scholarly journals The Effectiveness of Science E-Modules for Class VII Junior High Schools Based on Socioscientific Issues to Improve Students' Critical Thinking Skills

2021 ◽  
Vol 5 (2) ◽  
pp. 1-9
Author(s):  
Komang Edi Suastrawan ◽  
I Nyoman Suardana ◽  
A. A. I. Agung Rai Sudiatmika
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Junior High ◽  
Socioscientific Issues ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Junior High Schools ◽  
Gain Score ◽  
Paired Sample

This study aims to analyze the effectiveness of science e-modules for class VII junior high schools based on socioscientific issues to improve students' critical thinking skills. The type of research used is Pre-Experimental with one group pretest-posttest design. This research was conducted at SMP Negeri 2 Seririt in class VII A with a total of 30 students. Data were collected with 12 items of critical thinking skills test on global warming material through pretest and posttest. Data were analyzed using Paired Sample T-Test and gain score test. The Paired Sample T-Test was used to calculate the significance of increasing students' critical thinking skills, but the gain scores were used to calculate the increase in students' critical thinking skills. The results of this research showed that there was a significant difference in students’ critical thinking skills before and after used science e-module in learning (sig. < 0.05). The normalized N-gain test also showed an increase in students' critical thinking skills with a value of 0.55 in the medium category. Based on the results of the Paired Sample T-test and the normalized gain score, it can be concluded that the e-module based on socioscientific issues is effectively used to improve students' critical thinking skills. 

scholarly journals Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

2017 ◽  
Vol 10 (01) ◽  
pp. 101-116 ◽  
Author(s):  
Nur Miftahul Fuad ◽  
◽  
Siti Zubaidah ◽  
Susriyati Mahanal ◽  
Endang Suarsini ◽  
...  
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High Schools

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals MODUL INTERAKTIF EFEK FOTOLISTRIK BERBASIS LCDS UNTUK MENSTIMULUS KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS

2020 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ani Latifatun Naj'iyah ◽  
Agus Suyatna ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Thinking Skills ◽  
Photoelectric Effect ◽  
T Test ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Sample ◽  
Analysis Technique

The purpose of this research are to knowing the differences of critical thinking skills using interactive module photoelectric effects  with printed module, describe the improvement of students' critical thinking skills after the interactive module is applied, describe science process skills in students who use interactive module of photoelectric effects, and knowing student responses to the use interactive module of photoelectric effects. The study was conducted in Natar 1 Public High School, in the even semester 2018/2019 academic year with research design nonequivalent control group design.The research instrument used was a questionnaire (questionnaire), Student Worksheet (LKPD) along with observation sheets and test questions. Data collection techniques were carried out by test techniques, questionnaires and LKPD contents. The data analysis technique of critical thinking ability is done by normality test, homogeneity test and N-gain. The data analysis technique of science process skills is done by calculating the average grade of the class then adjusted to the index classification table of science processes. Hypothesis testing is done by Paired Sample T Test and Independent Sample T Test. The results of the study show that (1) the application of the photoelectric effect interactive module is able to improve students' critical thinking skills, this is seen from the N-gain value and paired sample t test results, 2) there are significant differences in critical thinking skills between students who use interactive modules with printed modules, this is seen from the differences in the n-gain values of both classes and the results of the independent sample t test, (3) the value of students' science process skills is 82.6 with a high category, and (4) students gave a positive response to the utilization of the photoelectric effect interactive module.

scholarly journals Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 53-68
Author(s):  
Rita Saekawati ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

scholarly journals PENGARUH AKTIVITAS LITERASI MATEMATIKA TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA KELAS IV

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Rilo Eko Pambudi ◽  
Soewalni Soekirno ◽  
Ema Butsi Prihastari
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Literacy Practice ◽  
Mathematical Literacy ◽  
Paired Sample ◽  
Literacy Activities ◽  
Class Iv

