scholarly journals MENGEMBANGKAN KEMAMPUAN BERPIKIR SIMBOLIK PADA ANAK USIA DINI MELALUI MEDIA PEMBELAJARAN STIK BERGAMBAR

2019 ◽  
Vol 2 (6) ◽  
pp. 359
Author(s):  
Ida Farida ◽  
Komala Komala
Keyword(s):  
Ice Cream ◽  
Thinking Skills ◽  
Learning Activities ◽  
Control Group ◽  
Test Results ◽  
Thinking Ability ◽  
The Media ◽  
Symbolic Thinking ◽  
Learning Interest ◽  
Experimental Group

The ability to think symbolically is the ability to formulate consepts learned by children for the provision of life in the future. The pictorial ice cream sticks media in learning activities can be used in developing childrens  symbolic thinking skills. This research aims to find out the simbolic thinking ability of children. This study aims to determine the development of symbolic thinking abilities through pictorial stick media. The media of ice cream stick was chosen to be the solution of the problems that exist in, because these ice cream sticks have not been widely used as a mediun for the development of symbolic thinking skills, besides ice cream sticks are also easily available and familiar to chldren, so it expected through stick media illustrated ice cream will fasilitate researchers in developing symbolic thinking skills in children. This study uses an experimental method where the sampel in this study amounted to 26 children. Data processing using SPSS 22.0. The average gain test results between the experimental group and the control group were 7,07 for the experimental group and 6,38 for the control group. Thus it shows that pictorial ice cream sticks are able to develop symbolic numeracy skills at SPS Permata Bunda. With the application of pictorial ice cream stick learning media can increase childrens learning interest, students can be directly involved in learning can be more meaningful and meaningful for children.Kemampuan berpikir simbolik merupakan kemampuan dalam merumuskan konsep-konsep yang dipelajari anak guna bekal dikehidupan yang akan datang. Media stik eskrim bergambar dalam kegiatan pembelajaran dapat digunakan dalam mengembangkan kemampuan berfikir simbolik anak. Penelitian ini bertujuan untuk mengetahui kemampuan berpikir simbolik anak. Penelitian ini bertujuan untuk mengetahui pengembangan kemampuan berpikir simbolik melalui media stik bergambar. Media stik es krim bergambar dipilih untuk menjadi solusi dari permasalahan yang ada di SPS Permata Bunda, karena stik eskrim ini belum banyak digunakan sebagai media pengembangan kemampuan berpikir simbolik, selain itu stik eskrim juga mudah didapatkan dan tidak asing lagi bagi anak-anak, sehingga diharapkan melalui media stik es krim bergambar akan memudahkan peneliti dalam mengembangkan kemampuan berpikir simbolik pada anak. Penelitian ini meggunakan metode eksperimen dimana sampel terbagi menjadi kelompok eksperimen dan kontrol, sampel dalam penelitian ini berjumlah 26 orang anak. Pengolahan data menggunakan SPSS Versi 22.0. Hasil dari penelitian ini hasil uji postest dengan menggunakan SPSS 22.0. Hasil uji gain rata-rata antara kelompok eksperimen dan kelompok kontrol yaitu 7.07 untuk kelompok eksperimen dan 6.38 untuk kelompok kontrol. Dengan demikian menunjukkan bahwa stik es krim bergambar mampu mengembangkan kemampuan berpikir simbolik di SPS Permata Bunda. Dengan penerapan media pembelajaran stik bergambar ini dapat meningkatkan minat belajar anak, peserta didikpun dapat terlibat langsung dalam kegiatan pembelajaran, sehingga pembelajaran dapat lebih berarti dan bermakna bagi anak.

scholarly journals Efektifitas Pengembangan Buku Ajar Berbasis Nilai-Nilai Karakter Multikultural Terhadap Keterampilan Berpikir Kritis Siswa

2021 ◽  
Vol 11 (1) ◽  
pp. 54-62
Author(s):  
Sony Ari Wibowo ◽  
Murtono ◽  
Santoso ◽  
Sri Utaminingsih
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Test Results ◽  
Significance Level ◽  
Fourth Grade Students ◽  
Experimental Group

