scholarly journals BERPIKIR KRITIS SISWA DALAM PENYELESAIAN MATEMATIKA DITINJAU DARI PERBEDAAN TIPE GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuli Aulia Rahayu ◽  
Widodo Winarso
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Mathematical Problems ◽  
Math Problems

The essence of mathematics learning is the ability to solve math problems. Differences in ability, one of which is the suspect cognitive style. Based on the cause of the necessary mathematical problems of the students, cognitive style consists of a type of reflection and impulsive. So that the focus of this research is to analyze students' critical thinking skills in solving mathematical problems based on different types of reflective and impulsive cognitive style. Causal-comparative studies are needed to analyze the problem. The population of this study is composed of students of class VII SMPN 1 Susukan Cirebon. While the sample search uses the intentional sampling technique with the number of research samples 31 students. The technique of data collection using the Cognitive Style TMF test (correspondence familiar figures Test) and description Test (essay) Mathematics of critical thinking. The hypothesis test used is the t-test (T-test for independent samples). The results of the research show that the distribution of cognitive styles of students at SMPN 1 Susukan Cirebon, dominated by reflective-type cognitive style students (74% of students), while a small part of the students type of impulsive cognitive style (26% of students ). Critical thinking ability of reflective type students of cognitive style is better than the type of impulsive cognitive style students

scholarly journals PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTERUCTION (PBI) TERHADAP KEMAMPUAN SISWA BERPIKIR KRITIS DI KELAS XI SMA NEGERI 4 KOTA BENGKULU

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Indah Cucurostanti ◽  
Mety Herlina
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Average Value ◽  
Based Instruction

This study aims to determine the effect of the Problem Based Instruction (PBI) learning model on the ability of students to think critically in class XI SMA Negeri 4 Bengkulu City. This study uses an experimental method, the sample of the population in this study are two classes selected by the Simple Random Sampling technique. Data analysis techniques using 1. Normality Test 2. Homogeneity Test 3. T-Test (Hypothesis Test). Based on the average value of students 'critical thinking skills in the class using the Problem Based Instruction learning model is 77.74, while the average value of students' critical thinking skills in conventional classes is 70.27. And after the t-test, a significant value of students 'critical thinking abilities is obtained, with Tcount 2.899 and Ttable 2.05, then Tcount 2.899 Ttable 2.05, thus based on the hypothesis it can be concluded that there is a significant influence on the value of students' critical thinking abilities using Problem Based Instruction learning model (H1 accepted and H0 rejected).

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 KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Implementasi Model Problem Based Learning Dipadu LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Zainatul Hasanah ◽  
Andi Ulfa Tenri Pada* ◽  
Safrida Safrida ◽  
Wiwit Artika ◽  
Mudatsir Mudatsir
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Learning Process ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

The learning process only focuses on the material by memorizing concepts, students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL learning model combined with STEM-based worksheets on environmental pollution conceptin class 10th SMA Negeri Bireuen district. The approach used is experimental design, the method used is quasi-experimental, with a pretest-posttest design non-equivalent control group design. Population in class 10th IPA SMAN 1 and SMAN 2 Peusangan designed 252 people. The sampling technique used was purposive sampling technique. The research sample was 140 students. The number of samples in the experimental class was 71 people and 69 people in the control class. The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent t-test. The results showed that the critical thinking skills obtained was 0.93, with an increase in class critical thinking skills including the high category. The results of the independent sample t-test obtained Sig. (0,000) α (0.05) then Ha is accepted, so it is suggested that there are differences in the critical thinking skills of students between the experimental class and the control class on environmental pollution material in class X SMAN Bireuen. The implementation of PBL learning model combined with STEM-based LKPD can improve students' critical thinking skills on environmental pollution material in class 10th SMA Negeri Bireuen Regency.

scholarly journals The Effectiveness of Guided Inquiry-Based Worksheets to Improve Students' Critical Thinking Skills on Archimedes’ Law Materials

2021 ◽  
Vol 9 (2) ◽  
pp. 199
Author(s):  
Suci Rizki Lestari ◽  
Yanti Sofi Makiyah
Keyword(s):  
Critical Thinking ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Significant Difference ◽  
Data Collection Instrument ◽  
Assessment Sheet

This study aimed to determine the effectiveness of Guided Inquiry-based Student Worksheets on Archimedes’ Law. This study used an experimental method with a research design of one group pretest-posttest design. The population in this study was all students of class XI MIA Public Senior High School 1 Sariwangi, the research sample was XI MIA 2. The sampling technique was done by using cluster random sampling. The data collection instrument used a pretest and posttest assessment sheet. Data analysis used statistical tests, namely N-Gain and t-test. The test result of the effectiveness of student worksheets based on guided inquiry using N-Gain analysis obtained a value of 0.97 with high criteria. Furthermore, the result of the t-test showed 15tcount>t(0,995)(30)">  that it was 4.15>2.75. This indicated that there was a significant difference between the pretest and posttest scores. Based on the average N-Gain and t-test, it can be concluded that guided inquiry-based student worksheets are very effective in improving students' critical thinking skills. The results of this study have the implication that guided inquiry-based student worksheets can be used in the implementation of learning as a form of assistance for students to improve students' critical thinking skills. 