Research aimed to determine the influence of mathematical literacy activities on the ability of critical thinking in class IV mathematics of State Elementary School 3 Karanganyar where the research was conducted in the elementary School of Negeri 3 Karanganyar. This research sample was a class IV student numbering 36 children. This type of research used quantitative types. Data collection Techniques used: (1) tests; (2) Observation; (3) Documentation; (4) interviews. The data analysis technique used is the technique of Paired sample T-Test. Based on the results of the test Paired sample T-Test obtained that the value of Thitung 24.24 > This at a rate of significance 5% of 1.69. Thus, there is the influence of mathematical literacy activities on the ability of critical thinking in class IV mathematics of State Elementary School 3 Karanganyar Year lesson 2019/2020 can be accepted the truth in a significant. Summed up, implementing mathematical literacy activities can help develop critical thinking skills. It is recommended to implement mathematical literacy practice activities. For learners to solve mathematical problems with critical thinking skills.

scholarly journals Penerapan Model Discovery Learning Berbasis STEM pada Materi Sistem Gerak Untuk Meningkatkan Keterampilan Berpikir Kritis

2021 ◽  
Vol 9 (1) ◽  
pp. 99-107
Author(s):  
Fadlina Fadlina ◽  
Wiwit Artika* ◽  
Khairil Khairil ◽  
Cut Nurmaliah ◽  
Abdullah Abdullah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Research Approach ◽  
Paired Sample ◽  
Motion System ◽  
System Concept

Implementation of learning in class 11th MAN 1 and MAN 2 Banda Aceh City Students only get information without going through discussion activities, students who are not brave enough to express ideas or ideas, so that students are not trained in using their critical thinking skills. This study aims to determine the improvement of students' critical thinking skills through the application of the STEM-based discovery learning model to the motion system concept. The research approach used is quantitative with the type of pre-experimental research. The research design used is the one-group pretest-postest design. The population was all of 11th grade students, amounting to 292 people. The sampling technique used was a total sampling. The sample in this study consisted of 292 students. The instruments in this research were pretest and posttest multiple choice questions with reasoned. Data analysis consisted of normality test, paired sample t-test at a significant level of 0.05 and n-gain. The results of the paired sample t-test obtained tcount 48 and value (ρ.001), so it was concluded that there were differences in critical thinking skills and learning outcomes of students before and after learning with the application of the STEM-based discovery learning model to the motion system concept. The results of the n-gain test using the Meltzer formula showed that the gain in critical thinking skills was 0.85, so there was an increase in critical thinking skills with a high category.

scholarly journals CAN BLENDED LEARNING HELP IMPROVE STUDENTS' CRITICAL THINKING SKILLS?

2021 ◽  
Vol 10 (2) ◽  
pp. 721
Author(s):  
Syaiful Anwar ◽  
Wahyu Setyaningrum
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Blended Learning ◽  
Junior High School ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Gain Score ◽  
Significant Difference

The flow of information is currently spreading very quickly, and massively, so critical thinking skills are needed to obtain valid information. Based on the 2015-2019 Ministry of Education and Culture Strategic Plan, learning activities in Indonesia have not yet facilitated the development of students' critical thinking skills. One of the lessons that are thought to be able to improve student's critical thinking skills is blended learning (BL). Therefore, this experimental study aims to determine the effectiveness of BL in terms of students' critical thinking skills. Data were collected through written tests and interviews. This study involved 68 eighth-grade junior high school students. The main instrument in this study is a mathematics test (pre-test and post-test) which consists of five essay questions. The independent sample t-test was used to compare the difference in average scores between the experimental class and the control class, followed by using the normalized gain (n-gain) score from the pretest and posttest to test the effectiveness of BL in terms of students' critical thinking skills. Based on the independent sample t-test, there is a significant difference in the average value of critical thinking skills between the BL class and the conventional class. The average n-gain score for the experimental class (BL) is categorized as less effective. The average n-gain score for the control class (conventional) is included in the ineffective category. So in conclusion, the application of BL in mathematics learning is categorized as less effective in terms of critical thinking skills.

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