis model that was carried out through the process of data reduction, data presentation, and drawing conclusions / verification. The results of the study showed that the application of problem-based learning model based on problems to improve students' critical thinking skills in Pancasila and civics education subjects had been implemented in accordance with the learning implementation plan. The application of problem-based learning models to improve students 'critical thinking skills improves students' critical thinking skills, increases student learning activities, and increases responsibility attitudes. Obstacles in the application of the based learning model are less learning time, less education to be a good facilitator at the group guidance stage, and to students who are less active in group discussions. The suggestion that can be given is that the school needs to conduct socialization so that it is more optimal for the application of problem-based learning models, for teachers to be more able to increase creativity in the use of learning models, to be more efficient in the time available during the teaching and learning process, as well as during the learning process. actively guiding students in group discussions.

scholarly journals Penerapan Model Pembelajaran Problem Based Learning Dan Inkuiri Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Konsep Dampak Pencemaran Lingkungan Terhadap Kesehatan

2017 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Evi Apriana ◽  
Anwar Anwar
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Post Test ◽  
The Impact

Penelitian ini bertujuan untuk mengetahui peningkatkan kemampuan berpikir kritis mahasiswa melalui penerapan model pembelajaran Problem Based Learning (PBL) dan Inkuiri pada konsep dampak pencemaran lingkungan terhadap kesehatan, menggunakan metode eksperimen dengan rancangan Statistic group pretes-postes design. Populasi dalam penelitian ini adalah mahasiswa Fakultas Kesehatan Masyarakat Universitas Muhamadiyah Aceh. Kelas pertama dibelajarkan dengan model pembelajaran PBL dan kelas kedua dibelajarkan dengan model pembelajaran Inkuiri. Analisis data tentang model pembelajaran PBL dan Inkuiri terhadap peningkatan kemampuan berpikir kritis mahasiswa. Data penelitian diuji dengan t-test, menggunakan program statistik software komputer. Hasil penelitian menunjukkan nilai kemampuan berpikir kritis pada model pembelajaran PBL dan Inkuiri dengan t-hitung > t-tabel (3,20 > 2,00), dengan nilai postest mean PBL = 72,25 dan mean Inkuiri = 81,00. Maka dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis mahasiswa pada model PBL dan Inkuiri. Kata Kunci: Model Pembelajaran Problem Based Learning, Inkuiri, Kemampuan Berpikir Kritis, dan Pencemaran Lingkungan This study aims to determine the improvement of students' critical thinking skills through the application of the Problem Based Learning (PBL) and Inquiry on the concept of the impact of environmental pollution on health, using experimental methods to design pretest-posttest Statistic group design. The population in this study were students of the Faculty of Public Health, University of Muhammadiyah in Aceh. First class learned with PBL learning model and the second class learned with inquiry learning model. Analysis of data on PBL and inquiry learning model to increase students' critical thinking skills. Data were tested by t-test, using a statistical software program computer. The results show the value of critical thinking skills in the PBL and inquiry learning model with t count> t-table (3.20> 2.00), with a mean post-test score and the mean PBL = 72.25 and mean Inquiry = 81.00. It can be concluded that there is an increase in students' critical thinking skills and inquiry PBL model. Keyword: Learning Model of Problem Based Learning, Inquiry, Critical Thinking Skills, and Environmental Pollution

scholarly journals PENGARUH MODEL PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR SEJARAH DI SMA KORPRI BEKASI

2021 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Muhammad Irham Romadhon ◽  
Sarkadi Sarkadi ◽  
Abdul Syukur
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Higher Learning ◽  
Learning Models ◽  
Direct Learning

This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.

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