This study aims to describe the effectiveness of multicultural-based learning to improve students' critical thinking skills in elementary schools. This is a Research and Development (R & D), with the steps of potential problems analysis, data collection, product design, design validation, design revisions, product trials, and product revisions. This research was conducted in grade IV in SD 1 Tritis and SD 1 Karangnongko, combined as the experimental group, while SD 1 Daren and SD 3 Nalumsari as a control group, all in Nalumsari District, Jepara Regency. The results showed the t-test results found that t arithmetic> T table is 8.994> 1699, the value data were analyzed with a significance level of 0.05. So, as the basis for decision making, it can be concluded that Ho was rejected and Ha was accepted. Thus, it can be concluded that multicultural-based learning is effective in improving the critical thinking skills of fourth grade students of elementary schools.

scholarly journals Effect of Problem Based Learning Model on the Chemical Reaction Rate toward Critical Thinking Ability of Students

2020 ◽  
Vol 9 (4) ◽  
pp. 183-190
Author(s):  
Kasmiati Kasmiati ◽  
Tahril Tahril ◽  
Vanny M. A. Tiwow
Keyword(s):  
Critical Thinking ◽  
Reaction Rate ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Average Value ◽  
Thinking Ability ◽  
Experimental Group

This study aimed to identify the effect of the problem-based learning model on the reaction rate toward critical thinking abilities of students of MAN 1 Palu. This study was a quasi-experiment with a pretest-posttest control group design. Sampling was taken by purposive sampling technique with the sample of class XI MIA 3 as the experimental group (n = 18) and class XI MIA 4 as the control group (n = 14). The results of the study and data analysis obtained an average value of students' critical thinking skills from the questionnaire that the experimental group was 82.95%, higher than the control group (73.43%). The average value of students' critical thinking skills from the description test showed that the experimental group was 79.42%, higher than the control group (58.02%). Students' critical thinking skills data using parametric statistical analysis with t-test (right-party t-test) obtained tcount > ttable was 6.83 > 2.04 which corresponds to the H1 acceptance area, therefore H1 was accepted and H0 rejected. This means that students 'critical thinking skills in the experimental group were higher than in the control group. The results of this study concluded that the problem-based learning model had a significant influence on the thinking ability of students in grade XI on the reaction rate at MAN 1 Palu.

scholarly journals PENERAPAN METODE BERMAIN PUZZLE STICK ES KRIM ANAK USIA DINI PADA KELOMPOK B UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR SIMBOLIK

2019 ◽  
Vol 2 (5) ◽  
pp. 263
Author(s):  
Mimik Kurniawati ◽  
Nanin Tresnawaty ◽  
Euis Eti Rochaeti ◽  
Lenny Nuraeni
Keyword(s):  
Learning Process ◽  
Ice Cream ◽  
Thinking Skills ◽  
New Method ◽  
Thinking Ability ◽  
Experiment Method ◽  
Symbolic Thinking ◽  
Better Than ◽  
Quasi Experiment

This research is based on field findings about the learning process in improving children's symbolic thinking skills carried out without the use of varied educational play tools. Playing an ice cream stick puzzle is a new method that is applied to make it easier for children to improve their symbolic thinking skills. This research uses quasi experiment method. Using the method of playing ice cream puzzle sticks, children tend to be more enthusiastic, interested, and more excited when participating in learning. The development of the symbolic thinking ability of children  after learning the method of playing the Ice Cream Stick puzzle improved better than before using the ice cream puzzle stick. This can be seen from the results of the study before being given 27.58 treatments and after being given treatment increased to 29.25.Penelitian ini didasari oleh temuan dilapangan tentang proses pembelajaran dalam meningkatkan kemampuan berpikir simbolik anak dilakukan tanpa menggunakan alat permainan edukatif yang bervariasi. Bermain puzzle stick es krim adalah metode baru yang diterapkan untuk memudahkan anak dalam meningkatkan kemampuan berpikir simbolik. Penelitian ini menggunakan metode quasi eksperiment. Menggunakan metode bermain puzzle stick es krim anak cenderung lebih antusias, tertarik, dan lebih bersemangat pada saat mengikuti pembelajaran. Perkembangan kemampuan berpikir simbolik anak  setelah mengenal metode bermain puzzle Stick Es Krim menjadi meningkat lebih baik dari sebelum menggunakan puzzle stick es krim tersebut. Hal ini terlihat dari hasil penelitian sebelum diberikan perlakuan 27.58 dan sesudah diberikan perlakuan meningkat menjadi 29.25.