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

scholarly journals Fostering of Mathematical Critical Thinking Ability Using ARCS Model and Students’ Motivation

2021 ◽  
Vol 5 (1) ◽  
pp. 134
Author(s):  
Suherman Suherman ◽  
Adib Mustofa Zaman ◽  
Farida Farida
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Model Learning ◽  
Arcs Model ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical critical thinking skills in mathematics learning is an ability that needs to be mastered by every student in order to support students in the learning process. The purpose of this study was to analyzing the influence and interaction of the ARCS model and learning motivation on students' mathematical critical thinking skills. This research is a quasi-experimental design using cluster random sampling as a sampling technique. The data collection technique used an essay test to determine MCT and a questionnaire to see motivation. The data analysis technique used the normality test, homogeneity, and two-way ANOVA. The results have shown that there is an effect of the ARCS learning model on students' mathematical critical thinking ability, there is no influence of learning motivation on mathematical critical thinking skills, and there is no interaction between ARCS model learning and motivation towards mathematical critical thinking ability. Therefore, the ARCS model can be solution to fostering of mathematical critical thinking abilities. 

scholarly journals PENGARUH MODEL LEARNING CYCLE 5E (ENGAGE, EXPLORE, EXPLAIN, ELABORATION, & EVALUATE) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MAN 1 MATARAM

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Baiq Rizkia Ayu Latifa ◽  
Ni Nyoman Sri Putu Verawati ◽  
Ahmad Harjono
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Difficulty Level ◽  
Control Group ◽  
Homogeneity Test ◽  
Model Learning

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student’s critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability’s data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students.

scholarly journals PENGARUH PENGGUNAAN LKPD TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR PESERTA DIDIK KELAS XI IPA SMA NEGERI 6 MAROS (STUDI MATERI POKOK HIDROLISIS GARAM)

2018 ◽  
pp. 1
Author(s):  
Amalia . ◽  
Hasri . ◽  
Taty Sulastri
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
The Mean ◽  
Level Of Significance ◽  
Subject Material

ABSTRAKPenelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh penggunaan LKPD terhadap keterampilan berpikir kritis dan hasil belajar kelas XI IPA SMA Negeri 6 Maros materi pokok hidrolisis garam. Desain penelitian Pretest Treatment Postest Design. Penentuan sampel dilakukan secara random kelas dan terpilih kelas XI IPA 1 sebagai kelas A dan kelas XI IPA 3 sebagai kelas B. Data dianalisis menggunakan analisis deskriptif dan uji independent sample T-Test. Hasil analisis deskriptif diperoleh rata-rata nilai keterampilan berpikir kritis dan  hasil belajar belajar kelas A adalah 72,76 dan kelas B adalah 56,90 dengan standar deviasi masing-masing 15,46 dan 18,56. Data rata-rata nilai N-gain indikator keterampilan berpikir kritis pada kelas A sebesar 0,625 berada dalam kategori sedang  dan N-gain hasil belajar sebesar 0,70 berada dalam kategori tinggi. Sedangkan kelas B sebesar 0.454 dan 0,52  berada dalam kategori sedang. Hasil pengujian hipotesis dengan uji-t pada taraf signifikan, α = 0,05 diperoleh nilai thitung3,22> ttabel 2,02 dan signifikansi (0,003 < 0,05), menunjukkan hipotesis diterima. Disimpulkan  bahwa terdapat pengaruh penggunaan LKPD terhadap keterampilan berpikir kritis dan hasil belajar kelas XI IPA SMA Negeri 6 Maros materi pokok hidrolisis garam. Kata kunci: LKPD, inkuiri terbimbing, hasil belajar, keterampilan berpikir kritis, hidrolisis garam. ABSTRACTThe research was quasi experiment which aims at examining the influence of utilizing LKPD on critical thinking skills and learning outcomeof student XI IPA at SMAN 6 in Maros on salt hydrolysis subject material. The research design was pretest treatmeant posttest. Samples were selected by employing random sampling and obtained student XI IPA 1 as A class and XI IPA 3 as B class. Data were analyzed by employing descriptive analysis and independent sample t-test. The result of descriptive analysis obtained the mean score of critical thinking skills and learning outcomes of A class was 72,76 and the B class was 56,90 with standard of deviation 15, 46 and 18,56 respectively. The data of the mean score of N-gain of critical thinking skills indictor in A class was 0,625 which was in moderate category  and N-gain of learning outcomes was 0,70 which was in high category; whereas, the B class was 0,454 and 0,52 which was in moderate category. The result of hypothesis test with t-test at the level of significance,  = 0,05 obtained tcount 3,22 >ttable 2,02 and significance (0,003 < 0,05), indicated that the hypothesis was accepted. The conclusion that is influence of utilizing LKPD on critical thinking skills and learning outcomes of student XI IPA ata SMA Negeri in Maros on salt hydrolysis  subject material. Keywords: LKPD, Guided Inquiry, Learning Outcome, Critical Thinking Skills, Salt Hydrolysis.

scholarly journals The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

2021 ◽  
Vol 9 (1) ◽  
pp. 136
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

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