scholarly journals The effect of Strategy ofsimilarities in the development of visual thinking for mathematics at the primary school pupils

2018 ◽  
Vol 225 (3) ◽  
pp. 55-76
Author(s):  
Nidhal Taha khaleefa KhazrajiInstr. Ph.D.
Keyword(s):  
Primary School ◽  
Thinking Skills ◽  
Control Group ◽  
Visual Thinking ◽  
Test Results ◽  
Male And Female ◽  
Ordinary Method ◽  
Two Samples ◽  
Degree Of Control ◽  
Experimental Group

The research aims to investigate theimpact of strategy ofsimilarities in thedevelopment of visual thinking for mathematics at the primary school students, and to achieve the goal of the study and a researcher hypotheses put zero the following: - Thereis nosignificantdifferencefromstatisticlevel (0.05) between the mean scores of the experimental group students who will study the similarities and according to the degree of control group students who will study according to ordinary method to test visual thinking skills strategy. Thereis nosignificantdifferencefromstatistic at thelevel of significance (0.05) between the average grades of the experimental group in the test results (tribal - dimensional) for visual thinking skills. Thereis nosignificantdifferencestatisticathelevel of significance (05, 0) between the average grades of the control group in the test results (tribal - dimensional) for visual thinking skills. Thelimitation of theresearchison a sample of students of the fifth grade, in a school (peace be upon him Hadi primary mixed) of the Directorate of Education BAGHDAD / Rusafa third. TheResearcherchosesthenumberof pupilsrandomly (67) male and female pupils, after the exclusion of statistical represented Division (a) the control group, amounting to its size (31) pupils and studied according to ordinary method, while represented the Shab'a (b) of the experimental group, with a volume of (31) male and female pupils and studied according similars strategy. Two sets of variables are conducted (chronologicalage, previous achievement in mathematics, the academic level of the parents, visual thinking), testing visual thinking "dish tribal" on my sample search, after extracting the results, began researcher taught the two groups (experimental and control), applied after the tool visual thinking. TheresearcherAdoptedstatisticalmethods (t-test for two samples interlinked and one sample, Pearson) correlation coefficient. The most important findings of thisresearch can be shown as follow: Thereis asignificantdifferenceisstatistic at thelevel of (0.05)  between the average grades of the experimental group, which will study the similarities and according to the degree of control group students who will study according to ordinary method to test visual thinking skills strategy. Thereis a significantdifferenceinsstatisticlevel of significance (0.05) between the average grades of the experimental group in the test results (tribal - dimensional) for visual thinking skills. Thereisnosignificandifference instatisticthelevel of significance (0.05) between the average grades of the control group in the test results (tribal - dimensional) for visual thinkingskills.  

scholarly journals Pengaruh Pembelajaran Online Berbasis Kooperatif dan Outcome Based Education Terintegrasi Kearifan Lokal Terhadap Kemampuan Berfikir Kritis

2021 ◽  
Vol 16 (2) ◽  
pp. 151
Author(s):  
Kumala Ratna Dewi ◽  
Dadi Setiadi ◽  
I Wayan Merta
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Outcome Based Education ◽  
Thinking Ability ◽  
Experimental Group

The ability to think critically is stated as an essential skill in 21st century society so it must be integrated into the learning process. Critical thinking can be implemented through the cooperative learning model and Outcome Based Education integrated with local wisdom. The inclusion of local wisdom in learning is a manifestation of the mandate of national education. The occurrence of the Covid-19 outbreak requires learning to be carried out online. The purpose of this study was to determine the effect of cooperative-based online learning and Outcome Based Education integrated local wisdom on critical thinking skills. The research method used the nonequivalent pretest-posttest control group design, the determination of the sample used purposive sampling technique, the data collection used a multiple choice test, and the data were analyzed using the MANOVA test using SPSS 16,0. The pre-test average test result of Critical Thinking ability in the experimental group was 37.5, while the control group score was 53,57. Furthermore, the Post-Test average of Critical Thinking ability of the experimental group was 67,14, while the control group was 57,5. The results of the Test Between Subject Effect analysis resulted in a significant value of critical thinking skills of 0,004. Based on these results, it can be stated that there is an effect of cooperative-based online learning and Outcome Based education integrated local wisdom on the critical thinking skills of students of SMAN 8 Mataram.

scholarly journals The Development Biology Authentic Learning of Mahasarakham University Demonstration School (Secondary). Thailand

2021 ◽  
Author(s):  
Wutthisak Bunnaen
Keyword(s):  
Authentic Learning ◽  
Learning Activities ◽  
Average Score ◽  
Control Group ◽  
Test Results ◽  
Knowledge Test ◽  
Before And After ◽  
Biology Learning ◽  
Experimental Group ◽  
Demonstration School

The research study Development of Authentic Biology Learning Activities, Mahasarakham University Demonstration School (Secondary). The sample group consisted of 160 students in grade 10 students, Science-Mathematics major, 160 students, divided into experimental groups of 80 people and 80 control groups from purposive sampling. The instruments used in research is a set of authentic biology learning activities, the biology knowledge tests and attitude questionnaire. The research used experimental process (Quasi-experimental Design Research) Quasi-equivalent control group design. The results of comparative analysis of the average test results of biology knowledge Before and after learning of students in the experimental group It was found that before the students had an average score of 8.96 and the post-test results in the experimental group students had an average score increased to 12.98, with the average after learning scores increased significantly at the level of .05. The biology knowledge test before and after learning found that the students in the experimental group average score from the biology knowledge test after learning higher than students in the control group with statistical significance at the level of.05 and the results of attitudes towards the arrangement of authentic learning biology learning activities of grade 10 students in the experimental group found that in almost all questions, the average score of the score is greater than 4.51 Which is at the highest level and the overall average score is 4.74 which is at the highest level show that. The organizing of authentic learning activities in biology for grade 10 students, gives students a better understanding of the learning content with scores from higher knowledge tests therefore, is an effective way to organize learning activities for students that can be applied with other courses.

scholarly journals DEVELOPMENT OF 4C-BASED HOTS ASSESSMENT TO IMPROVE CRITICAL THINKING SKILLS IN GRADE 6 STUDENTS OF KUDUS ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Tigas Tri Kurniawan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Experimental Group

ABSTRACTThis study aims to: (1) Formulate the development of HOTS assessment design based on 4C to improve students' critical thinking ability in mathematics learning grade VI elementary school in Kudus District. (2) Describe the characteristics of 4C-based HOTS assessment in mathematics learning grade VI elementary school in Kudus District. (3) Analyze the effectiveness of 4C-based HOTS assessment to improve students' critical thinking ability in grade 6 elementary math learning in Kudus District. This research uses research and development (R&D) design. The development design adapts the development model according to Borg & Gall which consists of ten stages. The trial was conducted on 37 students at SD 1 and 2 Gribig as an experimental group, and 36 students at SD 1 and 3 Klumpit as a control group. Data is collected with observations, questionnaires, tests, and interviews. 4C-based HOTS assessment effectiveness data analyzed with gain test, t test at significance level of 0.05. HOTS assessment developed in the form of HOTS assessment instruments based on 4C (Critical thinking, creativity, collaboration, communication)which has 7 characteristics, namely: 1) measuring high-level thinking ability, 2) divergent, 3) using multirepresentation, 4) contextual problem-based, 5) using various forms of questioning, 6) ability to measure communication, and 7) measuring the ability to work together. 4C-based HOTS assessments were effective in improving students' critical thinking ability and learning outcomes, as evidenced by an increase in the average score of students' critical thinking ability in the experimental group, namely 80.59 with moderate categories and an increase in the average score of student learning outcomes in the experimental class, 89.05 with a moderate category. Based on the description above, it can be concluded that HOTS 4C-based assessment is able to improve the critical thinking ability of elementary school grade 6 students.Keywords: textbooks, local wisdom, thematic, elementary school..

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

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